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READING INSTRUCTIONAL GUIDE FOR HIGH-INTEREST ARTICLE
UNI T E S S EN TIA L Q UE S T I ON
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Under what conditions should we be held accountable for our actions, especially when those
actions cause harm to others?
BE F O RE R EA DIN G
Front-Loading Background Knowledge through Read Aloud/Think Aloud
Following are suggested Internet articles the teacher may want to explore before beginning this unit with
students. The sites may provide useful as Read Aloud/Think Aloud material.
Van Wey, Kay. “Distracted Driving Accident: Could You Be Liable for Sending a Text to Someone Who Is Driving?”
Van Wey Law Blog. May 17, 2012. http://www.vanweylaw.com/blog/distracted-driving-accident-could-you-beliable-for-sending-a-text-to-someone-who-is-driving.cfm.
•
“Public Awareness Campaigns.” U.S. Department of Transportation.
http://www.distraction.gov/content/dot-action/awareness.html.
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(Please keep in mind that it is the responsibility of the teacher to determine if articles from suggested sites are appropriate. The sites may have
changed content since this publication. The publisher takes no responsibility for the current content of the site.)
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Looking at the Words: Structure and Meaning
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Administer the Unit Vocabulary Assessment as a pretest before vocabulary instruction.
Introduce students to the following chart. Use the Word Parts Guide to help students learn how words are
structured. Students may then learn to infer meaning from word parts and from context as they read the article
and complete the chart.
Words
to Study
Syllables
Prefix
Root
Word
Suffix
Meaning in Context
(Middle English) acacquire
counten- compute
able- capable of
(adj.) responsible to
someone or something
ac-count-a-ble ac
count
*approximately
ap-prox-imate-ly
ap
proximate ly
(Latin) approximatusdrawn near to
(adv.) close to; around
as-sess
n/a
assess
n/a
(Latin) assidere- to sit
beside, assist in the
office of a judge
(v.) to determine the
importance of
n/a
(Middle French)
engager- under
pledge, from
en- make +
gage- pledge
(v.) to be involved in
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accountable
*assess
engage
en-gage
en
gage
able
Origin
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Words
to Study
Answer Key — Answer Key — Answer Key
Syllables
Root
Word
Prefix
Suffix
Origin
Meaning in Context
haz-ard
n/a
hazard
n/a
(Middle English)
hazard- danger
(n.) risk or danger
*indicate
in-di-cate
n/a
indic
ate
(Latin) indicare- to
point
(v.) to give evidence
*involving
in-volv-ing
in
volve
ing
(Latin) involvere- to
roll in, from in- in +
volve- to roll
(v.) including
liable
li-a-ble
n/a
li
able
(Latin) ligare- to bind
able- capable of
(adj.) legally responsible
*reaction
re-ac-tion
re
act
tion
(Latin) re- again
act- something done
tion- action
(n.) movement in response
to a stimulus
ate
(Latin) resuscitare- to
reawaken, from reagain + sus- sub +
cit- to move
(v.) to bring back to life
re-sus-ci-tate
re
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resuscitate
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hazard
sus cit
* Words marked with an asterisk appear on An Academic Word List, Coxhead, A., 2000, available at
http://www.victoria.ac.nz/lals/resources/academicwordlist/. Teachers may also wish to use Jim Burke’s Academic Vocabulary list,
available at http://www.englishcompanion.com/pdfDocs/academicvocab.pdf.
Anticipation Guide
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Activating Background Knowledge
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Students are to indicate “Agree” or “Disagree” for the following statements before beginning the unit of study.
They will have the opportunity to revisit these statements after reading the text. The students will then fill in the
text reference column with the applicable evidence from the text that has either confirmed or challenged
their views.
BEFORE READING
Statement
AFTER READING
Agree/
Disagree
Agree/
Disagree
Text Reference/
Paragraph #
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Drivers who text are more likely to have an accident than any
other type of distracted driver.
Those who text someone who is driving should be held liable for
accidents, even if the texter was not in the car at the time of the
crash.
There is a limit to how long a driver’s license can be suspended
as a result of accidents caused by distracted driving.
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Less than half of U.S. states ban texting while driving.
It is more dangerous to text and drive than it is to drink and drive.
“Distracted driving” includes eating while driving.
Introduction to Unit Essential Question
After completing the Anticipation Guide, generate initial small- or whole-group discussion of the unit essential
question:
Under what conditions should we be held accountable for our actions, especially when those
actions cause harm to others?
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Answer Key — Answer Key — Answer Key
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D U R I N G RE ADIN G
• Skim the passage and questions that follow.
• Read the article closely, marking words or phrases that are unfamiliar. Question, summarize, clarify, and
predict, making marginal notes for each paragraph or section.
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• Determine the meaning of unknown words by interpreting words and phrases within the context of
the passage.
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• Examine elements within the text that shape it, including structure, point of view, style, and relationships
between ideas.
• Reread the article to determine central themes, marking textual evidence.
• Complete the graphic organizer in order to integrate and evaluate ideas within the article.
Sorting the Evidence
You may choose to have students work in small groups to complete the Sorting the Evidence graphic organizer
before they answer the multiple-choice questions. Or you could have them complete the questions, work on the
graphic organizer, and then go back over the questions to see if identifying and analyzing textual evidence helped
them more easily answer the questions.
AFTE R R EA DIN G
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Ask students what words, if any, they are still confused about after reading the article. Model how they can
read an unfamiliar word using decoding strategies, word structures, and context clues. Revisit the Anticipation
Guide to discover whether students’ views have changed after reading the text. Have students record textual
evidence for their answers and reflect upon whether knowledge gained from the text has affirmed or changed
their positions.
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Text-Based Discussion Questions
Students must use specific evidence from the text to support their claims. Remind students that their discussion
should stay connected to the text.
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1. After considering the facts in the article, if all states passed legislation against texting while driving, would the problem disappear? What information in the article influenced your answer?
2. How could a state legislator use the information from studies like that undertaken by Car and Driver magazine to
craft distracted driving laws for his/her state?
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3. The author describes an instance when a person was “electronically present” at the time of a car accident. What
does that phrase mean? Should people who are electronically present be held liable for crashes that occur as a
result of their presence?
4. “The Last Text Documentary” recounts the story of one teen’s car accident and eventual death. Would the author
agree that this documentary has been instrumental in improving the attitudes of drivers toward indulging in
common driving distractions?
5. Immune means to be free from or protected from something. What details in the article support the idea that
people seem to be immune to the outcomes of driving distractions?
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Answer Key — Answer Key — Answer Key
“Don’t do it. It’s not worth losing your life.”
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HIGH-INTEREST ARTICLE
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“People will tell you over and over again it’s not your
fault….But knowing that you were the person she was
talking to when she was killed…having a highway patrol
officer write in a report that a text message sent at 12:05 is
the reason that she is dead, is not something that will ever
go away.”
prison time in addition to his settlement with the Kuberts,
which could cost him hundreds of thousands of dollars. The
Kuberts have also sued Colonna. They say that while she
was not present for the accident, she was “electronically
present” because she knew Best was driving. Because
there was no evidence that she knew Best was driving,
the judge threw out the case. This is still a landmark case
because it birthed the idea that even those not driving could
possibly be held accountable for accidents their actions
cause.
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“The Last Text Documentary” is a video about a teen
named Mandi, describing the story of her sister Ashley’s
death. Ashley was a high school senior with her whole life
ahead of her. The four letters “YEAH” from Mandi was the
last thing Ashley saw before her truck flipped and she was
thrown 300 feet to her death. Those four letters will always
be a reminder to Mandi of the text that took her sister’s life.
According to The National Highway Traffic Safety
Administration, every year approximately 6,000 people die
and 500,000 are injured in accidents involving distracted
drivers. Distracted driving accounts for almost 30% of all
traffic accidents. Drivers who text are at least 23% more
likely to have an accident than anyone else.
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There’s more. Drivers who survive distracted-driving
accidents that they cause can be held liable for any injuries
caused to others during the accident. In one case, a woman
texting her boyfriend was sued for causing an accident
that severely hurt her boyfriend and two others. Shannon
Colonna was having a text conversation with her boyfriend,
Kyle Best, who was driving. He got into an accident which
caused motorcyclists David and Linda Kubert to each lose
a leg. Both amputees are now taking legal action. In this
case, Best is in fact liable for their injuries. He could serve
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In another case, 18-year-old Aaron Deveau of
Massachusetts was sentenced to 4 years for vehicular
homicide and negligent operation of a motor vehicle. One of
those years will be time in prison. Deveau was texting when
his car crossed the center line and hit a car holding Donald
Bowley, 55, and his girlfriend, Luz Roman. The accident
seriously injured the couple, and Bowley eventually died.
Even after prison, Deveau’s license was suspended for 15
years.
More and more states are banning the use of cell phones
while driving, something the National Traffic Safety Board
has wanted for years. So far, 38 states ban texting while
driving for all drivers. Young drivers can’t use phones at
all while driving in 31 states. Several cell phone companies
and insurance agencies like AT&T and State Farm have
campaigns like the “Last Text” campaign to alert drivers to
the dangers of texting.
Car and Driver magazine conducted a study to assess
which is more dangerous: drinking and driving, or texting
and driving. Subjects drove on a test range under different
conditions, and their reaction time to a red light was timed.
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Answer Key — Answer Key — Answer Key
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The results were frightening, to say the least.
Under normal conditions a driver required .54 seconds to brake. That reaction time increased with an added 4 feet when
the driver was legally drunk, and to an astonishing 70 feet while sending a text. It isn’t difficult to imagine what a car moving
at 70 miles per hour might hit before reaching that added distance. How much damage would be done to the vehicles and
its occupants?
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American citizens are well educated on the dangers of drinking and driving. The social pressure against driving drunk is
huge. Even teens voice strong opinions against it. And it appears that educational campaigns against texting are beginning
to have an effect. A poll taken in 2009 indicated that 97% of those asked supported laws banning texting and driving. Over
half of those asked also favored punishment equal to that of drunk driving.
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Driving Statistics
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Arguably one of the most
effective methods to stop
drivers from texting is telling
stories like that of 21-yearold college student Chance
Bothe. The last text Bothe
sent before his truck fell
into a ravine said, “I need to
quit texting because I could
die in a car accident.” After
pressing the “send” button,
Bothe’s truck slammed into
the side of a bridge and went
down a cliff. Bothe survived
with serious injuries, and
he now sees his story as a
chance to encourage drivers
not to engage in distracted
driving.
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But aside from legal action against it, what will it take to convince drivers that texting and driving is deadly? And why do
so many drivers engage in such a dangerous practice, even when they know the risks?
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He has good reason to
discourage others from
texting and driving. His
injuries were so severe that
he had to be resuscitated
three times during his rescue.
He needed six months to
recover in the hospital,
including learning how to
talk again. Bothe says of his
experience, “I have a higher
purpose in being here. I think it’s to urge people not to text
message and drive.” Bothe’s message is simple:
“Don’t do it. It’s not worth losing your life.”
It CAN happen to you. Mandi, Shannon, Kyle, Aaron, and
Chance would undoubtedly agree.
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Answer Key — Answer Key — Answer Key
READING COMPREHENSION
After reading “Driving to Distraction,” select the responses that best answer questions 1–9. Then read question 10 and
construct a short response that is supported by textual evidence.
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1. Part A
Which statement is supported by information in the article?
A. Laws which exist to protect drivers from distracted driving are largely unpopular.
B. No text message is as urgent or as important as human life.
C. All distracted driving is equally dangerous.
D. Pedestrian distracted driving accidents are some of the most tragic and the most preventable.
Part B
Select two pieces of evidence from the high-interest article that support the answer to Part A.
A. Under normal conditions a driver required .54 seconds to brake. That reaction time increased with an added 4 feet when the driver was legally drunk, and to an astonishing 70 feet while sending a text.
B. Bothe’s message is simple: “Don’t do it. It’s not worth losing your life.”
C. A large percentage of those polled say that they know distracted driving is dangerous and a hazard to others.
D. They say that while she was not present for the accident, she was “electronically present” because she knew Best was driving.
E. Those four letters will always be a reminder to Mandi of the text that took her sister’s life.
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2. Closely reread the fourth paragraph of the high-interest article which begins, “There’s more.” Which of the following
statements best summarizes the main idea of the paragraph?
A. Drivers continue to read and send texts despite the fact that the dangers are well documented.
B. The laws regarding distracted driving have fallen behind today’s technology.
C. The groundwork has been laid for establishing fault for texters who know their recipient is driving.
D. There is never a way to prove that someone sending a text knows its recipient is driving when the text is received.
3. Reread this sentence from the article.
“That reaction time increased with an added 4 feet when the driver was legally drunk, and to an
astonishing 70 feet while sending a text.”
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What does this sentence, in the context of the article, reveal about distracted driving?
A. Texting and driving is at least as dangerous as driving under the influence, and possibly more so.
B. Texting while driving is the most dangerous form of distracted driving.
C. The physical damage done because of distracted driving is secondary to the emotional damage of someone who causes that type of accident.
D. Drivers will readily admit to forms of distracted driving other than texting because they are not viewed in the same harsh light.
4. Reread this sentence from the article.
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“Bothe says of his experience, ‘I have a higher purpose in being here. I think it’s to urge people not to text
message and drive.’”
The choice of the word urge in this sentence suggests
A. that Bothe has great respect for lawmakers who ban texting and driving.
B. that Bothe accepts the blame for his accident.
C. that, to Bothe, spreading the message about texting and driving is crucial.
D. that Bothe is so relieved that he didn’t hurt anyone other than himself in the accident.
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Answer Key — Answer Key — Answer Key
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5. Why does the author begin the article with Mandi’s quotation about her sister’s death?
A. to emphasize the very real consequences for those who text while driving and those who send texts to drivers
B. to warn people that the police will blame them if they cause an accident through texting
C. to explain the legal consequences of texting and other forms of distracted driving
D. to show that young people are particularly at risk of losing their life to texting while driving
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6. Part A
What seems to be the author’s point of view about those who choose to text and drive?
A. Laws need to be reformed in order to stop those who would text and drive.
B. Those who purposely participate in distracted driving will inevitably cause an accident.
C. People will continue to text and drive, regardless of laws passed or heartbreaking stories recounted.
D. Drivers who choose to engage in texting are legally and morally responsible for the consequences of those actions.
Part B
Which statement from the article best supports the answer to Part A?
A. Drivers who text are at least 23% more likely to have an accident than anyone else.
B. Over half of those asked also favored punishment equal to that of drunk driving.
C. Arguably one of the most effective methods to stop drivers from texting is telling stories like that of 21-year-
old college student Chance Bothe.
D. It CAN happen to you. Mandi, Shannon, Kyle, Aaron, and Chance would undoubtedly agree.
E. There’s more. Drivers who survive distracted-driving accidents that they cause can be held liable for any injuries caused to others during the accident.
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7. How does the information in the graph reinforce the author’s view that texting and driving is an increasingly urgent
issue?
A.
B.
C.
D.
The graph shows that the total number of accidents is decreasing.
The author cites the graph in stating that distracted driving counts for almost 30% of all traffic accidents.
The author uses graph data noting the increase in fatal accidents to back up anecdotal textual evidence describing fatal distracted driving incidents.
The graph shows that distracted driving is more likely to cause injury than death.
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Answer Key — Answer Key — Answer Key
9. Read the following statement by the father of a teen killed while texting and driving:
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8. Which statement from the article provides the best evidence that distracted driving causes preventable tragedies?
A. It isn’t difficult to imagine what a car moving at 70 miles per hour might hit before reaching that added distance.
B. Drivers who text are at least 23% more likely to have an accident than anyone else.
C. In another case, 18-year-old Aaron Deveau of Massachusetts was sentenced to 4 years for vehicular homicide and negligent operation of a motor vehicle.
D. 86% of drivers have said that they have consumed either food or drink while driving, and 57% say they do it “often.”
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“I think every state should have the (texting ban) law,” he said. “It might not make changes right now, but
(for) the younger generations it will be an educational tool, just like the seat belt (law). We all fought against
seat belts, (but) now, everybody wears seat belts. The kids will be trained and learn from a young age that
they can’t text and drive.”
This statement seems to support the article’s assertion that educational campaigns against texting can make a
difference by
A. comparing texting laws to seatbelt laws, which today’s young people are “trained” for.
B. showing that seatbelt laws are equally ignored but important.
C. explaining to young people that texting and driving is a selfish choice.
D. teaching young people, who don’t know that texting is dangerous, just how dangerous it can be.
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10. Closely reread the driving statistics listed in the text box of the article. How does the final bullet point relate to the five
statistics that precede it and the information presented in the article? How might this be important when considering
future laws regarding distracted driving? Write your answer in no more than three complete sentences, using at least
two details from the text to support your answer.
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Student answers will vary but may include the following points:
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The final bullet point clearly states that MOST people know that distracted driving is dangerous
to themselves and others, yet the stories from the article and the statistics listed show that many
people continue to participate in distracted driving, with some participating often. This shows that
it will likely take more than knowledge of dangerous practices to get people to stop intentionally
participating in distracted behaviors while driving. One way to accomplish this may be for all states
to pass specific laws banning texting and driving and other distracted behaviors.
Use the Reading Short-Response Rubric to reference the criteria and determine the number of
points to award.
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CCR Anchor Standards for Reading: 7
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Answer Key — Answer Key — Answer Key
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SORTING THE EVIDENCE
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Directions: Closely reread the article “Driving to Distraction.” Consider the quotation used at the beginning and near the
end of the article: “Don’t do it. It’s not worth losing your life.” As you reread, take notes in the boxes under each of the
names, noting specific details about each case, especially as related to accountability for their actions. In the final box,
make a statement about the dangers of texting and driving, using at least two supporting details from the text in your
answer.
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MANDI
Her sister died reading the text message that
Mandi sent her.
Though people tell her it isn’t her fault, Mandi
will always blame herself.
Shannon texted her boyfriend, Kyle, who
wrecked and caused two motorcyclists to lose
their legs. The cyclists sued both Kyle, who
will likely face charges and fees, and Shannon,
setting a foundation for the idea of texters being
“electronically present.”
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AARON DEVEAU
KYLE BEST & SHANNON COLONNA
While texting and driving, Aaron’s car hit two
motorists, one who died later.
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He received a 4-year sentence, and his
license was suspended for 15 years.
CHANCE BOTHE
Chance drove his truck into a ravine while texting.
He barely survived the accident and now
dedicates time to preventing texting and driving.
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Summary Statement of the Dangers of Texting and Driving
Student answers will vary but may include the following evidence from the text:
• Texting drivers are 23% more likely to have an accident.
• Car and Driver magazine found that texting and driving produced worse reaction time than
drinking and driving.
• Legal bans for texting and driving are ever increasing.
• Drivers who choose to text are held liable for injuries to others, including possible jail sentence.
CCR Anchor Standards for Reading: 1, 2
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Answer Key — Answer Key — Answer Key
READING INSTRUCTIONAL GUIDE FOR TECHNICAL ARTICLE
B EF O R E RE ADIN G
Looking at the Words: Structure and Meaning
catastrophic
Syllables
cat-a-stroph-ic
Prefix
cata
Root
Word
Suffix
Origin
Meaning in Context
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Words
to Study
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Introduce students to the following chart. Use the Word Parts Guide to help students learn how words are
structured. Students may then learn to infer meaning from word parts and from context as they read the article
and complete the chart.
stroph
ic
(Greek) kata- to
overturn
strephein- to turn
(adj.) characteristic of a
disaster
com-prise
com
prise
n/a
*detect
detect
de
tect
n/a
(Latin) de- intensity
teg- to cover
(v.) to discover
*diminish
di-min-ish
di
minish
n/a
(Latin) deminuereto make smaller
(v.) to lessen
hefty
heft-y
n/a
heft
y
(Latin) heave- to
throw
(adj.) impressive
impaired
im-paired
im
pair
ed
(Latin) peirer- to
make worse
(adj.) functioning poorly
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*comprise
(Latin)
comprehendereto understand, from
(v.) to include
com- completely
+ prehendere- to
take hold of
in-ter-pret
inter
pret
n/a
(Latin) interpretariexplain
(v.) to make sense of
multitasking
mul-ti-task-ing
multi
task
ing
(Latin) multi- many
tasca- tax
(n.) the carrying out of two or
more tasks at a time
*perception
per-cep-tion
n/a
percept
ion
(Latin) perceptumto distinguish
(n.) understanding through
the senses
pro-duc-tive
n/a
product ive
(Latin) producereto produce
(adj.) able to generate
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*interpret
productive
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* Words marked with an asterisk appear on An Academic Word List, Coxhead, A., 2000, available at http://www.victoria.ac.nz/lals/resources/
academicwordlist/. Teachers may also wish to use Jim Burke’s Academic Vocabulary list, available at http://www.englishcompanion.com/pdfDocs/
academicvocab.pdf.
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Answer Key — Answer Key — Answer Key
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Activating Background Knowledge
Anticipation Guide
BEFORE READING
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Students are to indicate “Agree” or “Disagree” for the following statements before reading the technical article.
They will have the opportunity to revisit these statements after reading the text.
AFTER READING
Agree/
Disagree
Agree/
Disagree
Text Reference/Paragraph #
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Statement
Distracted driving is unnecessarily dangerous.
Using a cell phone while driving is worse than
driving under the influence.
Multitasking is an effective method of
productive people.
Texting while driving interrupts many brain
functions.
Graphic Organizer
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The issue of distracted driving can be solved
by increasing personal responsibility.
Titles will vary but should reflect central idea.
TYPES OF
DISTRACTED
DRIVING
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Title:
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Students will work in small groups to brainstorm about distracted driving, recalling anything previously learned
and any prior experience with the subject. Encourage students to see the relationships between their ideas as
they complete a concept map to demonstrate what they already know about distracted driving. Students should
use ideas generated to create a title and complete the graphic organizer.
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Answer Key — Answer Key — Answer Key
D U RI NG R EA DIN G
• Skim the passage and questions that follow.
• Read the article closely, marking words or phrases that are unfamiliar. Question, summarize, clarify, and
predict, making marginal notes for each paragraph or section.
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• Determine the meaning of unknown words by interpreting words and phrases within the context of
the passage.
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• Examine elements within the text that shape it, including structure, point of view, style, and relationships
between ideas.
• Reread the article to determine central themes, marking textual evidence.
• Complete the graphic organizer in order to integrate and evaluate knowledge gained from the text.
AF TE R REA DIN G
Ask students what words, if any, they are still confused about after reading the article. Model how they can read
an unfamiliar word using decoding strategies, word structures, and context clues. Revisit the Anticipation Guide
to see if students’ views have changed after reading the text. Have students record textual evidence to support
their answers and reflect upon whether knowledge gained from reading the text has affirmed or changed
their positions.
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Essential Question Discussion
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Have students participate in small-group discussions about the unit essential question based on what they have
learned thus far from unit text. Encourage students to integrate knowledge gained from the technical article
and to use this textual evidence in discussion to either support or reconsider their initial views. Students may
first draft an outline response to the essential question in preparation for a structured conversation. The outline
should include references to textual evidence and quotations that speak to the essential question.
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Under what conditions should we be held accountable for our actions, especially when those
actions cause harm to others?
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Answer Key — Answer Key — Answer Key
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TECHNICAL ARTICLE
MULTITASKING AND DRIVING:
dangerous, even deadly, practice in driving.
That’s because driving requires many
parts of the brain to work together.
The brain must process
large amounts of visual
information at the same
time, as well as predict
and adjust to moves
that surrounding
motorists will
make. The driver’s
brain must also
coordinate motor
functions of the
hands and feet.
When one or
more of those
brain functions
is interrupted by
another activity,
something suffers.
Unfortunately,
often what becomes
impaired is directly
related to driving, and
it often has catastrophic
consequences.
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Your heart stops as the car in front of
yours swerves. First it travels into
the emergency lane, and then
quickly left into your lane,
nearly swiping the front
side of your car. It’s
driving erratically by
speeding along and
then slowing down
again. The driver
doesn’t seem
to notice that
the light she is
approaching is
yellow, soon
to turn red.
Barreling along,
the driver slams
on the brakes a
few feet before
the light, narrowly
missing a car in
the intersection.
The driver is clearly
impaired. Is she
intoxicated? Under
the influence of an illegal
substance? Having a medical
crisis?
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COGNITIVE, VISUAL, AND MANUAL DISTRACTIONS
Multitasking is often perceived as a positive ability—
attributed to people who are especially productive,
organized, or valuable. While in many parts of life these
may be accurate indicators, multitasking can be a
This type of multitasking is formally called distracted
driving, which includes activity engaged in by a driver that
takes his or her attention away from the task at hand.
There are three type of distracted driving: cognitive, visual,
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Does this description have the characteristics of a driver
who is “under the influence?” It does, and yet it is also
easily attributed to a driver engaged in driving while texting
or speaking on a cell phone. The popular television show
MythBusters did an experiment showing that their drivers
actually performed worse on a driving test when talking
on a cell phone than they did with blood alcohol levels just
under the legal limit of intoxication. Other research studies
have found that texting while driving is about 6 times more
likely to cause an accident than driving while intoxicated.
Cell phone use while driving is clearly dangerous, but
millions of people continue to participate on the road daily.
What is the appeal of this most dangerous multitasking?
In a struggling economy, many
in the business world attempt to use any
method necessary to stay ahead. This often includes an
attempt at multitasking, including driving while texting
or checking email. Multitasking is also the result of the
hurried, technology-driven world in which we live. With the
blessings of real-time social media and news stream comes
a dark side—people who are addicted to having an eye and
an ear on all things at all times. David Meyer, professor of
psychology at the University of Michigan, warns, “There is
an illusion of productivity. It’s actually counterproductive. To
the extent that someone is focused on driving, the quality
of work product is diminished. To the extent someone is
focused on work and not driving, there’s a risk of crashing
and burning. Something’s got to give.”
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Answer Key — Answer Key — Answer Key
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A Whole-Brain Event
PARIETAL LOBE
FRONTAL LOBE
OCCIPITAL LOBE
TEMPORAL LOBE
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CEREBELLUM
Imagine the different types of distraction that each of
those activities involves. What makes cell phone use,
especially texting, while driving so dangerous is that it is
one of the only forms of distracted driving that includes all
three types of distraction. To send a text message at least
one hand is removed from the steering wheel to hold the
phone and type. Your eyes dart back and forth between
the road and reading what is typed. Clearly your mind is
split between the logistics of texting, the message of your
text, and the act of driving. It’s a dangerous combination.
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and manual distractions. Cognitive distractions comprise
activities that take the driver’s attention off of driving toward
thinking about something else. For example, trying to
process new directions takes cognitive attention away
from the physical task of driving. Visual distraction occurs
during any activity that requires a driver to take his eyes off
the road, such as attending to a child in the back, reaching
for something, or even peeking at a text message. Manual
distraction includes any movements which involves a body
part needed for driving—taking your hands off the wheel to
reach for your sunglasses, for example.
Distraction.gov lists the following common driving
distractions:
•Texting
Using a cell phone or smartphone
•
Eating and drinking
•
Talking to passengers
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•
•Grooming
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So what can be done? Education and public service
campaigns have created a culture that understands that
texting and driving is dangerous and wrong. Unfortunately,
the facts show that many drivers continue distracted driving
practices, judging by the accidents caused. Many states
now have laws against texting and driving, with hefty fines
for those caught. Ten states have gone so far as to outlaw
all drivers from using handheld cell phones. Technology is
catching up as well. AT&T Drive Mode is a free mobile app
for Android that holds calls and texts while driving.
But really, the issue of distracted driving comes down to
taking personal responsibility for your lives and those that
you affect if you choose to multitask while driving. What
decision will you make?
•
Reading, including maps
•
Using a navigation system
•
Watching a video
•
Adjusting a radio, CD player, or MP3 player
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READING COMPREHENSION
After reading “Multitasking and Driving: Cognitive, Visual, and Manual Distractions,” select the responses that best answer
questions 1–9. Then read question 10 and construct a short response that is supported by textual evidence.
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1. Closely reread the information in paragraph four about multitasking. Professor David Meyer’s quote indicates that
A. multitasking is productive in all areas, including driving.
B. when we try to do more than one thing at a time, the results in all those areas suffer.
C. some people cannot carry on business due to their addiction to social media.
D. motor vehicle accidents can be blamed on the poor economy.
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2. Part A
The information in the text box labeled “A Whole-Brain Event” best supports the article in that
A. it shows the various parts of the brain involved in cognitive processes.
B. the function of the frontal lobe is critical to driving.
C. it illustrates and describes the biology behind why texting while driving is more dangerous than any other form of distracted driving.
D. the cerebellum controls all of the functions involved in driving.
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Part B
Select two pieces of information from the text box that support the answer to Part A.
A. Many areas of the brain come into play to integrate all of this information.
B. A driver is required to assimilate information from many different sources.
C. The frontal lobe helps with decision-making.
D. The cerebellum is an active part of the brain while driving.
E. Bits of information from all the senses are integrated by the parietal lobe.
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3. Part A
According to the technical article, what has been the impact of educational campaigns on the problem of texting and
driving?
A. The campaigns have greatly reduced the numbers of people texting and driving.
B. The majority of states in the United States now prohibit the use of cell phones while driving.
C. It has been determined that most people will not use an app on their phone to restrict the use of a cell phone while driving.
D. More people understand the dangers of the practice; however, many still engage in it.
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Part B
Select two pieces of information from the technical article that support the answer to Part A.
A. The downturn in the economy has resulted in people attempting to work while they drive.
B. Ten states outlaw all cell phone use in vehicles.
C. Education and public service campaigns have created a culture that understands that texting and driving is dangerous and wrong.
D. Distracted driving also includes eating, grooming, and playing music while driving.
E. Unfortunately, the facts show that many drivers continue distracted driving practices.
4. Reread the following sentence from the article.
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“Barreling along, the driver slams on the brakes a few feet before the light, narrowly missing a car in the
intersection.”
The choice of the word barreling in this sentence suggests
A. that the driver was out of control.
B. that the driver could not see the road ahead.
C. that the car hit a barrel.
D. that the car was large and rolled to a stop.
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Answer Key — Answer Key — Answer Key
5. Why is the information about the various functions of the brain included in this article?
A. to teach students about the various functions of the brain and how they interrelate
B. to prove that there are visual, cognitive, and manual cues involved in driving
C. to distinguish the functions of the brain and how they work as a whole
D. to emphasize that our brains simply are not equipped to engage in texting while driving
6. Closely reread the following sentence from the technical article.
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“In a struggling economy, many in the business world attempt to use any method necessary to stay
ahead.”
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How does the author’s choice to include this information shed light on one point of view on the topic in this article?
A. It reveals that the economy has recently suffered a downturn in business.
B. It causes the reader to conclude that those in business are less concerned with driving.
C. It points out that wage earners have been forced to carry on business anywhere they can in order to make a living, including while driving.
D. It proves that multitasking is dangerous.
7. How does this poster best reinforce the information about distracted driving discussed in the technical article?
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A. The poster shows that eating can be a form of distracted driving, something that many people might not realize.
B. It shows examples of driving distractions mentioned in the article and compares driving to a maze that must be navigated to get where you are going.
C. The maze represents a driver’s route, with many unexpected twists and turns.
D. It shows a driver not getting to the end of the route safely.
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8. Which fact from the article best supports the idea that the human brain is not equipped to pay attention to a text and
drive at the same time?
A. A medical crisis might involve a brain malfunction, which could cause a driver to be unable to control the vehicle.
B. Even though cell phone use while driving is dangerous, millions of people still do it.
C. Texting demands that the brain’s attention be diverted on multiple levels, unlike other forms of distracted driving.
D. Reading a map or using a navigation system doesn’t involve additional brain activity; therefore, no laws are needed to regulate the use of GPS systems.
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Answer Key — Answer Key — Answer Key
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9. Closely read this excerpt from an article on distracted driving.
“Though many states have laws or at least precedent to sue against drivers who use cell phones while
behind the wheel, more and more experts are suggesting banning hands-free devices as well. This is a
much stricter policy than has been encouraged before. The idea is that any distraction, whether it requires
a driver’s hands or not, will take attention and focus away from safely operating a vehicle.”
10. Closely reread this paragraph from the article.
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How does this excerpt relate to the information in the technical article?
A. It supports the information provided on brain function and distracted driving.
B. The information contradicts the data from the MythBusters study that drivers did worse on driving tests while intoxicated.
C. The excerpt extends the definition of multitasking.
D. This additional information casts doubt on much of the article’s data about drinking and driving.
“In a struggling economy, many in the business world attempt to use any method necessary to stay ahead.
This often includes an attempt at multitasking, including driving while texting or checking email. Multitasking
is also the result of the hurried, technology-driven world in which we live. With the blessings of real-time
social media and news stream comes a dark side—people who are addicted to having an eye and an
ear on all things at all times. David Meyer, professor of psychology at the University of Michigan, warns,
‘There is an illusion of productivity. It’s actually counterproductive. To the extent that someone is focused
on driving, the quality of work product is diminished. To the extent someone is focused on work and not
driving, there’s a risk of crashing and burning. Something’s got to give.’”
How would you advise a driver who insists on talking to and texting customers and suppliers while driving? Write
your answer in no more than three complete sentences, using at least two details from the text to support your
answer.
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Student answers will vary but may include the following points:
Our brains are not equipped to pay attention on multiple levels when engaged in a
dangerous activity like driving.
•
According to Dr. David Meyer, the driver may believe she is being productive, but she is not
able to attend to both tasks adequately. Even though the current economic situation is not
good, studies have shown that texting and driving is even more dangerous than drinking
and driving.
•
Business may be getting done, but at what cost to the safety of the driver, his/her
passengers, and everyone else on the road?
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•
Use the Reading Short-Response Rubric to reference the criteria and determine the number of
points to award.
CCR Anchor Standards for Reading: 2
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Answer Key — Answer Key — Answer Key
TECHNICAL WRITING PROMPT
TECHNICAL
WRITING
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Your school principal has asked you to give a presentation about the dangers of texting and driving. Using the information
from the text, create a PowerPoint presentation of four slides describing the physiological (including the body and brain)
reasons that texting and driving is dangerous. Use at least four specific details from the technical article to convey your
ideas clearly and accurately.
Student answers will vary but should cite textual evidence, which may include
the following:
•
Texting involves manual distraction, by the act of holding and using the phone.
•
Texting involves visual distraction, as the drivers eyes move between the road
and the phone.
•
Texting involves cognitive distraction, as research shows that driving while
using a cell phone is at least as dangerous and driving while intoxicated.
•
Texting and driving is the most dangerous form of distracted driving because it
involves all three types of distractions while driving.
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Before students begin writing, thoroughly read the Technical Writing ExtendedResponse Rubric with the class to ensure that each student understands the criteria
and expectations. Make sure that each student has a copy of the rubric for reference
during the writing task.
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Use the Technical Writing Extended-Response Rubric to reference the criteria and
determine the number of points to award.
CCR Anchor Standards for Writing: 2
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Answer Key — Answer Key — Answer Key
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INTERPRETING THE DATA
PART I
How does texting and driving compare to drinking and driving, and should the penalties be similar?
Table 1. Comparison of U.S. automobile fatalities involving texting and drinking in 2009
Alcohol-related fatalities
9,742
5,478
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33,808
Texting-related fatalities
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Total fatalities
1. Which of the two categories had the most fatalities in 2009? Alcohol-related
2. How many more alcohol-related deaths than texting-related deaths occurred in 2009? 4,264 (9,742–5,478=4,264)
3. What percentage of fatalities were reportedly related to texting and driving? 16.2 % (5,478÷33,808=0.162)
4. What percentage were alcohol-related accidents? 28.8% (9,742÷33,808=0.288)
5. Reread the following sentences from the high-interest article, “Driving to Distraction.”
All 50 states imposing penalties for drinking and driving. Would you support similar penalties for drivers who text and
drive? Use the previous excerpt from the high-interest article along with Table 1 to support your answer.
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“The American public has been well educated on the dangers of drinking and driving. The social pressure
against driving drunk is huge, even among teens that often face peer pressure . . . It does appear that
educational campaigns concerning texting like those mentioned earlier are beginning to have an effect. A
poll taken in 2009 indicated that 97% of those asked favor legislation banning texting and driving, with over
half of those asked also favoring punishment as severe as that for driving while legally drunk.”
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Student answers will vary but should be supported by data and information from the
high-interest article. Table 1 indicates that texting and driving has been connected to
fatalities. Students might also point out that the poll mentioned in the high-interest
article shows increasing awareness of the dangers of texting and driving and high
support for texting bans. Therefore, it should be punished like drinking and driving.
Others may argue that awareness is still not as high as it is for drinking and driving,
so those who text and drive should not be punished.
Use the Interpreting the Data Short-Response Rubric to reference the criteria and
determine the number of points to award.
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Look at this excerpt from an article titled “Texting and Driving, Still Legal in Florida”:
“Texting while driving causes reaction times to decline by 35 percent and steering control by 91 percent.
. . .Taking your eyes off of the road for two seconds doubles your risk of getting into a crash. AAA and
Seventeen magazine on August 2 released a joint survey of almost 2,000 teens ages 16–19. It found that
84% know distracted driving increases their crash risk, yet 86% do it anyway.”
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19
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Answer Key — Answer Key — Answer Key
6. Considering the statistics presented in the article “Texting and Driving, Still Legal in Florida” and the data in Table 1,
how strict do you think penalties should be for texting and driving? Explain, using evidence to support your position.
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Student answers will vary but should be supported by data as well as information from the
article. Students may note that 16.2% of fatalities in 2009 involved texting and driving. And
the statistics show that texting can double the risk of a crash. Further, the survey shows
that the vast majority of teens know the risk of texting and driving yet choose to do it
anyway. Therefore, students may argue that laws should impose strict penalties in effort to
discourage teens and others from texting and driving.
Use the Interpreting the Data Short-Response Rubric to reference the criteria and determine
the number of points to award.
PART II
Should laws be passed to ban forms of distracted driving other than texting and driving?
Multitasking has increased with the use of smartphones in our society. Some individuals engage in work while
driving to maximize use of time. Closely reread the following excerpt from the unit technical article.
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“David Meyer, professor of psychology . . . warns, ‘There is an illusion of productivity. . . . To the extent
that someone is focused on driving, the quality of work product is diminished. To the extent someone is
focused on work and not driving, there’s a risk of crashing and burning. Something’s got to give.’”
60%
50%
40%
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Weighted percentage
70%
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Figure 1. Self-reported cell phone use while driving in the United States, by age group
30%
20%
10%
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0
20
18-29 years
30-39 years
Regularly or fairly often
40-49 years
Age group
50-59 years
Just once or rarely
60+ years
Never
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Answer Key — Answer Key — Answer Key
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7. Based on the information presented in Figure 1 and the comment by Professor David Meyer, which age group would
be most likely to engage in multitasking? Why might those in this age group be more inclined to be “multitaskers”?
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Student answers will vary but should be supported by data as well as information from the
technical article. Students may answer that the 30–39 age group reports highest regular
cell phone usage while driving and therefore is the age group most likely to have people
engaged in multitasking. Reasons for multitasking may include maintaining job performance,
balancing career with family, etc. Students may also note that those in the 18−29 age group
also report high cell phone usage, and their reasons for multitasking might be balancing
school with social networking, work, etc.
Use the Interpreting the Data Short-Response Rubric to reference the criteria and determine
the number of points to award.
Table 2. Number of states with varying bans on using cell phones while driving
Various bans
on cellphone use
and driving
Bans for young
drivers
(cell phones)
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Number of states with
bans in each category
Bans for all drivers
(cell phones)
Texting
bans
16
33
18
39
34
17
32
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Number of states without bans
in each category
Bans for
bus drivers
(cell phones)
Use the data in Table 2 to answer the following questions:
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8. What percentage of the 50 states have enacted bans specific to bus drivers?
36% (18÷50=0.36)
9. What percentage of states have enacted bans specific to young drivers?
66% (33÷50=0.66)
10. What percentage of states have enacted bans for all drivers using handheld cell phones?
32% (16÷50=0.32)
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11. What percentage of states have not enacted bans specific to texting and driving?
12% (6÷50=0.12)
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21
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Answer Key — Answer Key — Answer Key
12. Based on the information presented in Table 2 and the quotation by Professor David Meyer, what kinds of distracted
driving, other than texting, can influence driving performance, and how?
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Student answers will vary but should be supported by data. Students may cite Professor
Meyer to point out that when drivers focus on anything other than driving, driving
performance suffers. They may cite Table 2 to point out that the various laws passed to ban
handheld cell phone use for all drivers must be based on evidence that general cell phone
use (not just texting) while driving is dangerous and can hinder driving performance.
Use the Interpreting the Data Short-Response Rubric to reference the criteria and determine
the number of points to award.
13. Based on the data and information presented in Interpreting the Data for this unit, what kinds of bans on distracted
driving would you support?
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Student answers will vary but should be supported by the previous data and information.
Students may cite Table 2 to argue that adult car drivers should be allowed to use a nonhandheld cell phone while driving. Others may refer to Figure 1 to support bans for all ages,
since cell phone use is significant in the first three age groups (spanning ages 18 to 49).
Some may cite Professor Meyer to support a ban on all cell phone use because even using
non-handheld phones takes a driver’s focus off of driving.
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Use the Interpreting the Data Short-Response Rubric to reference the criteria and determine
the number of points to award.
There is an
2 SECONDS DOUBLES YOUR RISK
of getting into a crash
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illusion of
productivity. . .
Taking your eyes off of the road for
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Answer Key — Answer Key — Answer Key
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INTEGRATE AND EVALUATE
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Reflect on the articles you have read in this unit and the statistical information presented. Based on the information
and data presented, how do you think passing more laws banning texting and driving would affect the number of car
accidents involving distracted drivers each year? What evidence supports your opinion?
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Student answers will vary but should cite textual evidence, which may include some of
the following:
Texting and driving causes accidents and even kills (high-interest article), so banning
texting and driving would reduce car accidents.
•
The NHTSA data shows that nearly 6,000 die and 500,000 are injured every year in
accidents involving distracted drivers (high-interest article), so the ban would reduce
accidents, injuries, and deaths.
•
Multitasking while driving interrupts brain function and poses risk of accident
(technical article), so banning texting and driving would reduce risk and accidents.
•
Texting while driving causes reaction times to decline by 35 percent and steering
control by 91 percent, according to the AAA, and taking eyes off of the road for 2
seconds doubles the risk of a crash (Interpreting the Data), so banning texting should
reduce crashes.
•
However, the majority of teens (86%) know the dangers of texting and driving but
choose to do it anyway (Interpreting the Data), so a ban alone may not
decrease accidents.
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Before they begin writing, thoroughly read the Integrate and Evaluate Extended-Response
Rubric with the class to ensure that each student understands the criteria and expectations.
Make sure that each student has a copy of the rubric for reference during the writing task.
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Use the Integrate and Evaluate Extended-Response Rubric to reference the criteria and
determine the number of points to award
CCR Anchor Standards for Reading: 7
CCR Anchor Standards for Writing: 9
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Answer Key — Answer Key — Answer Key
After Chance Bothe drove his car into a ravine after
texting and driving, 911 was called. A quick response
saved his life. Who exactly are the people that take those
calls?
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A
HELP W
Dispatchers work in an emergency communication
center. As they answer an emergency call, dispatchers
must remember to do all of these things:
Determine the type of emergency and its location
•
Decide on the appropriate response to the call
•
Relay information to responders, based on the
data gathered
•
Provide immediate verbal medical assistance until
responders arrive at the scene
•
Monitor and track the status of all responders
involved
•
Keep detailed records about all calls
the state of Florida needs to take a serious look
at the issue of minimum training standards for
public safety telecommunicators. As Florida’s
population continues to grow, so too will the need
for competent, professional telecommunicators
increase. The cost associated with continuing to
ignore this need may well be tallied in lost lives.
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As dispatchers carry out these critical duties, they
must remain calm. They try to keep the caller as calm as
possible, too. Incorrect information can cost lives.
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Many states require certification as part of the training for
emergency dispatchers, in addition to on-the-job training.
Some agencies have their own certification programs, while
others use professional organizations that provide training.
The Association of Public-Safety Communications Officials
(APCO), the National Emergency Number Association
(NENA), and the National Academies of Emergency
Dispatch (NAED) have all gathered standards and best
practices. These organizations are used across the country
to develop certification and training programs. One state
recently issued this statement to encourage dispatchers to
be certified:
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Public safety telecommunicators fulfill a vital
role within the American criminal justice system.
Tasked with receiving, classifying, and dispatching
requests from the public for emergency service,
telecommunicators are the first-line of contact
between citizens and law enforcement officers,
fire departments, or ambulances. In Florida,
public safety telecommunicators provide this vital
service without the benefit of standardized training.
Tragic events in recent years serve as examples
of what can happen when telecommunicators
fail to perform as expected. Given these facts,
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Police, fire, and ambulance dispatchers answer 911
calls during an emergency. As the seconds tick by, the
situation for those injured in an accident can become even
more critical. The issue of blame is set aside until everyone
is cared for at the scene or taken to a medical facility.
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COLLEGE AND CAREER ARTICLE
Related to certification is education required for a job as
an emergency dispatcher. Job seekers in this field do not
need a college degree. Most training is provided after being
hired. The median salary in the United States for a job as
emergency dispatcher is $33,929.
Most dispatchers work 8- to 12-hour shifts. However,
some job locations choose to use 24-hour shifts. The
demands are high, especially when dealing with multiple
calls from those in crisis. The person taking the call must
listen carefully and then make important choices on which
agencies to dispatch to the scene. They must also consider
other factors like weather conditions and the geographic
location and surrounding terrain. They also make use of
crime databases before they make the important decision
about which agencies to dispatch to the site of the incident
and how to get them there.
Most emergency dispatchers work for local and state
government, usually in law enforcement or fire departments.
Others work for private companies.
The job prospects for this career path are favorable,
but much of that is dependent on budget cuts within a
particular agency. If you are interested and think you have
or can develop excellent communication and computer
skills, you will be sought after in this critical career field.
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LOOKING FORWARD
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Emergency dispatchers fulfill a critical role in keeping the public safe. In view of the information provided in the College
and Career Article about this career, it appears that many states are demanding that dispatchers be certified in addition
to their on-the-job training. Write a persuasive essay supporting this position with valid reasoning. Write in complete
sentences and cite at least three specific details or facts from the College and Career Article to support your answer.
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LOOKING
Student answers will vary, but all should indicate a preference and then support
that choice with evidence, which may include the following:
•
Dispatchers are the first contact with those in crisis and must make many
critical decisions as they determine how to respond to the situation.
•
“Erroneous information passed on to responders can cost lives.”
•
“Tragic events in recent years serve as examples of what can happen when
telecommunicators fail to perform as expected.”
•
“An overview of a variety of these positions indicate that more states agree
with certification as a requirement for this job.”
•
“The demands, therefore, are high, especially when dealing with multiple calls
from those in crisis.”
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FORWARD
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Before students begin writing, thoroughly read the Looking Forward ExtendedResponse Rubric with the class to ensure that each student understands the
criteria and expectations. Make sure that each student has a copy of the rubric for
reference during the writing task.
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Use the Looking Forward Extended-Response Rubric to reference the criteria and
determine the number of points to award.
CCR Anchor Standards for Writing: 1
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Answer Key — Answer Key — Answer Key
ETHICAL DILEMMA
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As the emergency dispatcher for the local fire department, you receive a call at 1:20 a.m. from a cell-phone user who
has been in a car crash on a mountain road in the area. The connection is not good, but after gathering the pertinent
information from the caller, you dispatch the emergency responders to the scene. Unfortunately, one of the victims died at
the scene from blood loss. Your supervisor later reprimands you for providing the incorrect location for the accident, and
you find out that the family may sue you. Based on the information provided about this career, do you think you should
be held responsible in any way for this person’s death? Write your answer in complete sentences, and use at least three
specific details from unit text to support your answer.
ETHICAL
Student answers will vary but should cite textual evidence, which may include
some of the following:
•
Job duties of this position demand “excellent communication skills.”
•
“The demands, therefore, are high, especially when dealing with multiple
calls from those in crisis. The person taking the call must listen carefully and
then make critical choices.”
•
“Erroneous information passed on to responders can cost lives.”
•
“Tragic events in recent years serve as examples of what can happen when
telecommunicators fail to perform as expected.”
•
The call was from a cell phone with a poor connection
•
The dispatcher relayed the information that he heard to the appropriate
responders; therefore, it was “based on the data gathered at the time.”
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DILEMMA
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Before students begin writing, thoroughly read the Character Education ExtendedResponse Rubric with the class to ensure that each student understands the
criteria and expectations. Make sure that each student has a copy of the rubric for
reference during the writing task.
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Use the Character Education Extended-Response Rubric to reference the criteria
and determine the number of points to award.
CCR Anchor Standards for Writing: 1
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UNIT VOCABULARY ASSESSMENT
Column II
1. resuscitate A. to bring back to life
2. indicate B. to determine
3. comprise C. to make sense of
4. assess D. to give evidence
5. interpret E. to include
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Column I
_ A_ _ D_
_ E_
_ B_
_ C_
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Matching
Match each word in Column I to its definition in Column II.
Synonyms and Antonyms
Choose the word that best answers each question.
6. Which word is a synonym for diminish?
A. increase B. lessen
C. excite
D. discover
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7. Which word is a synonym for detect?
A. retract
B. distract
C. dim
D.provide
C. including
D. excluding
9. Which word is an antonym for productive?
A. instuctive B. destructive
C. generating
D. prolific
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8. Which word is an antonym for involving?
A. growing B. depicting
10. Read this sentence from the high-interest article.
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“And why do so many drivers engage in such a dangerous practice, even when they know the risks?”
Which word could be chosen as a synonym of the word engage in this sentence?
A. participate
C. involve
B. withdraw
D. enjoy
11.Read this sentence from the high-interest article.
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“A large percentage of those polled say that they know distracted driving is dangerous and a hazard to
others.”
Which word could be chosen as a synonym of the word hazard in this sentence?
A. risk
B. promise
C. insult
D. justification
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Answer Key — Answer Key — Answer Key
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Sentence Completion
Choose words from the word bank that best fill in the blanks in each sentence.
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12. One way that drivers who choose to text are held accountable is through hefty fines stemming from any accident
they may cause.
13. Approximately 30% of all traffic accidents are caused by drivers who are impaired because of distracted driving.
14. A foundation has been set for suing those who text and drive to hold them liable for a catastrophic event that
occurs because of that distracted driving.
Composing with Key Words
15.Correctly use the given words in a short response that expresses your thoughts on the effect that distracted driving
has on others, including the implications of any accidents it might cause.
Sample response: Distracted driving is just as dangerous as driving under the influence. According to
several studies, multitasking while driving reduces a driver’s reaction time. Because the distracted driver’s
perception is less effective, he or she risks causing an accident, which the driver would then be held liable
for, including any resulting injuries.
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perception
multitasking
reaction
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AUTHENTIC ASSESSMENT
Students will create a public service announcement based on the unit “Texting and Driving.” If possible, students will have
access to technology such as iMovie, Microsoft Movie Maker, or PowerPoint.
Instructions for Public Service Announcement
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1. Planning. A public service announcement (PSA) is an advertisement intended to convince the public of
something by raising awareness on a particular issue. If possible, view examples of PSAs, especially related to
texting and driving. A possible example can be found here: “Texting and Driving PSA,”
http://www.youtube.com/watch?v=-ow3-HJKTss. Student groups will either be assigned or formed by
students. Each group will create a PSA on the dangers of distracted driving. The PSAs should be persuasive.
Groups should complete the following questions to begin planning.
A. What would a PSA about distracted driving accomplish?
B. How will you introduce the issue?
C. What evidence from the text will you use to support your position? (Select at least one piece of
textual evidence for each scene or image.)
D. What statement would you make about a texting driver’s culpability for injuries to others?
2. Format. After these questions have been answered, each group will complete a storyboard for the PSA,
with details of what facts, graphics, etc. will be used for each scene. You may use your Sorting the Evidence
organizer to begin planning your storyboard. Decide whether the message will be communicated via text,
voice-over, pictures, or a combination.
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3. Presentation. Create and record your group’s PSA on video camera, web cam, or software such as iMovie or
PowerPoint. The PSAs will be either shown to the class or performed live, and they will be evaluated for factual
accuracy, reliance on the texts of the unit, and persuasiveness.
4. Assessment. Work will be assessed using the Authentic Assessment Rubric.
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Storyboard
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Image/Scene #Image/Scene #
Action:Action:
Audio:Audio:
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Image/Scene #Image/Scene #
Action:Action:
Audio:Audio:
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Answer Key — Answer Key — Answer Key
ESSENTIAL QUESTION
Under what conditions should we be held accountable for our actions, especially when those actions cause
harm to others?
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Based on knowledge gained from the text and data presented in this unit,
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Write a final extended response to the Essential Question. Write in complete sentences and use at least three specific
details or facts presented in the unit to support your answers. You may use information from any of the unit articles and
Interpreting the Data.
Student answers will vary but should cite textual evidence, which may include some of
the following:
Real-life stories of participants causing injury to others or themselves as a result
of distracted driving (Mandi, Shannon Colonna, Aaron Deveau, Chance Bothe)
•
Statistics provided about the high incidence of accidents caused by distracted
driving, an activity that is totally preventable
•
Laws that now exist that prohibit or limit distracted driving, as well as public
service campaigns that educate drivers on these dangers
•
Studies and research that outline the dangers of distracted driving, such as the
Car and Driver study, as well as the information on brain function and dealing
with distractions
•
Reference to the issue of multitasking from the technical article
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Before they begin writing, thoroughly read the Essential Question Extended-Response
Rubric with the students to ensure that each student understands the criteria and
expectations. Make sure that each student has a copy of the rubric for reference
during the writing task.
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Use the Essential Question Extended-Response Rubric to reference the criteria and
determine the number of points to award.
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After students have finished writing, facilitate small- or whole-group discussion to allow
students the opportunity to express and support their views while respectfully listening
to their peers.
CCR Anchor Standards for Writing: 1–2, 9
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RUBRICS
Reading Short-Response Rubric
1 point
The student partially understands what is being asked for. The student’s answer is correct; however, it
is generalized and not specific enough. The student is missing any specific details and support from the
text that would prove his/her full understanding of the text and the assigned task.
0 points
The answer is completely incorrect, has nothing to do with the assigned task, or no answer is provided.
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2 points
The student fully understands what is being asked for. The student’s answer is correct, complete, and
addresses all aspects of the assigned task. The student provides detail and support from the text in
order to support his/her answer. Any additional information provided by the student is related to the
assigned task and acts as support for his/her response.
Interpreting the Data Short-Response Rubric
1 point
The student seems to understand what is being asked for, but the answer is only partially correct and
shows limited understanding of the provided data. The answer may be correct, but it is apparent that
there is a lack of full awareness in the know-how necessary to complete the problem. Or there is a full
awareness of the know-how necessary to complete the problem, but the answer is incorrect.
0 points
No answer is provided, the answer is completely incorrect, or there is absolutely no demonstration of the
know-how necessary to complete the problem (even if the answer provided is correct).
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2 points
The student fully understands what is being asked for. The work is completed correctly and efficiently.
There is a full demonstration of the know-how necessary to accurately answer the problem provided.
If applicable, the explanations and interpretations are clear, complete, concise, and based on provided
data. Any small mistakes do not take away from the overall display of understanding.
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Answer Key — Answer Key — Answer Key
Character Education Extended-Response Rubric
The student makes a reasoned and compelling claim about character, providing relevant evidence from
the text and using appropriate tone for the audience.
3 points
The student makes a reasoned and arguable claim about character, providing textual evidence, and
using appropriate tone for the audience and task.
2 points
The student makes a somewhat reasoned and emerging claim about character, providing some textual
evidence and demonstrating little awareness of tone for the audience and task.
1 point
The student makes an unidentified or unsupported claim about character, providing little textual
evidence, and/or using inappropriate tone for the audience or task.
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4 points
CCR Anchor Standards for Writing 1
Integrate and Evaluate Extended-Response Rubric
3 points
The student competently integrates and evaluates content presented in diverse formats and media,
and produces mostly clear and coherent writing with development, organization and style appropriate
to the prompt. The student adequately supports his or her analysis and reflection by using relevant facts
from the text.
2 points
The student insufficiently integrates and evaluates content presented in diverse formats and media, and
then produces somewhat clear and coherent writing. The development, organization and style may be
unsuitable for the task at hand. The student writes inaccurate or incomplete statements that rely on few
relevant facts from the text.
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4 points
The student skillfully integrates and evaluates content presented in diverse formats and media, and
produces clear and coherent writing with development, organization and style appropriate to the
prompt. The student supports his or her analysis and reflection by using an abundance of relevant facts
from the text.
The student does not integrate and evaluate content presented in diverse formats and media, and then
produces unclear writing with development, organization and style that is unsuitable for the task at
hand. The student writes inaccurate statements that do not rely on facts from the text.
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1 point
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CCR Anchor Standards for Reading 7
CCR Anchor Standards for Writing 9
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Technical Writing Extended-Response Rubric
The student clearly and concisely conveys complex ideas and information in a way that shows a keen
understanding of the specific audience/purpose and supports general statements with an abundance of
relevant facts from the text.
3 points
The student communicates complex ideas and information in a way that shows a general understanding
of the specific audience/purpose and supports statements with a sufficient number of relevant facts from
the text.
2 points
The student communicates ideas and information in a way that is unclear, shows limited understanding
of the audience/purpose, and/or uses few relevant facts from the text.
1 point
The student communicates ideas and information in a way that is unclear, shows minimal understanding
of the audience/purpose, and/or uses very few facts from the text.
CCR Anchor Standards for Writing 2
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4 points
Looking Forward Extended-Response Rubric
The student draws evidence from information texts in order to write clear and coherent (1) arguments
to support claims, (2) informative texts to convey complex ideas and/or (3) narratives. The student
supports his or her analysis and reflection by using an abundance of relevant facts from the text.
3 points
The student draws evidence from information texts in order to write mostly clear and coherent (1)
arguments to support claims, (2) informative texts to convey complex ideas and/or (3) narratives. The
student supports his or her analysis and reflection by using many relevant facts from the text.
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4 points
The student writes somewhat clear and coherent (1) arguments to support claims, (2) informative texts
to convey complex ideas and/or (3) narratives with little evidence from the text. The student is limited in
support of his or her writing, using many few facts from the text.
1 point
The student writes unclear (1) arguments to support claims, (2) informative texts to convey complex
ideas and/or (3) narratives with no evidence from the text. The student does not support his or her
writing with relevant facts from the text.
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2 points
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CCR Anchor Standards for Writing 1–3
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Answer Key — Answer Key — Answer Key
Authentic Assessment Rubric
Emergent- 1
The student
collaborates sufficiently
with others, and
adequately integrates
and evaluates
information.
The student
successfully evaluates
others’ viewpoints,
reasoning and evidence
presented.
The student adequately
evaluates peers’
viewpoints, reasoning
and evidence.
The student
insufficiently evaluates
others’ viewpoints,
reasoning and
evidence.
The student’s
presentation includes
abundant supporting
evidence with
effectual organization,
development and
appropriate style of
speech and/or writing.
The student’s
presentation
includes sufficient
supporting evidence.
The organization,
development and style
are generally effective
and appropriate.
The student’s
presentation is
lacking in supporting
evidence. It is
missing key elements
of organization,
development, and/or
uses style not suited to
the audience or task.
The student
successfully uses digital
and visual media where
appropriate.
The student makes
effective use of digital
and visual media where
appropriate.
The student’s use
of digital and visual
media is lacking or not
appropriate to the task
or audience.
Score
The student has
difficulty collaborating
with peers, and/
or is not successful
integrating and
evaluating information.
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The student
collaborates effectively
with others, and is
able to integrate and
evaluate information
successfully.
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Presentation of
Knowledge and
Ideas
Proficient- 2
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Comprehension
and
Collaboration
Exceptional- 3
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Requirement
(This score may
be marked n/a if
the standard isn’t
addressed in the
Assessment).
CCR Anchor Standards for Speaking and Listening 1–6
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Essential Question Extended-Response Rubric
The student proficiently synthesizes knowledge learned from unit texts in order to write a clear and
coherent response to the essential question. The student skillfully supports his or her analysis with
relevant facts from the text.
3 points
The student synthesizes knowledge from unit texts in order to write a mostly clear and coherent
response to the essential question. The student adequately supports his or her analysis and reflection
with relevant facts from the text.
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4 points
2 points
The student minimally synthesizes knowledge from unit texts in order to write a somewhat clear
response to the essential question. The student offers limited support for his or her analysis, using few
facts from the text.
1 point
The student does not synthesize knowledge from unit texts and/or writes an unclear response to the
essential question. The student does not support his or her writing with relevant facts from the text.
CCR Anchor Standards for Writing 1–2, 9
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Answer Key — Answer Key — Answer Key
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NOTES
High-Interest Article
People will tell…: Niland, Kurt, “LOLs that kill: the life and death of texting-while-driving crash victim portrayed in new video,” December 31, 2012, http://www.rightinginjustice.com/news/2010/12/31/lols-that-kill-the-life-and-death-of-texting-while-driving-crash-victims-portrayed-in-new-video/.
The four letters...: Niland.
Distracted driving accounts…: Niland.
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Both amputees are…: “New Jersey Judge Rules Texter Not Liable for Driver’s Car Crash,” Fox News, May 26, 2012, http://www.foxnews.com/politics/2012/05/26/new-jersey-judge-rules-texter-not-liable-for-driver-car-crash/.
This is still…: “New Jersey Judge Rules Texter Not Liable for Driver’s Car Crash.”
Even after prison…: “Massachusetts teen convicted of homicide in texting-while-driving case,” CNN Justice, June 06, 2012, http://articles.cnn.com/2012-06-06/justice/justice_massachusetts-texting-trial_1_texting-while-driving-vehicular-homicide-novice-drivers?_s=PM:JUSTICE.
Tests were administered…: Austin.
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So far, 38…: Austin, Michael, “Texting While Driving: How Dangerous is it?” Car and Driver, June 2009, http://www.caranddriver.com/features/texting-while-driving-how-dangerous-is-it.
It isn’t difficult…: LeBeau, Philip, “Texting and Driving Worse Than Drinking and Driving,” CNBC News, June 2009, http://www.cnbc.com/id/31545004/site/14081545.
A poll taken…: Niland.
Bothe survived with…: Zafar, Aylin, “Man Texts About Needing to Stop Texting, Then Drives Off a Cliff,” Time NewsFeed, August 05, 2012, http://newsfeed.time.com/2012/08/05/man-texts-about-needing-to-stop-texting-then-drives-off-a-cliff/.
“Don’t do it…: Zafar.
Driving Statistics (text box)…: “Cell Phone and Texting Accident Statistics,” Edgar Snyder and Associates, http://www.edgarsnyder.com/car-accident/cell-phone/cell-phonel-statistics.html.
High-Interest Article Reading Comprehension Questions
Question 7 graph…: Adapted from Traffic Safety Facts Research Note from the U.S. Department of Transportation National Highway Traffic Safety Administration, http://www-nrd.nhtsa.dot.gov/Pubs/811379.pdf.
Question 9 quotation…: Inbar, Michael, “Parents of teen who died texting and driving: ‘Kids think they’re invincible,’’ Today.com, March 5, 2012,
http://www.today.com/id/46627015/site/todayshow/ns/today-today_news/t/parents-teen-who-died-texting-driving-kids-think-theyre-invincible/.
Technical Extension
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The popular television…: “Distracted Driving,” Otus Law Group, http://www.otuslawgroup.com/2012/08/23/mythbusters-test-pits-drunken-driving-against-distracted-driving/.
Other research studies…: “Because Texting and Driving Kills,” Don’t Text and Drive Blog, http://www.textinganddrivingsafety.com/texting-and-driving-stats/.
The brain must…: Hamilton, Jon, “Multitasking in the Car: Just Like Drunken Driving,” NPR, October 16, 2008, http://www.npr.org/templates/story/story.php?storyId=95702512.
David Meyer, professor…: Alter, Lloyd, “Working, Talking, and Texting while Driving: Something’s Got to Give,” TreeHugger.com, October 1, 2009, http://www.treehugger.com/cars/working-talking-and-texting-whiledriving-somethings-got-to-give.html.
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Manual distraction includes…: “Distracted Driving,” Injury Prevention and Control: Motor Vehicle Safety, September 20, 2012, http://www.cdc.gov/Motorvehiclesafety/Distracted_Driving/index.html.
Distraction.gov classifies…: “What Is Distracted Driving?” Official US Government Website for Distracted Driving, http://www.distraction.gov/content/get-the-facts/facts-and-statistics.html.
What makes cell…: “What Is Distracted Driving?”
A Whole-Brain (text box)…: Cheour, Marie, “Parts of the Brain Used While Driving,” August 18, 2011, LiveStrong.com, http://www.livestrong.com/article/181361-parts-of-the-brain-used-while-driving/.
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A Whole-Brain (text box illustration)…: Adapted from: “Labeled Diagrams of the Human Brain,” Brain Health and Puzzles, 2007, http://www.brainhealthandpuzzles.com/diagram_of_brain.html.
Technical Article Reading Comprehension Questions
Question 7…: “Learn More About Teen Driver Safety,” The Century Council, http://www.centurycouncil.org/underage-drinking/learn-more-about-teen-driver-safety. Reprinted with permission.
Question 9…: “National Texting Ban,” Alan Goldfarb, PA, http://www.distracteddrivinghelp.com/national-laws/texting-ban.
Interpreting the Data
Table 1…: Data from “Distracted Driving 2009,” Traffic Safety Facts: Research Note, NHTSA, US Department of Transportation, http://www.distraction.gov/research/pdf-files/distracted-driving-2009.pdf.
“Highlights of 2009 Motor Vehicle Crashes,” Traffic Safety Facts: Research Note, NHTSA, US Department of Transportation, http://www-nrd.nhtsa.dot.gov/Pubs/811363.PDF.
“Texting while driving… Garvin, Leland, “Texting and Driving Still Legal in Florida,” Garvin Law Firm website, August 30, 2010, http://www.hg.org/article.asp?id=19637.
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Figure 1…: Adapted from “Distracted Driving in the United States and Europe,” Centers for Disease Control and Prevention, http://www.cdc.gov/features/dsdistracteddriving/.
Table 2…: Data from “Cellphone and Texting Laws,” Insurance Institute for Highway Safety, January 2013, http://www.iihs.org/laws/maptextingbans.aspx.
College and Career Extension
The Association of Public-Safety…: “Police, Fire, and Ambulance Dispatchers,” US Bureau of Labor Statistics, http://www.bls.gov/ooh/office-and-administrative-support/police-fire-and-ambulance-dispatchers.htm.
The cost associated…: McDaniel, Bill, “Minimum Mandatory Training and Certification for Florida Public Safety Telecommunicators,” http://www.fdle.state.fl.us/Content/getdoc/120f4f56-da04-492a-b72d-d4620dbf2538/McDaniel.aspx.
The median salary…: “Emergency Dispatcher: US National Average,” Salary Wizard, http://www1.salary.com/Emergency%20Dispatcher-Salary.html.
They must also…: “Police, Fire, and Ambulance Dispatchers.”
Others work for...: “Police, Fire, and Ambulance Dispatchers.”’
If you are…: “Police, Fire, and Ambulance Dispatchers.”
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