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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The recent shooting in Atlanta that killed eight people, including six Asian women, sparked protests and rallies of support of Asian communities across the country. The Atlanta shooting is the deadliest of a long series of violent attacks against Asian Americans, which have \u003ca href=\"https://www.kqed.org/news/11865171/enough-is-enough-asian-american-community-leaders-and-bay-area-officials-react-to-atlanta-shootings\" target=\"_blank\" rel=\"noopener noreferrer\">skyrocketed\u003c/a> since the start of the pandemic in March 2020. Many activists and politicians link the attacks to virulent anti-Asian rhetoric that falsely lays blame for the coronavirus on China, and to a long history of anti-Asian racism in America. Help students discuss ways to stand against anti-Asian racism and understand the history of Asian Americans in the United States. Here are a few resources to get started:\u003c/p>\n\u003cp>PBS LearningMedia has \u003ca href=\"https://ca.pbslearningmedia.org/collection/asian-americans-pbs/\" target=\"_blank\" rel=\"noopener noreferrer\">30 lesson plans\u003c/a> related to the PBS Asian Americans series. This collection includes the stories behind the Chinese Exclusion Act, the incarceration of Japanese Americans during World War II, Southeast Asian refugees after the Vietnam War, Filipino American Farmworkers, the fight for civil rights and much more. Teachers can use these lesson plans which are drawn from the series to explore the ways that Asian Americans have shaped our nation’s history.\u003c/p>\n\u003cp>Another place to start is \u003ca href=\"https://www.learningforjustice.org/magazine/after-atlanta-teaching-about-asian-american-identity-and-history\" target=\"_blank\" rel=\"noopener noreferrer\">this article\u003c/a> from Learning for Justice by Elizabeth Kleinrock, a 6th grade teacher who is Korean American. Kleinrock shares her own experience as an Asian American and educator, along with a list of ideas and resources to support students of all ages.\u003c/p>\n\u003cp>Opening space for students to share their experiences–and listen to the experiences of others–can spur conversation and strengthen community. Start with these submissions for the Let’s Talk About Election 2020 youth media challenge about Asian-American discrimination during the pandemic: An \u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/892?utm_source=KQED-ed&utm_medium=blog&utm_campaign=YMC-E20\" target=\"_blank\" rel=\"noopener noreferrer\">audio story\u003c/a> from a Korean American student in Idaho and \u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/882?utm_source=KQED-ed&utm_medium=blog&utm_campaign=YMC-E20\" target=\"_blank\" rel=\"noopener noreferrer\">this video\u003c/a> from a California student—both sharing personal experiences on the issue.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Above the Noise also has a number of episodes to aid in discussions about race. \u003ca href=\"https://learn.kqed.org/discussions/67?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Why Is Coronavirus Hitting People of Color So Hard? (feat. W. Kamau Bell)\u003c/a> talks about not only how the virus disproportionately affects people of color, but also the racism Asian Americans have experienced related to COVID-19. \u003ca href=\"https://learn.kqed.org/discussions/74?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">What Does It Mean to be Anti-Racist?\u003c/a> dives into what anti-racism is, and what it mean to be anti-racist.\u003c/p>\n\u003cp>Finally, Sesame Workshop just announced a collection of new tools from Sesame Street in Communities, the “ABCs of Racial Literacy.” These resources are designed to support families in talking to their children about race and racism. Find them on Sesame Workshop’s \u003ca href=\"https://www.sesameworkshop.org/what-we-do/racial-justice\" target=\"_blank\" rel=\"noopener noreferrer\">Coming Together\u003c/a> site, which includes a racial justice educational framework and curriculum for young children.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "If You Had the Money, Would You Invest in the Stock Market?",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Remember GameStop? That was an example of the stock market NOT working the way it usually does. But how is it supposed to function? And why do people invest (even when random game companies from the 1990s aren’t in the news)? Join Myles as he explores how the stock market works and why people pay money to own a teeny piece of a huge company. Then you make the call: If you had the money, would you invest in the stock market? And why?\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/89?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is a stock? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A share of stock is an ownership unit. If you own a share of stock in a company, that means you own a tiny piece of that company. You can drop a hundred and thirty dollars on a single share of Apple, but there are around 17 billion total shares of Apple out in the world. Companies sell stock so they can raise money. And people buy stock as an investment. The hope is that over time, the value of that share will increase so that it can be sold for a profit.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>When did the whole idea of buying and selling stocks begin? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s been a thing for centuries. The first official stock exchange got its start in Amsterdam in the early 1600s. The idea spread quickly, and the U.S. got into the stock game in 1792 with the New York Stock Exchange. New York remains the financial capital of the world. That’s where Wall Street is located, and it’s where some of the world’s biggest banks and financial firms have their fancy headquarters.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What can happen if the value of stocks drop? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When enough stocks have a bad dip all at once, you can have recessions or full-blown depressions. The most famous was the Wall Street Crash of 1929 that led directly to the Great Depression. Between 1929 and 1932, the stock market lost 90 PERCENT of its value! People saw their life savings basically get wiped out! Tons of businesses closed. Banks closed. Millions lost their jobs. The economy performed terribly for a decade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More recently, we had the 2008 financial crisis, AKA the Great Recession. Many of you watching probably lived it. Housing prices fell. Millions could no longer afford their mortgages. “Foreclosed” signs popped up all over the place. The stock market tanked. And again, tons of businesses closed. Millions lost their jobs. And the economy performed terribly for a decade.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong> Who owns stock in the U.S.? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the U.S., around half of Americans own stocks. And that break down is 60 percent of White households are invested in the stock market, compared to only 31 percent of Black households and 28 percent of Hispanic households. And there’s a big difference between how much people from different income levels have invested in the stock market. Families making between 35K and 53K a year typically have around 12,000 bucks in the market. Families making between 53k and 100k have around $26,000 in the market. For families making over 100k, it’s $138,000. So, that’s a pretty big difference.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Is the stock market the same as the economy?\u003c/strong>\u003c/p>\n\u003cp>Turns out, the stock market DOES NOT equal the economy! Let me repeat that. The stock market DOES NOT equal the economy! Most private businesses and mom & pop shops have NO connection to the stock market. So, all the corner stores in your city can go out of business, and it’s not going to affect the stock market. And it’s those kinds of businesses that got really hurt by the pandemic. But the companies that drive the stock market — Apple, Google, Amazon — actually did REALLY well and made money during the pandemic.\u003c/p>\n\u003cp>Basically, we have this big divide between the actual economy on the ground and the performance of the stock market. And that contributes to the even bigger problem of financial inequality in the U.S. You have to be invested in the stock market to have any chance of making money from it. But to do that, you need money to spare to put INTO the stock market. And that won’t happen if you’re living paycheck to paycheck.\u003c/p>\n\u003cp>\u003cstrong>SOURCES: \u003c/strong>\u003c/p>\n\u003cp>The scarring effects of COVID-19 on the global economy \u003ca href=\"https://voxeu.org/article/scarring-effects-covid-19-global-economy\">https://voxeu.org/article/scarring-effects-covid-19-global-economy \u003c/a>\u003c/p>\n\u003cp>The VOC and Amsterdam’s first exchange building \u003ca href=\"https://www.worldsfirststockexchange.com/2020/11/17/the-voc-and-amsterdams-first-exchange-building/\">https://www.worldsfirststockexchange.com/2020/11/17/the-voc-and-amsterdams-first-exchange-building/ \u003c/a>\u003c/p>\n\u003cp>2020 was the worst year for economic growth since World War II \u003ca href=\"https://www.washingtonpost.com/business/2021/01/28/gdp-2020-economy-recession/\">https://www.washingtonpost.com/business/2021/01/28/gdp-2020-economy-recession/ \u003c/a>\u003c/p>\n\u003cp>U.S. economy loses jobs as COVID-19 hammers restaurants, bars (Reuters) \u003ca href=\"https://www.reuters.com/article/us-usa-economy/u-s-economy-loses-jobs-as-covid-19-hammers-restaurants-bars-idUSKBN29D0J9\">https://www.reuters.com/article/us-usa-economy/u-s-economy-loses-jobs-as-covid-19-hammers-restaurants-bars-idUSKBN29D0J9 \u003c/a>\u003c/p>\n\u003cp>60% of business closures due to the COVID-19 pandemic are now permanent, Yelp data shows (Yahoo! News) \u003ca href=\"https://in.news.yahoo.com/60-business-closures-due-covid-132907991.html\">https://in.news.yahoo.com/60-business-closures-due-covid-132907991.html \u003c/a>\u003c/p>\n\u003cp>The stock market is ending 2020 at record highs, even as the virus surges and millions go hungry \u003ca href=\"https://www.washingtonpost.com/business/2020/12/31/stock-market-record-2020/\">https://www.washingtonpost.com/business/2020/12/31/stock-market-record-2020/ \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More than half of U.S. households have some investment in the stock market (Pew Research)\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/03/25/more-than-half-of-u-s-households-have-some-investment-in-the-stock-market/\"> https://www.pewresearch.org/fact-tank/2020/03/25/more-than-half-of-u-s-households-have-some-investment-in-the-stock-market/\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Remember GameStop? That was an example of the stock market NOT working the way it usually does. But how is it supposed to function? And why do people invest (even when random game companies from the 1990s aren’t in the news)? Join Myles as he explores how the stock market works and why people pay money to own a teeny piece of a huge company. Then you make the call: If you had the money, would you invest in the stock market? And why?\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/89?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is a stock? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A share of stock is an ownership unit. If you own a share of stock in a company, that means you own a tiny piece of that company. You can drop a hundred and thirty dollars on a single share of Apple, but there are around 17 billion total shares of Apple out in the world. Companies sell stock so they can raise money. And people buy stock as an investment. The hope is that over time, the value of that share will increase so that it can be sold for a profit.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>When did the whole idea of buying and selling stocks begin? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s been a thing for centuries. The first official stock exchange got its start in Amsterdam in the early 1600s. The idea spread quickly, and the U.S. got into the stock game in 1792 with the New York Stock Exchange. New York remains the financial capital of the world. That’s where Wall Street is located, and it’s where some of the world’s biggest banks and financial firms have their fancy headquarters.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What can happen if the value of stocks drop? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When enough stocks have a bad dip all at once, you can have recessions or full-blown depressions. The most famous was the Wall Street Crash of 1929 that led directly to the Great Depression. Between 1929 and 1932, the stock market lost 90 PERCENT of its value! People saw their life savings basically get wiped out! Tons of businesses closed. Banks closed. Millions lost their jobs. The economy performed terribly for a decade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More recently, we had the 2008 financial crisis, AKA the Great Recession. Many of you watching probably lived it. Housing prices fell. Millions could no longer afford their mortgages. “Foreclosed” signs popped up all over the place. The stock market tanked. And again, tons of businesses closed. Millions lost their jobs. And the economy performed terribly for a decade.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong> Who owns stock in the U.S.? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the U.S., around half of Americans own stocks. And that break down is 60 percent of White households are invested in the stock market, compared to only 31 percent of Black households and 28 percent of Hispanic households. And there’s a big difference between how much people from different income levels have invested in the stock market. Families making between 35K and 53K a year typically have around 12,000 bucks in the market. Families making between 53k and 100k have around $26,000 in the market. For families making over 100k, it’s $138,000. So, that’s a pretty big difference.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Is the stock market the same as the economy?\u003c/strong>\u003c/p>\n\u003cp>Turns out, the stock market DOES NOT equal the economy! Let me repeat that. The stock market DOES NOT equal the economy! Most private businesses and mom & pop shops have NO connection to the stock market. So, all the corner stores in your city can go out of business, and it’s not going to affect the stock market. And it’s those kinds of businesses that got really hurt by the pandemic. But the companies that drive the stock market — Apple, Google, Amazon — actually did REALLY well and made money during the pandemic.\u003c/p>\n\u003cp>Basically, we have this big divide between the actual economy on the ground and the performance of the stock market. And that contributes to the even bigger problem of financial inequality in the U.S. You have to be invested in the stock market to have any chance of making money from it. But to do that, you need money to spare to put INTO the stock market. And that won’t happen if you’re living paycheck to paycheck.\u003c/p>\n\u003cp>\u003cstrong>SOURCES: \u003c/strong>\u003c/p>\n\u003cp>The scarring effects of COVID-19 on the global economy \u003ca href=\"https://voxeu.org/article/scarring-effects-covid-19-global-economy\">https://voxeu.org/article/scarring-effects-covid-19-global-economy \u003c/a>\u003c/p>\n\u003cp>The VOC and Amsterdam’s first exchange building \u003ca href=\"https://www.worldsfirststockexchange.com/2020/11/17/the-voc-and-amsterdams-first-exchange-building/\">https://www.worldsfirststockexchange.com/2020/11/17/the-voc-and-amsterdams-first-exchange-building/ \u003c/a>\u003c/p>\n\u003cp>2020 was the worst year for economic growth since World War II \u003ca href=\"https://www.washingtonpost.com/business/2021/01/28/gdp-2020-economy-recession/\">https://www.washingtonpost.com/business/2021/01/28/gdp-2020-economy-recession/ \u003c/a>\u003c/p>\n\u003cp>U.S. economy loses jobs as COVID-19 hammers restaurants, bars (Reuters) \u003ca href=\"https://www.reuters.com/article/us-usa-economy/u-s-economy-loses-jobs-as-covid-19-hammers-restaurants-bars-idUSKBN29D0J9\">https://www.reuters.com/article/us-usa-economy/u-s-economy-loses-jobs-as-covid-19-hammers-restaurants-bars-idUSKBN29D0J9 \u003c/a>\u003c/p>\n\u003cp>60% of business closures due to the COVID-19 pandemic are now permanent, Yelp data shows (Yahoo! News) \u003ca href=\"https://in.news.yahoo.com/60-business-closures-due-covid-132907991.html\">https://in.news.yahoo.com/60-business-closures-due-covid-132907991.html \u003c/a>\u003c/p>\n\u003cp>The stock market is ending 2020 at record highs, even as the virus surges and millions go hungry \u003ca href=\"https://www.washingtonpost.com/business/2020/12/31/stock-market-record-2020/\">https://www.washingtonpost.com/business/2020/12/31/stock-market-record-2020/ \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More than half of U.S. households have some investment in the stock market (Pew Research)\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/03/25/more-than-half-of-u-s-households-have-some-investment-in-the-stock-market/\"> https://www.pewresearch.org/fact-tank/2020/03/25/more-than-half-of-u-s-households-have-some-investment-in-the-stock-market/\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Is It Time to Give Up Meat and Dairy?",
"headTitle": "Is It Time to Give Up Meat and Dairy? | KQED",
"content": "\u003cp>People are turning to flexitarianism for many reasons. Producing a lot of meat and dairy has a big effect on climate change. Eating a lot of meat and dairy is also problematic for animal welfare, our health, and food security. Learn more about the pros and cons of eating meat and dairy and follow Above the Noise host Myles Bess, a self-proclaimed meat lover, on his 7-day vegan journey.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/87\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>Plant-based foods are flying off the shelves. In just two years, sales of these products in the U.S. grew 29% to $5 billion. It’s grown even quicker since covid, due to meat shortages across the U.S. It seems people want to eat less meat and dairy without giving it up completely.\u003c/p>\n\u003cp>\u003cstrong>Are meat and dairy bad for the planet?\u003c/strong>\u003cbr>\nAbsolutely. Giving up meat and dairy is one of the best ways to help fight climate change. Raising animals for food uses up too much land and water, and it raises greenhouse gases. To make matters worse, some of the land that’s cut down for animal agriculture is the same land that absorbs carbon dioxide.\u003c/p>\n\u003cp>\u003cstrong>Is meat bad for you?\u003c/strong>\u003cbr>\nThere’s nuance here. Studies about food and nutrition tend to be controversial and there is a lot of conflicting info out there. But without a doubt, there is plenty of reputable research that suggests it’s not good for you to eat a ton of red or processed meat. And most people in wealthy countries like this one, eat more than they should.\u003c/p>\n\u003cp>\u003cstrong>What are some pros and cons of the meat and dairy industries?\u003c/strong>\u003cbr>\nWell, they’re not good for feeding the world. Turns out raising animals for food is a very inefficient way of feeding people. Almost half of the crops grown in the world are used just to feed those animals. So despite all the crops grown worldwide, still 820 million people don’t have enough to eat.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But these industries are good at making money. They’re ingrained in our economy, and the livelihoods of 500 million people worldwide depend on them. 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"content": "\u003cp>February 25 marks the tenth anniversary of Digital Learning Day, an online celebration where educators share ideas, innovations and successes of using technology and digital tools in the classroom. While the COVID-19 pandemic has brought herculean challenges for educators, who quickly pivoted to distance learning, we have also seen much ingenuity, flexibility and tenacity in their adoption of new digital learning practices.\u003c/p>\n\u003cp>KQED Education is proud to have provided educators with free digital learning tools to help during the transition, and these tools to support student and teacher learning in all classroom environments will continue to be here for you long after the pandemic is behind us.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions?utm_source=kqed-ed&utm_medium=blog&utm_campaign=DLD21\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn Discussions\u003c/a> keep students engaged and connected to one another through discussions on various topics that matter to them, such as \u003ca href=\"https://learn.kqed.org/discussions/84?utm_source=kqed-ed&utm_medium=blog&utm_campaign=DLD21\" target=\"_blank\" rel=\"noopener noreferrer\">school surveillance\u003c/a> and \u003ca href=\"https://learn.kqed.org/discussions/74?utm_source=kqed-ed&utm_medium=blog&utm_campaign=DLD21\" target=\"_blank\" rel=\"noopener noreferrer\">racial justice\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/teachers/?utm_source=kqed-ed&utm_medium=blog&utm_campaign=DLD21\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Media Challenges\u003c/a> give students the opportunity to tackle big issues and build their media literacy and critical thinking skills in a supportive environment.\u003c/li>\n\u003cli>\u003ca href=\"https://teach.kqed.org/media-academy-for-educators?utm_source=kqed-ed&utm_medium=blog&utm_campaign=DLD21\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach Media Academy for Educators\u003c/a>, a professional learning platform that offers free online courses that prepare educators to effectively and meaningfully analyze, evaluate and make media with students to support curriculum goals.\u003c/li>\n\u003c/ul>\n\u003cp>And there’s a lot more to check out on \u003ca href=\"https://digitallearningday.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Learning Day\u003c/a>. There are digital \u003ca href=\"https://digitallearningday.org/resources/\" target=\"_blank\" rel=\"noopener noreferrer\">resources\u003c/a> and \u003ca href=\"https://digitallearningday.org/state-profiles/\" target=\"_blank\" rel=\"noopener noreferrer\">stories\u003c/a> of what can happen when digital learning is embraced. And there’s an exciting \u003ca href=\"https://digitallearningday.org/webinar/\" target=\"_blank\" rel=\"noopener noreferrer\">celebration event\u003c/a> happening on February 25, allowing us time to reflect on the changes from this past year and learn from educators across the country who adapted quickly and adopted new innovative learning opportunities to support personalized learning for students both inside and outside the school building.\u003c/p>\n\u003cp>\u003cstrong>Share your #DLDay stories of innovation and resourcefulness with us on Twitter. And don’t forget to mention @KQEDedspace!\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>February 25 marks the tenth anniversary of Digital Learning Day, an online celebration where educators share ideas, innovations and successes of using technology and digital tools in the classroom. While the COVID-19 pandemic has brought herculean challenges for educators, who quickly pivoted to distance learning, we have also seen much ingenuity, flexibility and tenacity in their adoption of new digital learning practices.\u003c/p>\n\u003cp>KQED Education is proud to have provided educators with free digital learning tools to help during the transition, and these tools to support student and teacher learning in all classroom environments will continue to be here for you long after the pandemic is behind us.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions?utm_source=kqed-ed&utm_medium=blog&utm_campaign=DLD21\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn Discussions\u003c/a> keep students engaged and connected to one another through discussions on various topics that matter to them, such as \u003ca href=\"https://learn.kqed.org/discussions/84?utm_source=kqed-ed&utm_medium=blog&utm_campaign=DLD21\" target=\"_blank\" rel=\"noopener noreferrer\">school surveillance\u003c/a> and \u003ca href=\"https://learn.kqed.org/discussions/74?utm_source=kqed-ed&utm_medium=blog&utm_campaign=DLD21\" target=\"_blank\" rel=\"noopener noreferrer\">racial justice\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/teachers/?utm_source=kqed-ed&utm_medium=blog&utm_campaign=DLD21\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Media Challenges\u003c/a> give students the opportunity to tackle big issues and build their media literacy and critical thinking skills in a supportive environment.\u003c/li>\n\u003cli>\u003ca href=\"https://teach.kqed.org/media-academy-for-educators?utm_source=kqed-ed&utm_medium=blog&utm_campaign=DLD21\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach Media Academy for Educators\u003c/a>, a professional learning platform that offers free online courses that prepare educators to effectively and meaningfully analyze, evaluate and make media with students to support curriculum goals.\u003c/li>\n\u003c/ul>\n\u003cp>And there’s a lot more to check out on \u003ca href=\"https://digitallearningday.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Learning Day\u003c/a>. There are digital \u003ca href=\"https://digitallearningday.org/resources/\" target=\"_blank\" rel=\"noopener noreferrer\">resources\u003c/a> and \u003ca href=\"https://digitallearningday.org/state-profiles/\" target=\"_blank\" rel=\"noopener noreferrer\">stories\u003c/a> of what can happen when digital learning is embraced. And there’s an exciting \u003ca href=\"https://digitallearningday.org/webinar/\" target=\"_blank\" rel=\"noopener noreferrer\">celebration event\u003c/a> happening on February 25, allowing us time to reflect on the changes from this past year and learn from educators across the country who adapted quickly and adopted new innovative learning opportunities to support personalized learning for students both inside and outside the school building.\u003c/p>\n\u003cp>\u003cstrong>Share your #DLDay stories of innovation and resourcefulness with us on Twitter. And don’t forget to mention @KQEDedspace!\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Engineering is about more than just science. It’s about communication. Engineers need to be able to report their findings, convey the evolution of their ideas, and persuade others to invest resources into their designs. Engineers take complex and often technical project plans and distill the most important details relevant to a particular audience. Videos or graphics are especially useful ways to communicate in engineering because of the visual nature of their designs. These media formats allow engineers to tell a story without losing the important technical details of a design solution. \u003c/span>\u003c/p>\n\u003cp>The \u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymc-e4g\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Youth Media Challenge: Engineering for Good\u003c/a> invites students to engage in the engineering design process to address a problem that matters to them and communicate their solutions with an authentic audience through visual media.\u003c/p>\n\u003ch2>Hands-on, Project-based Learning\u003c/h2>\n\u003cp>In this project, students get to follow their curiosity to deeply understand, define and solve a challenging real world problem. Ciro Aguilar, a 9th grader at Workman High School, described the process of designing his own solution as exciting and meaningful. “My favorite part of this was doing our own invention and explaining how it’s going to work and how it’s going to help our economy.” Throughout the project, students also collaborate to improve their designs with peer feedback and reflect on their process, reinforcing the content and developing a sense of personal agency in their learning.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>“The project can be adjusted to tackle any real world challenge with ease and flexibility.”\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003ch2>Adaptability\u003c/h2>\n\u003cp>“The project can be adjusted to tackle any real world challenge with ease and flexibility,” says Workman High School science teacher, Merek Chang. The curriculum comes with a range of sample NGSS-aligned prompts to help you address fundamental ideas and science concepts while engaging students in the practices of engineering. Lesson plans and the student workbook are Google docs, so you can adapt everything to your learners’ needs. Mr. Chang noted that he “spent little to no time designing curriculum” and instead got to focus on “sequencing and addressing student needs.”\u003c/p>\n\u003ch2>Access and Audience for Every Student\u003c/h2>\n\u003cp>This isn’t a contest–all student submissions are published on KQED’s online showcase! We know that students value the ability to share their unique perspectives with folks beyond their classroom. Ciro said that for him, what set this project apart from ones he’d done in the past was the \u003cstrong>“chance to show it to the world.”\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=wdB_Tp0g-UA&feature=youtu.be\">https://www.youtube.com/watch?v=wdB_Tp0g-UA&feature=youtu.be\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We hope to see your students’ ideas on KQED Learn soon! \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymc-e4g\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learn more about the Engineering for Good Youth Media Challenge, view additional student examples and start using our curriculum.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Engineering is about more than just science. It’s about communication. Engineers need to be able to report their findings, convey the evolution of their ideas, and persuade others to invest resources into their designs. Engineers take complex and often technical project plans and distill the most important details relevant to a particular audience. Videos or graphics are especially useful ways to communicate in engineering because of the visual nature of their designs. These media formats allow engineers to tell a story without losing the important technical details of a design solution. \u003c/span>\u003c/p>\n\u003cp>The \u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymc-e4g\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Youth Media Challenge: Engineering for Good\u003c/a> invites students to engage in the engineering design process to address a problem that matters to them and communicate their solutions with an authentic audience through visual media.\u003c/p>\n\u003ch2>Hands-on, Project-based Learning\u003c/h2>\n\u003cp>In this project, students get to follow their curiosity to deeply understand, define and solve a challenging real world problem. Ciro Aguilar, a 9th grader at Workman High School, described the process of designing his own solution as exciting and meaningful. “My favorite part of this was doing our own invention and explaining how it’s going to work and how it’s going to help our economy.” Throughout the project, students also collaborate to improve their designs with peer feedback and reflect on their process, reinforcing the content and developing a sense of personal agency in their learning.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>“The project can be adjusted to tackle any real world challenge with ease and flexibility.”\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003ch2>Adaptability\u003c/h2>\n\u003cp>“The project can be adjusted to tackle any real world challenge with ease and flexibility,” says Workman High School science teacher, Merek Chang. The curriculum comes with a range of sample NGSS-aligned prompts to help you address fundamental ideas and science concepts while engaging students in the practices of engineering. Lesson plans and the student workbook are Google docs, so you can adapt everything to your learners’ needs. Mr. Chang noted that he “spent little to no time designing curriculum” and instead got to focus on “sequencing and addressing student needs.”\u003c/p>\n\u003ch2>Access and Audience for Every Student\u003c/h2>\n\u003cp>This isn’t a contest–all student submissions are published on KQED’s online showcase! We know that students value the ability to share their unique perspectives with folks beyond their classroom. Ciro said that for him, what set this project apart from ones he’d done in the past was the \u003cstrong>“chance to show it to the world.”\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=wdB_Tp0g-UA&feature=youtu.be\">https://www.youtube.com/watch?v=wdB_Tp0g-UA&feature=youtu.be\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We hope to see your students’ ideas on KQED Learn soon! \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymc-e4g\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to learn more about the Engineering for Good Youth Media Challenge, view additional student examples and start using our curriculum.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Political Cartoons Help Students Unpack the Issues",
"headTitle": "Political Cartoons Help Students Unpack the Issues | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Should students talk politics at school? “Yes,” says Brad Lakritz, an 8th grade social studies teacher at \u003c/span>\u003cspan style=\"font-weight: 400\">James Denman Middle School\u003c/span>\u003cspan style=\"font-weight: 400\"> in San Francisco, “now more than ever.” But debating the issues doesn’t have to mean just gloom and doom. We can also bring humor to the conversation. Lakritz often turns to political cartoons to help students make sense of current events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now Lakritz’s students and others can create and share their own political cartoons as part of our newest youth media challenge: \u003c/span>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">Political Cartooning With Mark Fiore\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People cannot shy away from politics in America anymore. Teaching political cartoons as a way of summarizing a story makes it easy to digest and understand key issues from one side or another. Lakritz said. “Students feel pride in having their voice and perspective seen. Students learn about the perspectives of their classmates, the greater society, and the world.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED’s Political Cartooning youth media challenge invites students to create one-panel political cartoons on any issue, local or national. Cartoons can be hand-drawn or created using digital tools, but they must be original work. (No memes.) \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_534797\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-534797 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-800x599.png\" alt=\"A political cartoon illustrating the hypocrisy of those who are against abortion and women's reproductive rights using "my body, my choice" language to protest mask wearing.\" width=\"800\" height=\"599\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-800x599.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-1020x763.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-768x575.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen.png 1133w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A political cartoon by student Annika G. from James Denman Middle School\u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing (pun intended!) on art and humor, political cartoons are a more inclusive way to start conversations about tough issues, according to Mark Fiore, KQED’s Pulitzer Prize-winning political cartoonist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you just write an opinionated sentence that says, “I think this and this is why,” people tend to put up their walls or shut down,” Fiore said. “If you bring them in with humor or a clever drawing, they let their guard down and are more receptive to your message or the story you’re trying to tell.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students like the chance to share their views creatively and explore an issue that matters to them. Lisa Ernst’s 6th grade students at Alice Fong Yu (K-8) School in San Francisco embraced their political cartoon project, even during remote learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students loved the\u003c/span> \u003cspan style=\"font-weight: 400\">lessons and were totally engaged,” Ernst said. “For some students, their voice is through art, and what better way to do this, then share it through a political cartoon.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Political Cartooning With Mark Fiore will open for submissions in mid-February.\u003c/strong> \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdAl5pAx97qGi4CMfebDagDHq_Rgwp81OulNI7kTuNwh6a_LQ/viewform\">\u003cstrong>Sign up to be notified\u003c/strong> \u003c/a>\u003cstrong>when submissions are open and\u003c/strong> \u003ca href=\"https://learn.kqed.org/challenges/curriculum/political-cartooning\">\u003cstrong>preview the curriculum\u003c/strong>\u003c/a> \u003cstrong>to start planning.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want hands-on support for this project? Come to our workshop with \u003c/span>\u003cspan style=\"font-weight: 400\">Mark Fiore \u003c/span>\u003cspan style=\"font-weight: 400\">on March 10! \u003c/span>\u003cstrong>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZ0pdO6sqTktH90F_oAROv0iwnWQNYwskB2T\">Register here\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Should students talk politics at school? “Yes,” says Brad Lakritz, an 8th grade social studies teacher at \u003c/span>\u003cspan style=\"font-weight: 400\">James Denman Middle School\u003c/span>\u003cspan style=\"font-weight: 400\"> in San Francisco, “now more than ever.” But debating the issues doesn’t have to mean just gloom and doom. We can also bring humor to the conversation. Lakritz often turns to political cartoons to help students make sense of current events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now Lakritz’s students and others can create and share their own political cartoons as part of our newest youth media challenge: \u003c/span>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">Political Cartooning With Mark Fiore\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People cannot shy away from politics in America anymore. Teaching political cartoons as a way of summarizing a story makes it easy to digest and understand key issues from one side or another. Lakritz said. “Students feel pride in having their voice and perspective seen. Students learn about the perspectives of their classmates, the greater society, and the world.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED’s Political Cartooning youth media challenge invites students to create one-panel political cartoons on any issue, local or national. Cartoons can be hand-drawn or created using digital tools, but they must be original work. (No memes.) \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_534797\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-534797 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-800x599.png\" alt=\"A political cartoon illustrating the hypocrisy of those who are against abortion and women's reproductive rights using "my body, my choice" language to protest mask wearing.\" width=\"800\" height=\"599\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-800x599.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-1020x763.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-160x120.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen-768x575.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2021/02/Them-Also-Them-_Godfrensen.png 1133w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A political cartoon by student Annika G. from James Denman Middle School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing (pun intended!) on art and humor, political cartoons are a more inclusive way to start conversations about tough issues, according to Mark Fiore, KQED’s Pulitzer Prize-winning political cartoonist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you just write an opinionated sentence that says, “I think this and this is why,” people tend to put up their walls or shut down,” Fiore said. “If you bring them in with humor or a clever drawing, they let their guard down and are more receptive to your message or the story you’re trying to tell.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students like the chance to share their views creatively and explore an issue that matters to them. Lisa Ernst’s 6th grade students at Alice Fong Yu (K-8) School in San Francisco embraced their political cartoon project, even during remote learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students loved the\u003c/span> \u003cspan style=\"font-weight: 400\">lessons and were totally engaged,” Ernst said. “For some students, their voice is through art, and what better way to do this, then share it through a political cartoon.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Political Cartooning With Mark Fiore will open for submissions in mid-February.\u003c/strong> \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdAl5pAx97qGi4CMfebDagDHq_Rgwp81OulNI7kTuNwh6a_LQ/viewform\">\u003cstrong>Sign up to be notified\u003c/strong> \u003c/a>\u003cstrong>when submissions are open and\u003c/strong> \u003ca href=\"https://learn.kqed.org/challenges/curriculum/political-cartooning\">\u003cstrong>preview the curriculum\u003c/strong>\u003c/a> \u003cstrong>to start planning.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want hands-on support for this project? Come to our workshop with \u003c/span>\u003cspan style=\"font-weight: 400\">Mark Fiore \u003c/span>\u003cspan style=\"font-weight: 400\">on March 10! \u003c/span>\u003cstrong>\u003ca href=\"https://kqed.zoom.us/meeting/register/tZ0pdO6sqTktH90F_oAROv0iwnWQNYwskB2T\">Register here\u003c/a>.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Black History Month isn’t the only time to study and celebrate the contributions of Black Americans past and present. But February can be a great time to explore Black history and refocus an anti-racist lens on our curriculum, classrooms and communities. Here are a few resources to get started.\u003c/p>\n\u003cp>Start with \u003ca href=\"https://www.learningforjustice.org/magazine/black-history-month-teaching-the-complete-history\" target=\"_blank\" rel=\"noopener noreferrer\">Black History Month: Teaching the Complete History\u003c/a> from Learning for Justice (formerly Teaching Tolerance), which advocates teaching Black liberation and civic achievement and not solely the trauma of slavery and segregation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/february-2021-honoring-black-agency-black-joy\" target=\"_blank\" rel=\"noopener noreferrer\">Honoring Black Agency and Joy\u003c/a>, a collection from Facing History and Ourselves is a good next stop, along with this \u003ca href=\"https://www.kqed.org/education/531235/an-interactive-multimedia-approach-to-kings-i-have-a-dream-speech?utm_source=kqed-ed&utm_medium=blog&utm_campaign=evergreen\" target=\"_blank\" rel=\"noopener noreferrer\">media-rich lesson\u003c/a> and a new look at Martin Luther King Jr’s famous ‘I Have a Dream’ speech from KQED Media Literacy Innovator Bob Kelly.\u003c/p>\n\u003cp>Connecting Black history to the present helps put ongoing calls for racial justice in context. KQED’s Above the Noise video \u003ca href=\"https://learn.kqed.org/discussions/80?utm_source=kqed-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is There a Right Way to Protest?\u003c/a> explores how civil rights protests have changed–and what has stayed the same.\u003c/p>\n\u003cp>Deepen students’ exploration of the throughline between past and present with \u003ca href=\"https://www.pbslearningmedia.org/collection/civilrightsthenandnow/\" target=\"_blank\" rel=\"noopener noreferrer\">Civil Rights Then and Now\u003c/a> and \u003ca href=\"https://www.pbslearningmedia.org/collection/black-america-since-mlk-and-still-i-rise/\" target=\"_blank\" rel=\"noopener noreferrer\">Black American Since MLK: And Still I Rise\u003c/a> on PBS LearningMedia.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Along with the study of Black history and protest comes a reckoning with systemic racism in the United States and how to make change. \u003ca href=\"https://learn.kqed.org/discussions/74?utm_source=kqed-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">What Does It Mean to Be Anti-Racist?\u003c/a> from Above the Noise starts the conversation, which middle and high school students can continue on KQED Learn’s Discussion site.\u003c/p>\n\u003cp>Younger students can explore anti-racist practices with this video from the Arthur series on PBS: \u003ca href=\"https://www.pbslearningmedia.org/resource/arthur-on-racism-talk-listen-and-act-video/pbs-kids-arthur/\" target=\"_blank\" rel=\"noopener noreferrer\">Listen, Talk, Act\u003c/a>. Learning about white Americans who practice anti-racism can help white students see themselves in anti-racist action. Check out \u003ca href=\"https://www.learningforjustice.org/classroom-resources/lessons/white-antiracist-biographies-early-grades\" target=\"_blank\" rel=\"noopener noreferrer\">White Anti-Racist Biographies: Early Grades\u003c/a> from Learning for Justice.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Make Black History Month a time to celebrate Black Americans and refocus on the values of democracy, equity and justice. If you have more Black history resources you’d like to share with the KQED education community, please tag us (\u003ca href=\"https://twitter.com/kqededspace\" target=\"_blank\" rel=\"noopener noreferrer\">@KQEDedspace\u003c/a>) on Twitter!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Black History Month isn’t the only time to study and celebrate the contributions of Black Americans past and present. But February can be a great time to explore Black history and refocus an anti-racist lens on our curriculum, classrooms and communities. Here are a few resources to get started.\u003c/p>\n\u003cp>Start with \u003ca href=\"https://www.learningforjustice.org/magazine/black-history-month-teaching-the-complete-history\" target=\"_blank\" rel=\"noopener noreferrer\">Black History Month: Teaching the Complete History\u003c/a> from Learning for Justice (formerly Teaching Tolerance), which advocates teaching Black liberation and civic achievement and not solely the trauma of slavery and segregation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/february-2021-honoring-black-agency-black-joy\" target=\"_blank\" rel=\"noopener noreferrer\">Honoring Black Agency and Joy\u003c/a>, a collection from Facing History and Ourselves is a good next stop, along with this \u003ca href=\"https://www.kqed.org/education/531235/an-interactive-multimedia-approach-to-kings-i-have-a-dream-speech?utm_source=kqed-ed&utm_medium=blog&utm_campaign=evergreen\" target=\"_blank\" rel=\"noopener noreferrer\">media-rich lesson\u003c/a> and a new look at Martin Luther King Jr’s famous ‘I Have a Dream’ speech from KQED Media Literacy Innovator Bob Kelly.\u003c/p>\n\u003cp>Connecting Black history to the present helps put ongoing calls for racial justice in context. KQED’s Above the Noise video \u003ca href=\"https://learn.kqed.org/discussions/80?utm_source=kqed-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is There a Right Way to Protest?\u003c/a> explores how civil rights protests have changed–and what has stayed the same.\u003c/p>\n\u003cp>Deepen students’ exploration of the throughline between past and present with \u003ca href=\"https://www.pbslearningmedia.org/collection/civilrightsthenandnow/\" target=\"_blank\" rel=\"noopener noreferrer\">Civil Rights Then and Now\u003c/a> and \u003ca href=\"https://www.pbslearningmedia.org/collection/black-america-since-mlk-and-still-i-rise/\" target=\"_blank\" rel=\"noopener noreferrer\">Black American Since MLK: And Still I Rise\u003c/a> on PBS LearningMedia.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Along with the study of Black history and protest comes a reckoning with systemic racism in the United States and how to make change. \u003ca href=\"https://learn.kqed.org/discussions/74?utm_source=kqed-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">What Does It Mean to Be Anti-Racist?\u003c/a> from Above the Noise starts the conversation, which middle and high school students can continue on KQED Learn’s Discussion site.\u003c/p>\n\u003cp>Younger students can explore anti-racist practices with this video from the Arthur series on PBS: \u003ca href=\"https://www.pbslearningmedia.org/resource/arthur-on-racism-talk-listen-and-act-video/pbs-kids-arthur/\" target=\"_blank\" rel=\"noopener noreferrer\">Listen, Talk, Act\u003c/a>. Learning about white Americans who practice anti-racism can help white students see themselves in anti-racist action. Check out \u003ca href=\"https://www.learningforjustice.org/classroom-resources/lessons/white-antiracist-biographies-early-grades\" target=\"_blank\" rel=\"noopener noreferrer\">White Anti-Racist Biographies: Early Grades\u003c/a> from Learning for Justice.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Make Black History Month a time to celebrate Black Americans and refocus on the values of democracy, equity and justice. If you have more Black history resources you’d like to share with the KQED education community, please tag us (\u003ca href=\"https://twitter.com/kqededspace\" target=\"_blank\" rel=\"noopener noreferrer\">@KQEDedspace\u003c/a>) on Twitter!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Is there an upside to virtual school? Above the Noise teamed up with PBS NewsHour Student Reporting Labs at Black River Falls High School in Wisconsin to learn how students have been dealing with the pandemic and online learning.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/87\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>The coronavirus is taking a toll on folks physically and mentally all around the world. As we continue to navigate through the pandemic, students are working virtually as the majority of schools nationwide are doing some form of distance learning.\u003c/p>\n\u003cp>\u003cstrong>What are the problems with remote learning?\u003c/strong>\u003c/p>\n\u003cp>Since the announcement of the first lockdown almost a year ago, the pandemic has since taken a toll on almost everyone’s mental health. Multiple studies show that young people’s grades are at lower levels than before the pandemic, and they often experience feelings of unhappiness, depression, and overall difficulty to stay engaged. These feelings can be especially intense for students who are dealing with additional challenges, such family members who are essential workers, unemployed, or dealing with illness.\u003c/p>\n\u003cp>\u003cstrong>What are some benefits of distance learning?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are some positives. Studies point out the hidden benefits of distance learning, including how helpful later school start times are to students’ physical and mental health. Remote learning can also make the school experience easier for students who suffer from social anxiety disorder (SAD) or other mental health issues. Students say some upsides are not having to go to physical school, more access to teachers online, the ability to work at their own pace, and enjoying the comforts of home.\u003c/p>\n\u003cp>\u003cstrong>What parts of online learning should remain post-pandemic?\u003c/strong>\u003c/p>\n\u003cp>Once we’re able to safely work and go to school in person things will not be as they were prior to the pandemic. In the video, students share aspects of distance learning they would like to see remain as part of their education.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=372\">K-12 Figures\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/leadership/map-where-are-schools-closed/2020/07\">Map of where schools are closed\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://elearningindustry.com/advantages-and-disadvantages-online-learning\">Advantages to distance learning\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.asuprepdigital.org/how-can-online-high-school-benefit-students-who-suffer-from-anxiety/\">Online school’s benefits for students with anxiety\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.americaspromise.org/sites/default/files/d8/YouthDuringCOVID_FINAL%20%281%29.pdf\">Study of how students are coping\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://advances.sciencemag.org/content/4/12/eaau6200\">Benefits of later school start times \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/technology/the-disparities-in-remote-learning-under-coronavirus-in-charts/2020/04\">Disparities in remote learning \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2020/03/13/us/virtual-learning-challenges.html\">Virtual learning’s challenges\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Is there an upside to virtual school? Above the Noise teamed up with PBS NewsHour Student Reporting Labs at Black River Falls High School in Wisconsin to learn how students have been dealing with the pandemic and online learning.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/87\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>The coronavirus is taking a toll on folks physically and mentally all around the world. As we continue to navigate through the pandemic, students are working virtually as the majority of schools nationwide are doing some form of distance learning.\u003c/p>\n\u003cp>\u003cstrong>What are the problems with remote learning?\u003c/strong>\u003c/p>\n\u003cp>Since the announcement of the first lockdown almost a year ago, the pandemic has since taken a toll on almost everyone’s mental health. Multiple studies show that young people’s grades are at lower levels than before the pandemic, and they often experience feelings of unhappiness, depression, and overall difficulty to stay engaged. These feelings can be especially intense for students who are dealing with additional challenges, such family members who are essential workers, unemployed, or dealing with illness.\u003c/p>\n\u003cp>\u003cstrong>What are some benefits of distance learning?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are some positives. Studies point out the hidden benefits of distance learning, including how helpful later school start times are to students’ physical and mental health. Remote learning can also make the school experience easier for students who suffer from social anxiety disorder (SAD) or other mental health issues. Students say some upsides are not having to go to physical school, more access to teachers online, the ability to work at their own pace, and enjoying the comforts of home.\u003c/p>\n\u003cp>\u003cstrong>What parts of online learning should remain post-pandemic?\u003c/strong>\u003c/p>\n\u003cp>Once we’re able to safely work and go to school in person things will not be as they were prior to the pandemic. In the video, students share aspects of distance learning they would like to see remain as part of their education.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=372\">K-12 Figures\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/leadership/map-where-are-schools-closed/2020/07\">Map of where schools are closed\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://elearningindustry.com/advantages-and-disadvantages-online-learning\">Advantages to distance learning\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.asuprepdigital.org/how-can-online-high-school-benefit-students-who-suffer-from-anxiety/\">Online school’s benefits for students with anxiety\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.americaspromise.org/sites/default/files/d8/YouthDuringCOVID_FINAL%20%281%29.pdf\">Study of how students are coping\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://advances.sciencemag.org/content/4/12/eaau6200\">Benefits of later school start times \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/technology/the-disparities-in-remote-learning-under-coronavirus-in-charts/2020/04\">Disparities in remote learning \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2020/03/13/us/virtual-learning-challenges.html\">Virtual learning’s challenges\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"tagline": "Art is where you find it",
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"soldout": {
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"tagline": "A new future for housing",
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"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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