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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After 14 years of extraordinary service as the Executive Director of KQED Education, Robin Mencher will be taking on a new role as Executive Director of Jewish Family & Community Services East Bay, a nonprofit agency that offers social, mental health, and legal services to immigrants, refugees, children and families of color, seniors and Holocaust survivors in Alameda and Contra Costa counties.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Robin’s visionary leadership grew KQED’s education services into what they are today: a highly trusted and effective set of resources that elevate youth voices and increase youth civic engagement, while also increasing the capacity of educators to teach media literacy and media making skills. Central to all of these services is a mission to reach underserved youth and improve equity and access. From the development of content properties like the award-winning \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> video series and Do Now activities, to the launch and continued development of services like \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to her leadership in the launch of the \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/collection/california-public-media-education-service/\">\u003cspan style=\"font-weight: 400\">California Public Media Education Service\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in partnership with other PBS stations throughout the state, Robin has set the bar for what a public media education service can achieve for our communities. KQED Education was also at the core of the public media system’s response to school closures due to the COVID-19 pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Robin has worked tirelessly to maximize KQED’s impact in young people’s lives, forming deep, strategic partnerships across philanthropy, public media and education organizations, like the California County Superintendents Educational Services Association (CCSESA). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These are unprecedented times,” says San Bernardino County superintendent and CCSESA president Ted Alejandre, “All of us are doing as much as we can to support all of our 6.2 million plus students in the state of California. It’s just a pleasure for us, the superintendents across our 58 counties, to partner with other collaborators to make sure that students get the support they need.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED will soon begin a national search for a new Executive Director of KQED Education. In the interim, KQED Education will be led by Michelle Parker, who has worked closely with Robin to advance the growth and sustainability of KQED’s education services over the past five years. KQED’s innovative, dedicated and expert education team will continue to advance our goals to elevate young people’s voices as we continually adapt to the disruption to learning brought on by the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Robin’s last day will be November 20th. We wish her continued success in her new endeavor and will dearly miss her presence and dedication to KQED.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Susan Lehman started the process of becoming a \u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Certified Educator\u003c/a> last summer. A 20-year veteran English teacher, she initially viewed certification as a way to bring more digital learning tools to her classroom. Instead, the process transformed her teaching in ways she’d never imagined.\u003c/p>\n\u003cp>“I saw that certification offered a method of instruction that was more far-reaching,” said Lehman, who teaches juniors at Novato High School in the San Francisco Bay Area.\u003c/p>\n\u003cblockquote>\u003cp>This certification builds upon educators’ existing strengths to reach a new level of practice.\u003c/p>\u003c/blockquote>\n\u003cp>That’s because\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\"> PBS Media Literacy Certification by KQED\u003c/a> was designed to reflect an educator’s current instructional practice and stretch it in new directions. Instead of sitting through a prescribed training series, educators earn a stack of eight micro-credentials by submitting evidence of their own learning and classroom teaching, such as lesson plans, assessment tools, student work samples and instructional media they create. Each micro-credential adds a piece to the total media literacy puzzle, demonstrating that the educator can analyze, evaluate, create or share media and effectively teach students to do the same.\u003c/p>\n\u003cp>Once educators earn all eight micro-credentials via the \u003ca href=\"https://microcredentials.digitalpromise.org/explore?page_size=24&page=1&organization__name=KQED%20%26%20PBS\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Promise\u003c/a> platform, they become PBS Media Literacy Certified.\u003c/p>\n\u003cp>“The process of becoming certified changed the way I taught science and engineering,” said Merek Chang, who teaches chemistry and biology at William Workman High School near Los Angeles. “One of the micro-credentials I earned was “Evaluating Online Information.” The micro-credential helped walk me through the process of teaching students how to evaluate resources online.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Chang then asked students to evaluate two online articles on the origins of Covid-19. The results reinforced the importance of bringing source evaluation into his science classes.\u003c/p>\n\u003cp>“I was surprised to see what little experience students had in evaluating online sources, and how they struggled to identify the evidence-based article over the other,” said Chang. “It showed me that media literacy is not only important in English classes but in all subjects.”\u003c/p>\n\u003cp>And all grade levels, too. Traci Piltz, a district technology integration specialist in Billings, Montana, found that the first and second graders she worked with while earning PBS Media Literacy Certification were eager to analyze media as viewers and producers.\u003c/p>\n\u003cp>“As a part of the (certification) process, we discovered that young learners can understand and apply these concepts as they view and produce media,” Piltz said. “Students utilized safe search engines for inquiry and copyright-free images to create original videos to showcase their learning.”\u003c/p>\n\u003cp>Amy Westrope, who teaches second grade in the same district as Piltz, agrees that younger learners need media literacy support. But so do teachers, especially as they guide students through the challenges of a global pandemic.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>“In a normal year, we know how much our students are surrounded by technology and media, but during this pandemic, students are interacting with technology more than ever. It is imperative that we as teachers give them skills to use and understand media in a positive and productive way!”\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>“Becoming PBS Media Literacy Certified makes sense for any teacher who is teaching right now!” Westrope said. “In a normal year, we know how much our students are surrounded by technology and media, but during this pandemic, students are interacting with technology more than ever. It is imperative that we as teachers give them skills to use and understand media in a positive and productive way!”\u003c/p>\n\u003cp>Having students produce media is a key part of PBS Media Literacy Certification. All the PBS Media Literacy Certified Educators described how empowering it is for their students to create media to demonstrate learning and share their voice beyond the classroom.\u003c/p>\n\u003cp>“I had some of my students talk about climate change in KQED’s most recent youth media challenge, Let’s Talk About Election 2020,” Chang said. “It inspired me to find more lessons in which students can share information through infographics or video. This not only demonstrates student understanding of content but also helps them share what they learned with an authentic audience.” (The \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">Let’s Talk About Election 2020 challenge\u003c/a> is open through January 2021.)\u003c/p>\n\u003cp>\u003cstrong>Educators can start earning \u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Certification\u003c/a> today.\u003c/strong> It is free with no seat time required in order to get started. Educators submit their own teaching materials, reflections and instructional media to earn micro-credentials via the Digital Promise platform. Professional learning support for strengthening media literacy skills as an educator is available through free online courses in \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach’s Media Academy for Educators\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Learn more about how to become a \u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Certified Educator\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Susan Lehman started the process of becoming a \u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Certified Educator\u003c/a> last summer. A 20-year veteran English teacher, she initially viewed certification as a way to bring more digital learning tools to her classroom. Instead, the process transformed her teaching in ways she’d never imagined.\u003c/p>\n\u003cp>“I saw that certification offered a method of instruction that was more far-reaching,” said Lehman, who teaches juniors at Novato High School in the San Francisco Bay Area.\u003c/p>\n\u003cblockquote>\u003cp>This certification builds upon educators’ existing strengths to reach a new level of practice.\u003c/p>\u003c/blockquote>\n\u003cp>That’s because\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\"> PBS Media Literacy Certification by KQED\u003c/a> was designed to reflect an educator’s current instructional practice and stretch it in new directions. Instead of sitting through a prescribed training series, educators earn a stack of eight micro-credentials by submitting evidence of their own learning and classroom teaching, such as lesson plans, assessment tools, student work samples and instructional media they create. Each micro-credential adds a piece to the total media literacy puzzle, demonstrating that the educator can analyze, evaluate, create or share media and effectively teach students to do the same.\u003c/p>\n\u003cp>Once educators earn all eight micro-credentials via the \u003ca href=\"https://microcredentials.digitalpromise.org/explore?page_size=24&page=1&organization__name=KQED%20%26%20PBS\" target=\"_blank\" rel=\"noopener noreferrer\">Digital Promise\u003c/a> platform, they become PBS Media Literacy Certified.\u003c/p>\n\u003cp>“The process of becoming certified changed the way I taught science and engineering,” said Merek Chang, who teaches chemistry and biology at William Workman High School near Los Angeles. “One of the micro-credentials I earned was “Evaluating Online Information.” The micro-credential helped walk me through the process of teaching students how to evaluate resources online.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Chang then asked students to evaluate two online articles on the origins of Covid-19. The results reinforced the importance of bringing source evaluation into his science classes.\u003c/p>\n\u003cp>“I was surprised to see what little experience students had in evaluating online sources, and how they struggled to identify the evidence-based article over the other,” said Chang. “It showed me that media literacy is not only important in English classes but in all subjects.”\u003c/p>\n\u003cp>And all grade levels, too. Traci Piltz, a district technology integration specialist in Billings, Montana, found that the first and second graders she worked with while earning PBS Media Literacy Certification were eager to analyze media as viewers and producers.\u003c/p>\n\u003cp>“As a part of the (certification) process, we discovered that young learners can understand and apply these concepts as they view and produce media,” Piltz said. “Students utilized safe search engines for inquiry and copyright-free images to create original videos to showcase their learning.”\u003c/p>\n\u003cp>Amy Westrope, who teaches second grade in the same district as Piltz, agrees that younger learners need media literacy support. But so do teachers, especially as they guide students through the challenges of a global pandemic.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>“In a normal year, we know how much our students are surrounded by technology and media, but during this pandemic, students are interacting with technology more than ever. It is imperative that we as teachers give them skills to use and understand media in a positive and productive way!”\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>“Becoming PBS Media Literacy Certified makes sense for any teacher who is teaching right now!” Westrope said. “In a normal year, we know how much our students are surrounded by technology and media, but during this pandemic, students are interacting with technology more than ever. It is imperative that we as teachers give them skills to use and understand media in a positive and productive way!”\u003c/p>\n\u003cp>Having students produce media is a key part of PBS Media Literacy Certification. All the PBS Media Literacy Certified Educators described how empowering it is for their students to create media to demonstrate learning and share their voice beyond the classroom.\u003c/p>\n\u003cp>“I had some of my students talk about climate change in KQED’s most recent youth media challenge, Let’s Talk About Election 2020,” Chang said. “It inspired me to find more lessons in which students can share information through infographics or video. This not only demonstrates student understanding of content but also helps them share what they learned with an authentic audience.” (The \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">Let’s Talk About Election 2020 challenge\u003c/a> is open through January 2021.)\u003c/p>\n\u003cp>\u003cstrong>Educators can start earning \u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Certification\u003c/a> today.\u003c/strong> It is free with no seat time required in order to get started. Educators submit their own teaching materials, reflections and instructional media to earn micro-credentials via the Digital Promise platform. Professional learning support for strengthening media literacy skills as an educator is available through free online courses in \u003ca href=\"https://teach.kqed.org/media-academy-for-educators\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach’s Media Academy for Educators\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Learn more about how to become a \u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Certified Educator\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Secundaria bilingüe de Berkeley habla sobre la elección del 2020",
"headTitle": "Secundaria bilingüe de Berkeley habla sobre la elección del 2020 | KQED",
"content": "\u003cp>\u003ca href=\"https://www.kqed.org/education/534608/berkeley-dual-immersion-middle-school-talks-about-election-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Read this article in English.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>El equipo de educación de KQED le pidió a estudiantes de secundaria y preparatoria alrededor del país que mandaran audios o videos diciendo sus opiniones sobre los problemas electorales que son de más relevancia para ellos. Nuestro reto juvenil \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">“Hay que Hablar sobre la Elección del 2020”\u003c/a> recibió más de 500 entradas hasta la fecha, ¡y muchas de ellas en español! No nos sorprende que a la juventud le interese el cambio climático, legislaciones sobre armas de fuego y el precio de las universidades. Los estudiantes de la secundaria Longfellow Arts and Technology en Berkeley, CA–un programa de doble inmersión –mandaron sus opiniones en una gran cantidad de temas que variaba entre la representación de las mujeres en el gobierno hasta brutalidad policial. Vea lo que estos estudiantes de octavo grado tienen que decir.\u003c/p>\n\u003cp>Nicholas S. creó una pieza reflexiva sobre un tema que ha dominado los encabezados en los últimos meses–brutalidad policial\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Brutalidad Policial por Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. se dió cuenta que la representación en el gobierno no es equitativa entre géneros y escribió una profunda crónica.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Representación Femenina en el Gobierno\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mientras que la mayoría de los adolescentes no se tienen que preocupar por su seguro médico, Giselle P. se pregunta por qué es tan difícil para algunos estadounidenses el tener acceso a los servicios que necesitan.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">La Ayuda Médica no Debería de Depender del Dinero\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Desde los derechos de las mujeres hasta Black Lives Matter hasta prevención del suicidio, los estudiantes, los estudiantes de la secundaria Longfellow Arts and Technology tienen mucho que decir sobre los temas electorales que son importantes para ellos\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">¡Visite las opiniones aquí!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson es la maestra de historia en español de octavo grado en Longfellow quien guió a los estudiantes en sus proyectos.\u003c/p>\n\u003cp>“Solamente tener un producto terminado que tenga una audiencia lo hace sentir diferente para mi como maestra y para los estudiantes. Las personas no le preguntan a los jóvenes lo que tienen que decir y ellos tienen muchas opiniones. Ellos han sido ignorados porque no votan, pero sufrirán las consecuencias negativas incluso más que los adultos que sí pueden votar”.\u003c/p>\n\u003cp>Patterson estaba interesada en ver que tanto sus estudiantes aprenderán sobre los temas que ellos independientemente investigaron y compartieron su opinión.\u003c/p>\n\u003cp>“No les enseñé nada sobre estos temas…estaba muy ocupada tratando de enseñarles las partes técnicas…lo que me encantó era escuchar sus voces”.\u003c/p>\n\u003cp>En general, ella estaba agradecida por el espacio que KQED creó para las voz juvenil, no solamente en inglés sino también en español.\u003c/p>\n\u003cp>“Pienso en estos jóvenes, esto validó el trabajo adicional que hicieron. Tuvieron que trabajar el doble para producir un video bilingüe. A veces en la escuela hablamos de ser orgulloso de ser bilingüe, y este proyecto de verdad les ayuda a sentir eso”.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista, \u003ca href=\"https://www.kqed.org/author/amorga\" target=\"_blank\" rel=\"noopener noreferrer\">Adriana Morga\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/education/534608/berkeley-dual-immersion-middle-school-talks-about-election-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Read this article in English.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>El equipo de educación de KQED le pidió a estudiantes de secundaria y preparatoria alrededor del país que mandaran audios o videos diciendo sus opiniones sobre los problemas electorales que son de más relevancia para ellos. Nuestro reto juvenil \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">“Hay que Hablar sobre la Elección del 2020”\u003c/a> recibió más de 500 entradas hasta la fecha, ¡y muchas de ellas en español! No nos sorprende que a la juventud le interese el cambio climático, legislaciones sobre armas de fuego y el precio de las universidades. Los estudiantes de la secundaria Longfellow Arts and Technology en Berkeley, CA–un programa de doble inmersión –mandaron sus opiniones en una gran cantidad de temas que variaba entre la representación de las mujeres en el gobierno hasta brutalidad policial. Vea lo que estos estudiantes de octavo grado tienen que decir.\u003c/p>\n\u003cp>Nicholas S. creó una pieza reflexiva sobre un tema que ha dominado los encabezados en los últimos meses–brutalidad policial\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Brutalidad Policial por Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. se dió cuenta que la representación en el gobierno no es equitativa entre géneros y escribió una profunda crónica.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Representación Femenina en el Gobierno\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mientras que la mayoría de los adolescentes no se tienen que preocupar por su seguro médico, Giselle P. se pregunta por qué es tan difícil para algunos estadounidenses el tener acceso a los servicios que necesitan.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">La Ayuda Médica no Debería de Depender del Dinero\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Desde los derechos de las mujeres hasta Black Lives Matter hasta prevención del suicidio, los estudiantes, los estudiantes de la secundaria Longfellow Arts and Technology tienen mucho que decir sobre los temas electorales que son importantes para ellos\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">¡Visite las opiniones aquí!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson es la maestra de historia en español de octavo grado en Longfellow quien guió a los estudiantes en sus proyectos.\u003c/p>\n\u003cp>“Solamente tener un producto terminado que tenga una audiencia lo hace sentir diferente para mi como maestra y para los estudiantes. Las personas no le preguntan a los jóvenes lo que tienen que decir y ellos tienen muchas opiniones. Ellos han sido ignorados porque no votan, pero sufrirán las consecuencias negativas incluso más que los adultos que sí pueden votar”.\u003c/p>\n\u003cp>Patterson estaba interesada en ver que tanto sus estudiantes aprenderán sobre los temas que ellos independientemente investigaron y compartieron su opinión.\u003c/p>\n\u003cp>“No les enseñé nada sobre estos temas…estaba muy ocupada tratando de enseñarles las partes técnicas…lo que me encantó era escuchar sus voces”.\u003c/p>\n\u003cp>En general, ella estaba agradecida por el espacio que KQED creó para las voz juvenil, no solamente en inglés sino también en español.\u003c/p>\n\u003cp>“Pienso en estos jóvenes, esto validó el trabajo adicional que hicieron. Tuvieron que trabajar el doble para producir un video bilingüe. A veces en la escuela hablamos de ser orgulloso de ser bilingüe, y este proyecto de verdad les ayuda a sentir eso”.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista, \u003ca href=\"https://www.kqed.org/author/amorga\" target=\"_blank\" rel=\"noopener noreferrer\">Adriana Morga\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/education/534613/secundaria-bilingue-de-berkeley-habla-sobre-la-eleccion-del-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Lee este artículo en español.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003ci>This is part four of our Election 2020 student content blog series. See \u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>part one\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>part two \u003c/i>\u003c/a>\u003ci>and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>KQED Education asked middle and high school students from all around the country to submit audio or video commentaries about election issues that matter most to them. \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">The Let’s Talk About Election 2020 Youth Media Challenge\u003c/a> received over 500 submissions so far, and many of them in Spanish! It’s no surprise that young people are interested in climate change, gun legislation, and college affordability. The students from Longfellow Arts and Technology Middle School in Berkeley, CA—a dual-immersion program—submitted commentaries on a vast array of topics that span from female representation in government to police brutality. See what these 8th graders have to say.\u003c/p>\n\u003cp>Nicholas S. created this thoughtful piece on an issue that’s been dominating the headlines in recent months — police brutality.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Police Brutality by Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. noticed that representation in government is not equitable according to gender lines and wrote this insightful commentary.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Female Representation in Government\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While most teens don’t have to worry about where they get their medical care, Giselle P. questions why it’s so difficult for some Americans to access the healthcare they need.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">Medical Care Should Not Depend on Money\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From women’s rights to Black Lives Matter to suicide prevention, the students at Longfellow Arts and Technology Middle School have tons to say about election issues that are important to them.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">Check out the rest of the commentaries here!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson is the 8th grade Spanish-language history teacher at Longfellow who guided students through the project.\u003c/p>\n\u003cp>“Just having an end product that would have a public audience made it feel really different for me as a teacher and for the kids. People don’t ask kids what they have to say and they have a lot to say. They get overlooked a lot because they don’t vote, but they will suffer from negative consequences even more than voting adults.”\u003c/p>\n\u003cp>Patterson was interested to see how much the students learned about the issues they independently researched and commented on.\u003c/p>\n\u003cp>“I didn’t teach them anything about the issues… My hands were full trying to teach them the more technical parts… What I loved was hearing their voices.”\u003c/p>\n\u003cp>Overall, she was appreciative of the space KQED created for youth voice, not only in English but in Spanish as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I think for these kids, it validated the extra work they are doing. They had to work twice as hard to produce this bilingual video. Sometimes at school, we talk about orgulloso de ser bilingue, and this project really helped students feel that.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/education/534613/secundaria-bilingue-de-berkeley-habla-sobre-la-eleccion-del-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Lee este artículo en español.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003ci>This is part four of our Election 2020 student content blog series. See \u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>part one\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>part two \u003c/i>\u003c/a>\u003ci>and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>KQED Education asked middle and high school students from all around the country to submit audio or video commentaries about election issues that matter most to them. \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">The Let’s Talk About Election 2020 Youth Media Challenge\u003c/a> received over 500 submissions so far, and many of them in Spanish! It’s no surprise that young people are interested in climate change, gun legislation, and college affordability. The students from Longfellow Arts and Technology Middle School in Berkeley, CA—a dual-immersion program—submitted commentaries on a vast array of topics that span from female representation in government to police brutality. See what these 8th graders have to say.\u003c/p>\n\u003cp>Nicholas S. created this thoughtful piece on an issue that’s been dominating the headlines in recent months — police brutality.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Police Brutality by Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. noticed that representation in government is not equitable according to gender lines and wrote this insightful commentary.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Female Representation in Government\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While most teens don’t have to worry about where they get their medical care, Giselle P. questions why it’s so difficult for some Americans to access the healthcare they need.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">Medical Care Should Not Depend on Money\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From women’s rights to Black Lives Matter to suicide prevention, the students at Longfellow Arts and Technology Middle School have tons to say about election issues that are important to them.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">Check out the rest of the commentaries here!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson is the 8th grade Spanish-language history teacher at Longfellow who guided students through the project.\u003c/p>\n\u003cp>“Just having an end product that would have a public audience made it feel really different for me as a teacher and for the kids. People don’t ask kids what they have to say and they have a lot to say. They get overlooked a lot because they don’t vote, but they will suffer from negative consequences even more than voting adults.”\u003c/p>\n\u003cp>Patterson was interested to see how much the students learned about the issues they independently researched and commented on.\u003c/p>\n\u003cp>“I didn’t teach them anything about the issues… My hands were full trying to teach them the more technical parts… What I loved was hearing their voices.”\u003c/p>\n\u003cp>Overall, she was appreciative of the space KQED created for youth voice, not only in English but in Spanish as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I think for these kids, it validated the extra work they are doing. They had to work twice as hard to produce this bilingual video. Sometimes at school, we talk about orgulloso de ser bilingue, and this project really helped students feel that.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>If you’re a citizen and at least 18, you can vote in elections, right? Well, no. If you’ve been convicted of a crime, it’s possible that you could have that right taken away. It’s called felony disenfranchisement.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1nbwwe98uBYfKIQJZhPkMD2TzMPsnOwCzDwYsm_EJ4XA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1t38w0qzhtq1uRcCjerZ-a9XucSqOo1Gim91RKoV0cws/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1JXZOuQAoOCDLvIN0kttIHBC2RffhtZtD9lFhK7IoZ0Q/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1EJLe-9sZLGLMV_2z6QF5jgB75IjIqURkzFeJV4Hl0qw/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>When a state takes away your ability to vote because you’ve been convicted of a crime, it’s called felony disenfranchisement. The word felony is in there because it usually applies to the felony class of crimes, which are more serious crimes that put people in prison for at least a year. So, we’re talking violent crimes like rape and murder. But some states also include some nonviolent crimes like bribery or lying under oath or trafficking drugs. Most states automatically restore the right to vote after people finish serving their sentences. But in some states, for certain crimes, you can permanently lose your right to vote.\u003c/p>\n\u003cp>\u003cstrong>What is the argument FOR felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>The argument you’ll probably hear boils down to something like, “If you can’t follow the laws in your own life, why should you be trusted to help make laws for everyone else, which is what you do when you vote?” Remember, people convicted of felonies often lose other rights, like serving on a jury, owning a gun, getting welfare payments, and receiving financial aid for college. Why should voting be any different?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What is the argument AGAINST felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>For many, voting is a bedrock principle of what it means to be a democracy, meaning it’s a right that shouldn’t be taken away. If you’ve served your time, and you’re now out, living in the world, you should get the right to vote. Period. Many go even further, arguing that taking away that right is a political move, designed to prevent people from voting. They say it’s just another example of voter suppression.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncsl.org/research/elections-and-campaigns/felon-voting-rights.aspx\">\u003cspan style=\"font-weight: 400\">Felon Voting Rights (National Conference of State Legislatures)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/04/21/us/felony-voting-rights-law.html\">\u003cspan style=\"font-weight: 400\">Can Felons Vote? It Depends on the State (NY Times)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.oah.org/tah/issues/2017/november/a-brief-history-of-felon-disenfranchisement-and-prison-gerrymanders/\">\u003cspan style=\"font-weight: 400\">A Brief History of Felon Disenfranchisement (Organization of American Historians)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sentencingproject.org/wp-content/uploads/2016/10/6-Million-Lost-Voters.pdf\">\u003cspan style=\"font-weight: 400\">6 Million Lost Voters (The Sentencing Project)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brennancenter.org/sites/default/files/publications/Disenfranchisement_History.pdf\">\u003cspan style=\"font-weight: 400\">Racism & Felony Disenfranchisement: An Intertwined History (The Brennan Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/roomfordebate/2016/04/22/should-felons-ever-be-allowed-to-vote/if-you-cant-follow-laws-you-shouldnt-help-make-them\">\u003cspan style=\"font-weight: 400\">If You Can’t Follow Laws, You Shouldn’t Help Make Them (NY Times Opinion)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalreview.com/corner/there-are-good-reasons-for-felons-to-lose-the-right-to-vote/\">\u003cspan style=\"font-weight: 400\">There Are Good Reasons for Felons to Lose the Right to Vote (National Review)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://press.princeton.edu/ideas/why-are-blacks-democrats\">\u003cspan style=\"font-weight: 400\">Why are Blacks Democrats? (Princeton University Press)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.politico.com/news/2020/09/11/felon-votes-swing-2020-races-409495\">\u003cspan style=\"font-weight: 400\">Felons have the potential to swing close 2020 races (Politico)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/05/06/share-of-black-white-hispanic-americans-in-prison-2018-vs-2006/\">\u003cspan style=\"font-weight: 400\">Black imprisonment rates in the U.S. (Pew Research Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bjs.gov/content/pub/pdf/18upr9yfup0514.pdf\">\u003cspan style=\"font-weight: 400\">2018 Update on Prisoner Recidivism (U.S. Department of Justice)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://big.assets.huffingtonpost.com/tabsHPRestorationofvotingrights20180316.pdf\">\u003cspan style=\"font-weight: 400\">Restoration of Voting Rights Poll (Huffington Post/YouGov)\u003c/span>\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "If you’re a citizen and at least 18, you can vote in elections, right? Well, no. If you’ve been convicted of a crime, it’s possible that you could have that right taken away. It’s called felony disenfranchisement.",
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"subhead": "Do the crime, do the time...and lose your voting rights? Learn more about felony disenfranchisement. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re a citizen and at least 18, you can vote in elections, right? Well, no. If you’ve been convicted of a crime, it’s possible that you could have that right taken away. It’s called felony disenfranchisement.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1nbwwe98uBYfKIQJZhPkMD2TzMPsnOwCzDwYsm_EJ4XA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1t38w0qzhtq1uRcCjerZ-a9XucSqOo1Gim91RKoV0cws/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1JXZOuQAoOCDLvIN0kttIHBC2RffhtZtD9lFhK7IoZ0Q/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1EJLe-9sZLGLMV_2z6QF5jgB75IjIqURkzFeJV4Hl0qw/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>When a state takes away your ability to vote because you’ve been convicted of a crime, it’s called felony disenfranchisement. The word felony is in there because it usually applies to the felony class of crimes, which are more serious crimes that put people in prison for at least a year. So, we’re talking violent crimes like rape and murder. But some states also include some nonviolent crimes like bribery or lying under oath or trafficking drugs. Most states automatically restore the right to vote after people finish serving their sentences. But in some states, for certain crimes, you can permanently lose your right to vote.\u003c/p>\n\u003cp>\u003cstrong>What is the argument FOR felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>The argument you’ll probably hear boils down to something like, “If you can’t follow the laws in your own life, why should you be trusted to help make laws for everyone else, which is what you do when you vote?” Remember, people convicted of felonies often lose other rights, like serving on a jury, owning a gun, getting welfare payments, and receiving financial aid for college. Why should voting be any different?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What is the argument AGAINST felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>For many, voting is a bedrock principle of what it means to be a democracy, meaning it’s a right that shouldn’t be taken away. If you’ve served your time, and you’re now out, living in the world, you should get the right to vote. Period. Many go even further, arguing that taking away that right is a political move, designed to prevent people from voting. They say it’s just another example of voter suppression.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncsl.org/research/elections-and-campaigns/felon-voting-rights.aspx\">\u003cspan style=\"font-weight: 400\">Felon Voting Rights (National Conference of State Legislatures)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/04/21/us/felony-voting-rights-law.html\">\u003cspan style=\"font-weight: 400\">Can Felons Vote? It Depends on the State (NY Times)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.oah.org/tah/issues/2017/november/a-brief-history-of-felon-disenfranchisement-and-prison-gerrymanders/\">\u003cspan style=\"font-weight: 400\">A Brief History of Felon Disenfranchisement (Organization of American Historians)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sentencingproject.org/wp-content/uploads/2016/10/6-Million-Lost-Voters.pdf\">\u003cspan style=\"font-weight: 400\">6 Million Lost Voters (The Sentencing Project)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brennancenter.org/sites/default/files/publications/Disenfranchisement_History.pdf\">\u003cspan style=\"font-weight: 400\">Racism & Felony Disenfranchisement: An Intertwined History (The Brennan Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/roomfordebate/2016/04/22/should-felons-ever-be-allowed-to-vote/if-you-cant-follow-laws-you-shouldnt-help-make-them\">\u003cspan style=\"font-weight: 400\">If You Can’t Follow Laws, You Shouldn’t Help Make Them (NY Times Opinion)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalreview.com/corner/there-are-good-reasons-for-felons-to-lose-the-right-to-vote/\">\u003cspan style=\"font-weight: 400\">There Are Good Reasons for Felons to Lose the Right to Vote (National Review)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://press.princeton.edu/ideas/why-are-blacks-democrats\">\u003cspan style=\"font-weight: 400\">Why are Blacks Democrats? (Princeton University Press)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.politico.com/news/2020/09/11/felon-votes-swing-2020-races-409495\">\u003cspan style=\"font-weight: 400\">Felons have the potential to swing close 2020 races (Politico)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/05/06/share-of-black-white-hispanic-americans-in-prison-2018-vs-2006/\">\u003cspan style=\"font-weight: 400\">Black imprisonment rates in the U.S. (Pew Research Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bjs.gov/content/pub/pdf/18upr9yfup0514.pdf\">\u003cspan style=\"font-weight: 400\">2018 Update on Prisoner Recidivism (U.S. Department of Justice)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://big.assets.huffingtonpost.com/tabsHPRestorationofvotingrights20180316.pdf\">\u003cspan style=\"font-weight: 400\">Restoration of Voting Rights Poll (Huffington Post/YouGov)\u003c/span>\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The nation’s ongoing reckoning with historic and systemic racism intersects with every aspect of American life from education to healthcare to criminal justice. And these issues are front and center in this year’s historic election season. Helping students understand and discuss race and racism is an empowering way to center their voices in your virtual or in-person classroom. Every student — no matter the age — needs to be heard. It can also provide an important lens for viewing candidate speeches, debate rhetoric and the rapidly evolving news cycle. But it can be hard to know where to start.\u003c/p>\n\u003ch2>Examine Issues Through a Lens of Racial Justice\u003c/h2>\n\u003cp>KQED’s \u003ca href=\"https://www.pbslearningmedia.org/resource/5eb8c9bf-c6d9-4fb6-9663-b7b41f25bb25/welcome-to-above-the-noise-above-the-noise/\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a>, now in its fourth season, explores an array of issues using a lens of racial justice. Host Myles Bess unpacks each topic with the help of data, expert interviews and the voices of high school students and youth journalists. After watching, your students can share their views and discuss the issue in each episode with peers nationwide on \u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn\u003c/a>.\u003c/p>\n\u003ch2>Explore Hard-hitting Topics From How Racism to the Coronavirus Effect People of Color\u003c/h2>\n\u003cp>The episode \u003ca href=\"https://learn.kqed.org/discussions/74\" target=\"_blank\" rel=\"noopener noreferrer\">What Does It Mean To Be Anti-Racist\u003c/a> is a good place to start. Another current topic, \u003ca href=\"https://learn.kqed.org/discussions/67\" target=\"_blank\" rel=\"noopener noreferrer\">Why Is Coronavirus Hitting People of Color So Hard?\u003c/a> features an interview with CNN’s W. Kamau Bell. The recent episode, \u003ca href=\"https://learn.kqed.org/discussions/80\" target=\"_blank\" rel=\"noopener noreferrer\">Is There a Right Way to Protest?\u003c/a> explores what today’s protests for racial justice and climate action have in common with historic Civil Rights demonstrations.\u003c/p>\n\u003ch2>Dive Into Racial Justice Issues in Education\u003c/h2>\n\u003cp>Because Above the Noise is created for middle and high school students, many episodes explore racial justice issues in education. \u003ca href=\"https://www.youtube.com/watch?v=v2TG9n0vc-4\" target=\"_blank\" rel=\"noopener noreferrer\">Why Are Schools Still Segregated?\u003c/a> looks at why Black, Indigenous and people of color (BIPOC) students and white students remain more segregated today than they were 30 years ago. \u003ca href=\"https://learn.kqed.org/discussions/17\" target=\"_blank\" rel=\"noopener noreferrer\">Should Race Be a Factor in College Admissions?\u003c/a> analyzes how changes in affirmative action rules have affected college enrollment of women and students of color.\u003c/p>\n\u003cp>Relatable topics like \u003ca href=\"https://learn.kqed.org/discussions/26\" target=\"_blank\" rel=\"noopener noreferrer\">When Do School Dress Codes Go Too Far?\u003c/a> and \u003ca href=\"https://learn.kqed.org/discussions/22\" target=\"_blank\" rel=\"noopener noreferrer\">Do School Suspensions Work?\u003c/a> raise important questions, including the ways BIPOC students are disproportionately punished for classroom conflicts and dress code violations. The episode \u003ca href=\"https://learn.kqed.org/discussions/76\" target=\"_blank\" rel=\"noopener noreferrer\">Should Cops Be In Schools?\u003c/a> looks at the history of policing in schools, including how a police presence on campus affects BIPOC students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Helping students learn about and discuss issues of race and racism during the election season strengthens their ability to share their voice and challenge racial injustice in and out of school. KQED’s \u003ca href=\"https://www.pbslearningmedia.org/resource/5eb8c9bf-c6d9-4fb6-9663-b7b41f25bb25/welcome-to-above-the-noise-above-the-noise/\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> is a powerful resource to support meaningful conversations on KQED Learn and in your classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post was originally published on \u003ca href=\"https://www.pbs.org/education/blog/dive-into-racial-justice-with-above-the-noise\" target=\"_blank\" rel=\"noopener noreferrer\">PBS\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The nation’s ongoing reckoning with historic and systemic racism intersects with every aspect of American life from education to healthcare to criminal justice. And these issues are front and center in this year’s historic election season. Helping students understand and discuss race and racism is an empowering way to center their voices in your virtual or in-person classroom. Every student — no matter the age — needs to be heard. It can also provide an important lens for viewing candidate speeches, debate rhetoric and the rapidly evolving news cycle. But it can be hard to know where to start.\u003c/p>\n\u003ch2>Examine Issues Through a Lens of Racial Justice\u003c/h2>\n\u003cp>KQED’s \u003ca href=\"https://www.pbslearningmedia.org/resource/5eb8c9bf-c6d9-4fb6-9663-b7b41f25bb25/welcome-to-above-the-noise-above-the-noise/\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a>, now in its fourth season, explores an array of issues using a lens of racial justice. Host Myles Bess unpacks each topic with the help of data, expert interviews and the voices of high school students and youth journalists. After watching, your students can share their views and discuss the issue in each episode with peers nationwide on \u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn\u003c/a>.\u003c/p>\n\u003ch2>Explore Hard-hitting Topics From How Racism to the Coronavirus Effect People of Color\u003c/h2>\n\u003cp>The episode \u003ca href=\"https://learn.kqed.org/discussions/74\" target=\"_blank\" rel=\"noopener noreferrer\">What Does It Mean To Be Anti-Racist\u003c/a> is a good place to start. Another current topic, \u003ca href=\"https://learn.kqed.org/discussions/67\" target=\"_blank\" rel=\"noopener noreferrer\">Why Is Coronavirus Hitting People of Color So Hard?\u003c/a> features an interview with CNN’s W. Kamau Bell. The recent episode, \u003ca href=\"https://learn.kqed.org/discussions/80\" target=\"_blank\" rel=\"noopener noreferrer\">Is There a Right Way to Protest?\u003c/a> explores what today’s protests for racial justice and climate action have in common with historic Civil Rights demonstrations.\u003c/p>\n\u003ch2>Dive Into Racial Justice Issues in Education\u003c/h2>\n\u003cp>Because Above the Noise is created for middle and high school students, many episodes explore racial justice issues in education. \u003ca href=\"https://www.youtube.com/watch?v=v2TG9n0vc-4\" target=\"_blank\" rel=\"noopener noreferrer\">Why Are Schools Still Segregated?\u003c/a> looks at why Black, Indigenous and people of color (BIPOC) students and white students remain more segregated today than they were 30 years ago. \u003ca href=\"https://learn.kqed.org/discussions/17\" target=\"_blank\" rel=\"noopener noreferrer\">Should Race Be a Factor in College Admissions?\u003c/a> analyzes how changes in affirmative action rules have affected college enrollment of women and students of color.\u003c/p>\n\u003cp>Relatable topics like \u003ca href=\"https://learn.kqed.org/discussions/26\" target=\"_blank\" rel=\"noopener noreferrer\">When Do School Dress Codes Go Too Far?\u003c/a> and \u003ca href=\"https://learn.kqed.org/discussions/22\" target=\"_blank\" rel=\"noopener noreferrer\">Do School Suspensions Work?\u003c/a> raise important questions, including the ways BIPOC students are disproportionately punished for classroom conflicts and dress code violations. The episode \u003ca href=\"https://learn.kqed.org/discussions/76\" target=\"_blank\" rel=\"noopener noreferrer\">Should Cops Be In Schools?\u003c/a> looks at the history of policing in schools, including how a police presence on campus affects BIPOC students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Helping students learn about and discuss issues of race and racism during the election season strengthens their ability to share their voice and challenge racial injustice in and out of school. KQED’s \u003ca href=\"https://www.pbslearningmedia.org/resource/5eb8c9bf-c6d9-4fb6-9663-b7b41f25bb25/welcome-to-above-the-noise-above-the-noise/\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> is a powerful resource to support meaningful conversations on KQED Learn and in your classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post was originally published on \u003ca href=\"https://www.pbs.org/education/blog/dive-into-racial-justice-with-above-the-noise\" target=\"_blank\" rel=\"noopener noreferrer\">PBS\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Creative Agency, Deep Learning and Real Outcomes for Students",
"headTitle": "Creative Agency, Deep Learning and Real Outcomes for Students | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When students have greater ownership of the creative process through media making, learning becomes more immediate, relevant and engaging. This creative agency supports the development of critical skills and literacies needed for full engagement in our increasingly digital world, and it creates awesome opportunities to practice and demonstrate achievement of academic standards. Not to mention, making and sharing digital media is the natural communication medium for this generation of students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m not the first to assert that media making belongs in the classroom. As a high school teacher for 20 years, I saw how empowering it was firsthand with my students. As Managing Director of KQED Education, I’ve seen this play out in classrooms around the country. I’ve also seen how impactful it can be when teachers give themselves the time and permission to build these media literacy skills. While I’ve seen many benefits come out of media literacy teaching, here are three important reasons to bring media literacy to your classroom.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Media making requires a complex collection of cognitive and physical skills that enhance opportunities to be awesome.\u003c/b>\u003cspan style=\"font-weight: 400\"> Instead of academic work that favors certain learning styles over others, well-designed media projects ask students to, among other things, read, write, choreograph, design, rehearse, refine, perform, record, edit and publish. It is almost certain that you will discover talents in your classroom you never would have seen otherwise \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> talents you can celebrate and encourage in ways that more fully connect students to their learning and that lead to growth in other areas. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Storytelling has never been more in style.\u003c/b>\u003cspan style=\"font-weight: 400\"> People tell stories \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> lots of stories about lots of things. Instead of learning something simply for a grade, storytelling with media allows the added opportunity to make change, influence others, or even bring joy to the world. We tend to think of storytellers as artists and certainly many of them are. However, we are more and more aware of the role storytelling plays both in \u003c/span>\u003ca href=\"https://www.careerbuilder.com/advice/why-storytelling-is-a-musthave-career-skill\">\u003cspan style=\"font-weight: 400\">future careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and in \u003c/span>\u003ca href=\"https://www.wired.com/insights/2014/01/power-community-storytelling/\">\u003cspan style=\"font-weight: 400\">ensuring healthy communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While the stories we heard were previously limited to the relative few with access to the tools of production and distribution, we know that providing young people with the opportunity to share their story provides \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/empowering-students-through-multimedia-storytelling-michael-hernandez\">\u003cspan style=\"font-weight: 400\">immense benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And stories are told in all subject areas, in all professions, in all walks of life. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Real and relevant audiences lead to better learning. \u003c/b>\u003cspan style=\"font-weight: 400\">Consideration of audience is the single most important aspect of media project design. When designing a media project for your students, ask yourself, “Who will care about this? Who will want to see it when it’s done?” If the answer is no one besides you, reevaluate your plans. Simply put, if a media project is worth the effort required to make it great, it deserves to be seen beyond the classroom. And, in my experience, an authentic, real audience encourages students to produce better work than they would for me alone. Audiences might include peers, families, local leaders or policy makers \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> whoever has a stake in the stories your students will tell. Instead of an audience of one, media making encourages an audience of many and can act to connect the classroom to the culture of its families and communities in profound ways.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">In our inaugural Youth Media Challenge, Let’s Talk About Election 2020, we saw evidence of all of these things in the amazing content that was shared by students from around the country. The intelligence, passion and commitment shone brightly throughout the hundreds of responses submitted, showing students grappling with the same critical issues that impact us all as we consider the future of our country. The power of their voices provides strong evidence that when young people are given the platform to speak their truths with an opportunity to influence others, they consistently shine. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=l6rGxC9pr6w&t\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This Fall, KQED is launching \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cb>five new Youth Media Challenges\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed to get your students writing, producing and sharing media with peers from around the country \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> and, in some cases, on KQED or other public media stations. These new challenges offer a diverse set of media making experiences across a variety of topics, all aligned to national standards. And, of course, they are also built around the principles outlined above, with storytelling for audiences beyond your classroom at their center. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\">\u003cb>Engineering for Good\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is a challenge that, as the title implies, asks students to use the \u003c/span>\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1.png\">\u003cspan style=\"font-weight: 400\">engineering design process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to develop and propose solutions to problems in their community. 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How might movement inspire learning in your classroom?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cb>Perspectives\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> challenge is based on our long running KQED show, um… \u003c/span>\u003ca href=\"https://www.kqed.org/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project is all about developing voice and skill as a storyteller. The \u003c/span>\u003ca href=\"https://soundcloud.com/user-909991770/skateboarding-nate-dolan\">\u003cspan style=\"font-weight: 400\">results are often amazing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and provide avenues for students to explore and communicate their passions. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cb>Podcasting With the California Report\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create and produce audio feature stories following the editorial guidelines of the award-winning \u003c/span>\u003ca href=\"https://www.kqed.org/californiareport\">\u003cspan style=\"font-weight: 400\">California Report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project creates a great opportunity to explore deeper forms of storytelling that include interviews, ambient sounds and more complex narratives. The prompt is open-ended and allows students to \u003c/span>\u003ca href=\"https://www.kqed.org/news/11744167/period-poverty-raising-awareness-about-an-overlooked-global-issue\">\u003cspan style=\"font-weight: 400\">explore topics that matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to them. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Political Cartooning With Mark Fiore \u003c/b>\u003cspan style=\"font-weight: 400\">will use the teachings of our long-time KQED and Pulitzer Prize-winning political cartoonist, \u003c/span>\u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">\u003cspan style=\"font-weight: 400\">Mark Fiore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support students in the creation of their own opinions. This is your chance to enhance an assignment you might already do with guidance from an expert. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">At KQED, we believe that by providing an opportunity for students to develop and express their voice, both the student and those who hear them are enriched from the experience. It is our intent to get youth voice in front of audiences that matter to them. I encourage you to \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">explore our new challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how we might support you in bringing these meaningful media making opportunities to your classroom.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When students have greater ownership of the creative process through media making, learning becomes more immediate, relevant and engaging. This creative agency supports the development of critical skills and literacies needed for full engagement in our increasingly digital world, and it creates awesome opportunities to practice and demonstrate achievement of academic standards. Not to mention, making and sharing digital media is the natural communication medium for this generation of students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m not the first to assert that media making belongs in the classroom. As a high school teacher for 20 years, I saw how empowering it was firsthand with my students. As Managing Director of KQED Education, I’ve seen this play out in classrooms around the country. I’ve also seen how impactful it can be when teachers give themselves the time and permission to build these media literacy skills. While I’ve seen many benefits come out of media literacy teaching, here are three important reasons to bring media literacy to your classroom.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Media making requires a complex collection of cognitive and physical skills that enhance opportunities to be awesome.\u003c/b>\u003cspan style=\"font-weight: 400\"> Instead of academic work that favors certain learning styles over others, well-designed media projects ask students to, among other things, read, write, choreograph, design, rehearse, refine, perform, record, edit and publish. It is almost certain that you will discover talents in your classroom you never would have seen otherwise \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> talents you can celebrate and encourage in ways that more fully connect students to their learning and that lead to growth in other areas. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Storytelling has never been more in style.\u003c/b>\u003cspan style=\"font-weight: 400\"> People tell stories \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> lots of stories about lots of things. Instead of learning something simply for a grade, storytelling with media allows the added opportunity to make change, influence others, or even bring joy to the world. We tend to think of storytellers as artists and certainly many of them are. However, we are more and more aware of the role storytelling plays both in \u003c/span>\u003ca href=\"https://www.careerbuilder.com/advice/why-storytelling-is-a-musthave-career-skill\">\u003cspan style=\"font-weight: 400\">future careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and in \u003c/span>\u003ca href=\"https://www.wired.com/insights/2014/01/power-community-storytelling/\">\u003cspan style=\"font-weight: 400\">ensuring healthy communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While the stories we heard were previously limited to the relative few with access to the tools of production and distribution, we know that providing young people with the opportunity to share their story provides \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/empowering-students-through-multimedia-storytelling-michael-hernandez\">\u003cspan style=\"font-weight: 400\">immense benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And stories are told in all subject areas, in all professions, in all walks of life. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Real and relevant audiences lead to better learning. \u003c/b>\u003cspan style=\"font-weight: 400\">Consideration of audience is the single most important aspect of media project design. When designing a media project for your students, ask yourself, “Who will care about this? Who will want to see it when it’s done?” If the answer is no one besides you, reevaluate your plans. Simply put, if a media project is worth the effort required to make it great, it deserves to be seen beyond the classroom. And, in my experience, an authentic, real audience encourages students to produce better work than they would for me alone. Audiences might include peers, families, local leaders or policy makers \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> whoever has a stake in the stories your students will tell. Instead of an audience of one, media making encourages an audience of many and can act to connect the classroom to the culture of its families and communities in profound ways.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">In our inaugural Youth Media Challenge, Let’s Talk About Election 2020, we saw evidence of all of these things in the amazing content that was shared by students from around the country. The intelligence, passion and commitment shone brightly throughout the hundreds of responses submitted, showing students grappling with the same critical issues that impact us all as we consider the future of our country. The power of their voices provides strong evidence that when young people are given the platform to speak their truths with an opportunity to influence others, they consistently shine. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/l6rGxC9pr6w'\n title='//www.youtube.com/embed/l6rGxC9pr6w'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This Fall, KQED is launching \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cb>five new Youth Media Challenges\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed to get your students writing, producing and sharing media with peers from around the country \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> and, in some cases, on KQED or other public media stations. These new challenges offer a diverse set of media making experiences across a variety of topics, all aligned to national standards. And, of course, they are also built around the principles outlined above, with storytelling for audiences beyond your classroom at their center. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\">\u003cb>Engineering for Good\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is a challenge that, as the title implies, asks students to use the \u003c/span>\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1.png\">\u003cspan style=\"font-weight: 400\">engineering design process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to develop and propose solutions to problems in their community. By connecting engineering to local problems and encouraging students to share their solutions with others from around the country, we can begin to develop the habits of solution sharing and collaboration around common problems that will support students throughout their lives. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cb>If Schools Could Dance\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a companion project to KQED’s award winning series\u003c/span>\u003ca href=\"https://www.kqed.org/if-cities-could-dance\">\u003cspan style=\"font-weight: 400\"> If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If you’ve watched any TikTok at all, you know \u003c/span>\u003ca href=\"https://vm.tiktok.com/ZMJaMg8DS/\">\u003cspan style=\"font-weight: 400\">dance isn’t just for the studio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone’s doing it. How might movement inspire learning in your classroom?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cb>Perspectives\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> challenge is based on our long running KQED show, um… \u003c/span>\u003ca href=\"https://www.kqed.org/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project is all about developing voice and skill as a storyteller. The \u003c/span>\u003ca href=\"https://soundcloud.com/user-909991770/skateboarding-nate-dolan\">\u003cspan style=\"font-weight: 400\">results are often amazing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and provide avenues for students to explore and communicate their passions. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cb>Podcasting With the California Report\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create and produce audio feature stories following the editorial guidelines of the award-winning \u003c/span>\u003ca href=\"https://www.kqed.org/californiareport\">\u003cspan style=\"font-weight: 400\">California Report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project creates a great opportunity to explore deeper forms of storytelling that include interviews, ambient sounds and more complex narratives. The prompt is open-ended and allows students to \u003c/span>\u003ca href=\"https://www.kqed.org/news/11744167/period-poverty-raising-awareness-about-an-overlooked-global-issue\">\u003cspan style=\"font-weight: 400\">explore topics that matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to them. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Political Cartooning With Mark Fiore \u003c/b>\u003cspan style=\"font-weight: 400\">will use the teachings of our long-time KQED and Pulitzer Prize-winning political cartoonist, \u003c/span>\u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">\u003cspan style=\"font-weight: 400\">Mark Fiore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support students in the creation of their own opinions. This is your chance to enhance an assignment you might already do with guidance from an expert. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">At KQED, we believe that by providing an opportunity for students to develop and express their voice, both the student and those who hear them are enriched from the experience. It is our intent to get youth voice in front of audiences that matter to them. I encourage you to \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">explore our new challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how we might support you in bringing these meaningful media making opportunities to your classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Media Literacy Week 2020: Real Issues, Real Learning",
"headTitle": "Media Literacy Week 2020: Real Issues, Real Learning | KQED",
"content": "\u003ch2>\u003cb>#MediaLitWk 2020 runs from October 26-30. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve pulled together a list of relevant and timely resources to engage your students — and yourself — in the powerful skills of media making, media literacy and civic engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower students through media making for an authentic audience\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can now access the curricular resources for our new \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">KQED Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">! We’ve created five new topics, ranging from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Engineering for Good \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If Schools Could Dance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Check out these student-created commentaries in the \u003c/span>\u003ca href=\"https://youtu.be/l6rGxC9pr6w\">\u003cspan style=\"font-weight: 400\">highlight reel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from our first challenge \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to get a taste of media literacy and civic engagement in action. All submissions are published on our student media showcase and some are featured on public media station broadcasts.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"KQED Youth Media Challenge Sizzle Reel\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/l6rGxC9pr6w?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inspire your students to start creating with these short tutorials by Myles Bess, host of the award-winning series Above the Noise, that help students learn key tips and tricks for making \u003c/span>\u003ca href=\"https://youtu.be/s3fFWX50pLg\">\u003cspan style=\"font-weight: 400\">selfie-style videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://youtu.be/jF5cNiF5Zjc\">\u003cspan style=\"font-weight: 400\">audio commentaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These are a great alternative to just turning in written work. (And, they may even help you with any instructional videos you’d like to make!)\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students by tackling difficult topics through civil discourse\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve collected teaching resources relevant to the biggest headlines and social movements of the current moment to help you talk about real issues that matter to young people.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/education/534108/teaching-in-the-midst-of-mass-protests-for-black-lives\">\u003cspan style=\"font-weight: 400\">Understand, Learn and Act: Teaching In the Midst of Mass Protests for Black Lives\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/education/534513/help-students-explore-election-issues-not-election-hype\">\u003cspan style=\"font-weight: 400\">Help Students Explore Election Issues, Not Election Hype\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Help students identify misinformation and bias\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can help your students understand how to analyze and evaluate the media landscape they are awash in everyday with this collection on \u003c/span>\u003ca href=\"https://www.kqed.org/education/533188/misinformation-data-literacy-and-the-novel-coronavirus\">\u003cspan style=\"font-weight: 400\">Misinformation, Data Literacy and the Novel Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and these videos from Above the Noise:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/39\">\u003cspan style=\"font-weight: 400\">False Equivalence: Are There Some Issues That Don’t Merit a “Both Sides” Approach?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/36\">\u003cspan style=\"font-weight: 400\">How Much Can We Trust YouTube for Reliable Information?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/15\">\u003cspan style=\"font-weight: 400\">Confirmation Bias and Your Brain\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Take your learning to the next level with the KQED Media Academy for Educators\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy and digital citizenship are critical, transferable skills that require development and reinforcement in every subject area. The \u003c/span>\u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">\u003cspan style=\"font-weight: 400\">KQED Media Academy for Educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps all educators build these skills. Whether you are a classroom teacher, a librarian, an instructional coach, leading an extra-curricular program or any other role where you support young people using media for learning, the Media Academy’s free online courses is for you. And, all courses prepare you to apply for \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification by KQED\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Join us for the \u003c/b>\u003cb>Media Literacy Education Town Hall\u003c/b>\u003cb> \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.socialstudies.org/professional-learning/media-literacy-education-town-hall\">Register: Oct 29, 2020, 10-11am PDT / 1-2pm EDT\u003c/a>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Join KQED and the National Council for the Social Studies (NCSS) and National Association for Media Literacy Education (NAMLE). This open-access event celebrates Media Literacy Week and delves deep into the vital impact of media literacy in social studies. Recommendations for incorporating media literacy skills will be provided. NCSS members and non-members are encouraged to participate. This special program will be moderated by NCSS Executive Director, Dr. Lawrence Paska, and NAMLE Executive Director, Michelle Ciulla Lipkin\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>\u003cb>#MediaLitWk 2020 runs from October 26-30. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve pulled together a list of relevant and timely resources to engage your students — and yourself — in the powerful skills of media making, media literacy and civic engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower students through media making for an authentic audience\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can now access the curricular resources for our new \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">KQED Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">! We’ve created five new topics, ranging from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Engineering for Good \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If Schools Could Dance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Check out these student-created commentaries in the \u003c/span>\u003ca href=\"https://youtu.be/l6rGxC9pr6w\">\u003cspan style=\"font-weight: 400\">highlight reel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from our first challenge \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to get a taste of media literacy and civic engagement in action. All submissions are published on our student media showcase and some are featured on public media station broadcasts.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"KQED Youth Media Challenge Sizzle Reel\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/l6rGxC9pr6w?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inspire your students to start creating with these short tutorials by Myles Bess, host of the award-winning series Above the Noise, that help students learn key tips and tricks for making \u003c/span>\u003ca href=\"https://youtu.be/s3fFWX50pLg\">\u003cspan style=\"font-weight: 400\">selfie-style videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://youtu.be/jF5cNiF5Zjc\">\u003cspan style=\"font-weight: 400\">audio commentaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These are a great alternative to just turning in written work. (And, they may even help you with any instructional videos you’d like to make!)\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students by tackling difficult topics through civil discourse\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve collected teaching resources relevant to the biggest headlines and social movements of the current moment to help you talk about real issues that matter to young people.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/education/534108/teaching-in-the-midst-of-mass-protests-for-black-lives\">\u003cspan style=\"font-weight: 400\">Understand, Learn and Act: Teaching In the Midst of Mass Protests for Black Lives\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/education/534513/help-students-explore-election-issues-not-election-hype\">\u003cspan style=\"font-weight: 400\">Help Students Explore Election Issues, Not Election Hype\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Help students identify misinformation and bias\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can help your students understand how to analyze and evaluate the media landscape they are awash in everyday with this collection on \u003c/span>\u003ca href=\"https://www.kqed.org/education/533188/misinformation-data-literacy-and-the-novel-coronavirus\">\u003cspan style=\"font-weight: 400\">Misinformation, Data Literacy and the Novel Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and these videos from Above the Noise:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/39\">\u003cspan style=\"font-weight: 400\">False Equivalence: Are There Some Issues That Don’t Merit a “Both Sides” Approach?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/36\">\u003cspan style=\"font-weight: 400\">How Much Can We Trust YouTube for Reliable Information?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/15\">\u003cspan style=\"font-weight: 400\">Confirmation Bias and Your Brain\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Take your learning to the next level with the KQED Media Academy for Educators\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy and digital citizenship are critical, transferable skills that require development and reinforcement in every subject area. The \u003c/span>\u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">\u003cspan style=\"font-weight: 400\">KQED Media Academy for Educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps all educators build these skills. Whether you are a classroom teacher, a librarian, an instructional coach, leading an extra-curricular program or any other role where you support young people using media for learning, the Media Academy’s free online courses is for you. And, all courses prepare you to apply for \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification by KQED\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Join us for the \u003c/b>\u003cb>Media Literacy Education Town Hall\u003c/b>\u003cb> \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.socialstudies.org/professional-learning/media-literacy-education-town-hall\">Register: Oct 29, 2020, 10-11am PDT / 1-2pm EDT\u003c/a>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Join KQED and the National Council for the Social Studies (NCSS) and National Association for Media Literacy Education (NAMLE). This open-access event celebrates Media Literacy Week and delves deep into the vital impact of media literacy in social studies. Recommendations for incorporating media literacy skills will be provided. NCSS members and non-members are encouraged to participate. This special program will be moderated by NCSS Executive Director, Dr. Lawrence Paska, and NAMLE Executive Director, Michelle Ciulla Lipkin\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Americans face many obstacles when it comes to voting and it reflects in our voter turnout numbers. The process of getting registered and getting to the polls isn’t the same for everyone and depending on where you are it can make voting really hard and these hurdles can discourage people from voting all together. So…is voting too hard in the U.S?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/14tFAauaT71oK0_rkoBX3rFA0wScMx_k4SqpJVVCW0To/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1h8paKnnYi6koMP0RjCIbNBPziBER5VMpCjTzVjIgVUc/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1SJLERAy5m_3U4HL_IUSHxNyrzku2fx7viSPRjdSkqF4/edit?usp=sharing\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1rEPBE97ZQS6XSpeHgzKOCZnJbf4_ct0wddf7ZJOEshA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What Are Voter ID Laws?\u003c/strong>\u003c/p>\n\u003cp>The intention of voter ID laws is to make sure a voter is who they say they are and aren’t trying to impersonate someone else or vote multiple times. However, these laws are said to disproportionately affect elderly, minority, and low-income voters. According to the Brennan Center, about 11 percent of U.S. citizens, or roughly 21 million citizens, don’t have government-issued photo ID. A total of 36 states have laws requesting or requiring voters to show some form of identification at the polls, 35 of which are in force in 2020. The remaining 14 states use other methods to verify the identity of voters but the list of acceptable IDs varies substantially from state to state.\u003c/p>\n\u003cp>\u003cstrong>What Are Poll Closures?\u003c/strong>\u003c/p>\n\u003cp>If you’ve seen long lines outside of polling places, those may be caused by poll closures. This has been an increasing issue since the 2013 Supreme Court decision Shelby County v. Holder which removed provisions to the Voters Rights Act that required states and cities with a history of discriminatory practices to get approval from the federal government before making changes to voting laws and since the decision nearly 1700 polling places have closed across 13 states.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What Are Voter Purges?\u003c/strong>\u003c/p>\n\u003cp>Voter purges are the act of removing ineligible voter registrations from the rolls, it’s meant to clean up the voter list. This happens when elected officials do “maintenance” and remove names because they moved, passed away, or didn’t vote in a certain number of prior elections. However, what happens when these purges get rid of hundreds of thousands of eligible voters by deleting or removing incorrectly without notice?\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"https://www.pewresearch.org/fact-tank/2018/05/21/u-s-voter-turnout-trails-most-developed-countries/\">U.S. trails most developed countries in voter turnout\u003c/a>” (Pew Research)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.aclu.org/news/civil-liberties/block-the-vote-voter-suppression-in-2020/\">Block the Vote: Voter Suppression in 2020\u003c/a>” (ACLU)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.heritage.org/voterfraud\">A Sampling of Recent Voter Fraud Cases Across the U.S.\u003c/a>” (Heritage Foundation\u003c/p>\n\u003cp>“\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/truth-about-voter-fraud\">The Truth About Voter Fraud\u003c/a>” (Brennan Center for Justice)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2018/07/poll-prri-voter-suppression/565355/\">Voter Suppression Is Warping Democracy\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>“‘\u003ca href=\"https://www.nytimes.com/2018/11/03/us/politics/voting-suppression-elections.html%20https://www.heritage.org/voterfraud\">They Don’t Really Want Us to Vote’: How Republicans Made It Harder\u003c/a>” (The New York Times)\u003c/p>\n\u003cp>“\u003ca href=\"https://civilrights.org/democracy-diverted/\">Democracy Diverted: Polling Place Closures and the Right to Vote\u003c/a>” (The Leadership Conference on Civil & Human Rights)\u003c/p>\n\u003cp>“2\u003ca href=\"http://www.electproject.org/2016g\">016 November General Election Turnout Rates\u003c/a>” (United States Elections Project)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2017/02/how-voter-id-laws-discriminate-study/517218/\">How Voter ID Laws Discriminate\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Americans face many obstacles when it comes to voting and it reflects in our voter turnout numbers. The process of getting registered and getting to the polls isn’t the same for everyone and depending on where you are it can make voting really hard and these hurdles can discourage people from voting all together. So…is voting too hard in the U.S?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/14tFAauaT71oK0_rkoBX3rFA0wScMx_k4SqpJVVCW0To/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1h8paKnnYi6koMP0RjCIbNBPziBER5VMpCjTzVjIgVUc/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1SJLERAy5m_3U4HL_IUSHxNyrzku2fx7viSPRjdSkqF4/edit?usp=sharing\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1rEPBE97ZQS6XSpeHgzKOCZnJbf4_ct0wddf7ZJOEshA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What Are Voter ID Laws?\u003c/strong>\u003c/p>\n\u003cp>The intention of voter ID laws is to make sure a voter is who they say they are and aren’t trying to impersonate someone else or vote multiple times. However, these laws are said to disproportionately affect elderly, minority, and low-income voters. According to the Brennan Center, about 11 percent of U.S. citizens, or roughly 21 million citizens, don’t have government-issued photo ID. A total of 36 states have laws requesting or requiring voters to show some form of identification at the polls, 35 of which are in force in 2020. The remaining 14 states use other methods to verify the identity of voters but the list of acceptable IDs varies substantially from state to state.\u003c/p>\n\u003cp>\u003cstrong>What Are Poll Closures?\u003c/strong>\u003c/p>\n\u003cp>If you’ve seen long lines outside of polling places, those may be caused by poll closures. This has been an increasing issue since the 2013 Supreme Court decision Shelby County v. Holder which removed provisions to the Voters Rights Act that required states and cities with a history of discriminatory practices to get approval from the federal government before making changes to voting laws and since the decision nearly 1700 polling places have closed across 13 states.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What Are Voter Purges?\u003c/strong>\u003c/p>\n\u003cp>Voter purges are the act of removing ineligible voter registrations from the rolls, it’s meant to clean up the voter list. This happens when elected officials do “maintenance” and remove names because they moved, passed away, or didn’t vote in a certain number of prior elections. However, what happens when these purges get rid of hundreds of thousands of eligible voters by deleting or removing incorrectly without notice?\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"https://www.pewresearch.org/fact-tank/2018/05/21/u-s-voter-turnout-trails-most-developed-countries/\">U.S. trails most developed countries in voter turnout\u003c/a>” (Pew Research)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.aclu.org/news/civil-liberties/block-the-vote-voter-suppression-in-2020/\">Block the Vote: Voter Suppression in 2020\u003c/a>” (ACLU)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.heritage.org/voterfraud\">A Sampling of Recent Voter Fraud Cases Across the U.S.\u003c/a>” (Heritage Foundation\u003c/p>\n\u003cp>“\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/truth-about-voter-fraud\">The Truth About Voter Fraud\u003c/a>” (Brennan Center for Justice)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2018/07/poll-prri-voter-suppression/565355/\">Voter Suppression Is Warping Democracy\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>“‘\u003ca href=\"https://www.nytimes.com/2018/11/03/us/politics/voting-suppression-elections.html%20https://www.heritage.org/voterfraud\">They Don’t Really Want Us to Vote’: How Republicans Made It Harder\u003c/a>” (The New York Times)\u003c/p>\n\u003cp>“\u003ca href=\"https://civilrights.org/democracy-diverted/\">Democracy Diverted: Polling Place Closures and the Right to Vote\u003c/a>” (The Leadership Conference on Civil & Human Rights)\u003c/p>\n\u003cp>“2\u003ca href=\"http://www.electproject.org/2016g\">016 November General Election Turnout Rates\u003c/a>” (United States Elections Project)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2017/02/how-voter-id-laws-discriminate-study/517218/\">How Voter ID Laws Discriminate\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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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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"radiolab": {
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},
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"title": "Rightnowish",
"tagline": "Art is where you find it",
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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