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"content": "\u003cp>Protesting is as American as apple pie. From the Boston Tea Party to the Black Lives Matter, people protest to make their voices heard. But here’s a weird dilemma. More extreme protests attract more media attention to a cause. But at the same time, if a protest is too extreme, some people might not support the protesters. What do you think? Is there a right way to protest?\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/1x6oUKW-5to08jy5x5GpaJ7THiuRd5Ots7INoFwW96Io/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1Z-23icBm9YUfEgwlYLJOdyRhR5hqbsvSmn9vS5EmLRc/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1rs631ZOqhcQB79lRMFXTUBoKe-HspkHNC5sHa-bybVg/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1M1Au6l4_OU_wbQtilxo8kDxgAzTrvvgWaEr3XLrb8kQ/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are the general rules around protesting in the U.S.?\u003c/strong>\u003c/p>\n\u003cp>If you head over to the ACLU’s website to look up what your rights are when protesting, it’s kinda sad. You can stand on the sidewalk with a sign, but you can’t get in the way of people as they walk by. You can pass out leaflets, but you can’t block entrances to buildings. Oh, and if you want to, you know, march in the street with a bunch of people, there’s a good chance you’ll need to get a permit. It can be hard to make an impact if you’re following all the rules.\u003c/p>\n\u003cp>\u003cstrong>How did people view Martin Luther King Jr. and the protests he led back in the 60s?\u003c/strong>\u003c/p>\n\u003cp>Today, Martin Luther King and the civil rights movement are pretty much universally admired. But back in the 60s they were super controversial. A poll from 1961 found that 57 percent of Americans thought the Freedom Riders and sit-ins at lunch counters hurt the chances of integration in the South. And after the 1963 March on Washington, where MLK delivered his “I Have a Dream” speech, 74 percent of Americans believed mass demonstrations harmed the cause.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>So, is there a RIGHT way to protest?\u003c/strong>\u003c/p>\n\u003cp>No. There isn’t REALLY a right way to protest. But we do know that as protests get more extreme, they usually get less support from the public. At the end of the day, protests are a battle to win over public opinion, and to do that, they have to navigate a weird dilemma. More extreme actions get more media attention that can spread awareness to more people, but at the same time, if it’s perceived as TOO extreme, some people might be reluctant to support the protest.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://americanarchive.org/exhibits/first-amendment\">Speaking and Protesting in America\u003c/a> (American Archive of Public Broadcasting)\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2020/06/16/us/politics/us-protests-history-george-floyd.html\">Why Protest Movements Are ‘Civil’ Only in Retrospect\u003c/a> (NY Times)\u003c/p>\n\u003cp>\u003ca href=\"https://fivethirtyeight.com/features/what-protests-can-do/\">What Protests Can (And Can’t) Do\u003c/a> (Vox) Your Rights\u003c/p>\n\u003cp>\u003ca href=\"https://www.aclusocal.org/en/know-your-rights/protesters#:~:text=Do%20I%20have%20a%20right,to%20buildings%20are%20not%20blocked\">When Protesting\u003c/a> (ACLU)\u003c/p>\n\u003cp>\u003ca href=\"https://news.gallup.com/vault/246167/protests-seen-harming-civil-rights-movement-60s.aspx\">Protests Seen as Harming Civil Rights Movement in the ’60s\u003c/a> (Gallup)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2911177\">Extreme Protest Tactics Reduce Popular Support for Social Movements\u003c/a> (SSRN)\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Protesting is as American as apple pie. From the Boston Tea Party to the Black Lives Matter, people protest to make their voices heard. But here’s a weird dilemma. More extreme protests attract more media attention to a cause. But at the same time, if a protest is too extreme, some people might not support the protesters. What do you think? Is there a right way to protest?\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/1x6oUKW-5to08jy5x5GpaJ7THiuRd5Ots7INoFwW96Io/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1Z-23icBm9YUfEgwlYLJOdyRhR5hqbsvSmn9vS5EmLRc/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1rs631ZOqhcQB79lRMFXTUBoKe-HspkHNC5sHa-bybVg/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1M1Au6l4_OU_wbQtilxo8kDxgAzTrvvgWaEr3XLrb8kQ/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are the general rules around protesting in the U.S.?\u003c/strong>\u003c/p>\n\u003cp>If you head over to the ACLU’s website to look up what your rights are when protesting, it’s kinda sad. You can stand on the sidewalk with a sign, but you can’t get in the way of people as they walk by. You can pass out leaflets, but you can’t block entrances to buildings. Oh, and if you want to, you know, march in the street with a bunch of people, there’s a good chance you’ll need to get a permit. It can be hard to make an impact if you’re following all the rules.\u003c/p>\n\u003cp>\u003cstrong>How did people view Martin Luther King Jr. and the protests he led back in the 60s?\u003c/strong>\u003c/p>\n\u003cp>Today, Martin Luther King and the civil rights movement are pretty much universally admired. But back in the 60s they were super controversial. A poll from 1961 found that 57 percent of Americans thought the Freedom Riders and sit-ins at lunch counters hurt the chances of integration in the South. And after the 1963 March on Washington, where MLK delivered his “I Have a Dream” speech, 74 percent of Americans believed mass demonstrations harmed the cause.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>So, is there a RIGHT way to protest?\u003c/strong>\u003c/p>\n\u003cp>No. There isn’t REALLY a right way to protest. But we do know that as protests get more extreme, they usually get less support from the public. At the end of the day, protests are a battle to win over public opinion, and to do that, they have to navigate a weird dilemma. More extreme actions get more media attention that can spread awareness to more people, but at the same time, if it’s perceived as TOO extreme, some people might be reluctant to support the protest.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://americanarchive.org/exhibits/first-amendment\">Speaking and Protesting in America\u003c/a> (American Archive of Public Broadcasting)\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2020/06/16/us/politics/us-protests-history-george-floyd.html\">Why Protest Movements Are ‘Civil’ Only in Retrospect\u003c/a> (NY Times)\u003c/p>\n\u003cp>\u003ca href=\"https://fivethirtyeight.com/features/what-protests-can-do/\">What Protests Can (And Can’t) Do\u003c/a> (Vox) Your Rights\u003c/p>\n\u003cp>\u003ca href=\"https://www.aclusocal.org/en/know-your-rights/protesters#:~:text=Do%20I%20have%20a%20right,to%20buildings%20are%20not%20blocked\">When Protesting\u003c/a> (ACLU)\u003c/p>\n\u003cp>\u003ca href=\"https://news.gallup.com/vault/246167/protests-seen-harming-civil-rights-movement-60s.aspx\">Protests Seen as Harming Civil Rights Movement in the ’60s\u003c/a> (Gallup)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2911177\">Extreme Protest Tactics Reduce Popular Support for Social Movements\u003c/a> (SSRN)\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is part three of our Election 2020 student content blog series. See \u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>\u003cspan style=\"font-weight: 400\">part one\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>\u003cspan style=\"font-weight: 400\">part two\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we enter the presidential debates, give students the opportunity to hear from their peers on the relevant issues. Young people are raising their voices and participating in KQED’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Youth Media Challenge. Add your students’ voices to the conversation and \u003c/span>\u003cb>sign up for the challenge \u003c/b>\u003ca href=\"https://learn.kqed.org/challenges/election2020/signup\">\u003cb>here\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is open to all middle and high school students through the inauguration in January 2021. Each audio or video commentary will be published on KQED Learn’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?page=1&search=\">\u003cspan style=\"font-weight: 400\">public showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and select pieces will be shared on KQED’s broadcast and digital channels through the end of the year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project comes with student and teacher supports to set your classroom up for success, whether you are in-person or remote this fall. The student sequence provides a step-by-step guide and the curricular toolbox for teachers is full of standards-aligned resources and sample lesson sequences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Watch and listen to these examples to understand what students have to say about the central election issues.\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clare B. from Brodhead, WI shares her journey of learning about systemic racism in our country and makes the case for prison reform.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/315\">\u003cb>What if Everyone Disappeared?\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joshua W. and Jahmere R. from Redford, MI detail their experience with racism in their daily lives and call on the viewer to make a change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/42\">\u003cb>Stand Against It\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asha D. from Redlands, CA describes her recent personal observations of the California wildfires and realization on the need for immediate action on climate change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/367\">\u003cb>Burning Our Future\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DJ A. from Oakland, CA questions how gun violence is framed in urban versus rural areas and lays out a plan for gun control.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/321\">\u003cb>My Solution for Gun Violence\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elfin S W. from Madison, WI calls for taxation as a solution for wealth inequality.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/388\">\u003cb>Eat the Rich!\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Loved these student pieces? \u003c/span>\u003cb>Come celebrate youth voice and civic engagement at the \u003c/b>\u003ca href=\"https://www.kqed.org/events/120241542691\">\u003cb>KQED Election 2020 Youth Media Screening\u003c/b>\u003c/a>\u003cb>, \u003c/b>\u003cb>Wednesday,\u003c/b> \u003cb>October 21 at 4pm PDT\u003c/b>\u003cb>!\u003c/b>\u003cspan style=\"font-weight: 400\"> This virtual event will feature even more powerful and diverse student commentaries on election issues that matter to them. The event, hosted by Myles Bess from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, will feature a conversation with \u003c/span>\u003cb>author Jason Reynolds\u003c/b>\u003cspan style=\"font-weight: 400\">, the Library of Congress national ambassador for young people’s literature, followed by a live discussion with Myles and student media creators. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions? Email learn@kqed.org\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is part three of our Election 2020 student content blog series. See \u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>\u003cspan style=\"font-weight: 400\">part one\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>\u003cspan style=\"font-weight: 400\">part two\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we enter the presidential debates, give students the opportunity to hear from their peers on the relevant issues. Young people are raising their voices and participating in KQED’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Youth Media Challenge. Add your students’ voices to the conversation and \u003c/span>\u003cb>sign up for the challenge \u003c/b>\u003ca href=\"https://learn.kqed.org/challenges/election2020/signup\">\u003cb>here\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is open to all middle and high school students through the inauguration in January 2021. Each audio or video commentary will be published on KQED Learn’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?page=1&search=\">\u003cspan style=\"font-weight: 400\">public showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and select pieces will be shared on KQED’s broadcast and digital channels through the end of the year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project comes with student and teacher supports to set your classroom up for success, whether you are in-person or remote this fall. The student sequence provides a step-by-step guide and the curricular toolbox for teachers is full of standards-aligned resources and sample lesson sequences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Watch and listen to these examples to understand what students have to say about the central election issues.\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clare B. from Brodhead, WI shares her journey of learning about systemic racism in our country and makes the case for prison reform.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/315\">\u003cb>What if Everyone Disappeared?\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joshua W. and Jahmere R. from Redford, MI detail their experience with racism in their daily lives and call on the viewer to make a change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/42\">\u003cb>Stand Against It\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asha D. from Redlands, CA describes her recent personal observations of the California wildfires and realization on the need for immediate action on climate change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/367\">\u003cb>Burning Our Future\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DJ A. from Oakland, CA questions how gun violence is framed in urban versus rural areas and lays out a plan for gun control.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/321\">\u003cb>My Solution for Gun Violence\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elfin S W. from Madison, WI calls for taxation as a solution for wealth inequality.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/388\">\u003cb>Eat the Rich!\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Loved these student pieces? \u003c/span>\u003cb>Come celebrate youth voice and civic engagement at the \u003c/b>\u003ca href=\"https://www.kqed.org/events/120241542691\">\u003cb>KQED Election 2020 Youth Media Screening\u003c/b>\u003c/a>\u003cb>, \u003c/b>\u003cb>Wednesday,\u003c/b> \u003cb>October 21 at 4pm PDT\u003c/b>\u003cb>!\u003c/b>\u003cspan style=\"font-weight: 400\"> This virtual event will feature even more powerful and diverse student commentaries on election issues that matter to them. The event, hosted by Myles Bess from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, will feature a conversation with \u003c/span>\u003cb>author Jason Reynolds\u003c/b>\u003cspan style=\"font-weight: 400\">, the Library of Congress national ambassador for young people’s literature, followed by a live discussion with Myles and student media creators. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions? Email learn@kqed.org\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The debate over the best way to teach sexual health in the U.S. continues to rage on, but student voice is often left out of the conversation when schools are deciding on what to teach. So Myles and \u003ca href=\"https://studentreportinglabs.org/\">PBS NewsHour Student Reporters\u003c/a> from Oakland Military Institute investigate the pros and cons of the various approaches to sex ed and talk to students to find out how they feel about their sexual health education.\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/1i-pcfyNyQm6klNAR7OvoCpyHhBB7vK1CxjdEyP51DSc/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1fT7WDMeG7B3SN-Ylb2phPi3lZT_hfXWXz0y2lU5psjY/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1OcNcpzeYlE7FtuLY1ErhWpfCesAW6Q7m38HKEFu8ERs/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/17lI3wUWZ9XzUdjq9tOqbMNEaFJ_qKUBmZp6DwCJa2ag/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is comprehensive sex education? \u003c/strong>\u003c/p>\n\u003cp>Comprehensive sex education teaches that not having sex is the best way to avoid STIs and unintended pregnancies, but it also includes medically accurate information about STI prevention, reproductive health, as well as discussions about healthy relationships, consent, gender identity, LGBTQ issues and more. What is sexual risk avoidance education? Sexual risk avoidance education is also known as abstinence only or abstinence-leaning education. It generally teaches that not having sex is the only morally acceptable, safe and effective way to prevent pregnancy and STIs — some programs don’t talk about birth control or condoms– unless it is to emphasize failure rates.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments for comprehensive sex education?\u003c/strong>\u003c/p>\n\u003cp>“Comprehensive sex ed” is based on the idea that public health improves when students have a right to learn about their sexuality and to make responsible decisions about it. Research shows it works to reduce teen pregnancies, delay when teens become sexually active and reduce the number of sexual partners teens have.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments against comprehensive sex education? \u003c/strong>\u003c/p>\n\u003cp>Some people, particularly parents and religious groups, take issue with comprehensive sex ed because they believe it goes against their cultural or religious values, and think that it can have a corrupting influence on kids. They say that by providing teens with this kind of information you are endorsing and encouraging sex and risk taking. Some opponents also argue that this type of information should be left up to parents to teach their kids about and shouldn’t be taught in schools.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://siecus.org/wp-content/uploads/2019/03/FY18-State-Law-and-Policy-Chart-Final-1.pdf\">State Laws and Policies Across the US (SIECUS) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/std/life-stages-populations/adolescents-youngadults.htm\">STDs Adolescents and Young Adults (CDC) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.advocatesforyouth.org/wp-content/uploads/storage/advfy/documents/cse-myths-and-facts.pdf\">Myths and Facts about Comprehensive Sex Education (Advocates for Youth) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(07)00426-0/fulltext\">Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy (Journal of Adolescent Health) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">Abstinence-Only-Until Marriage: An Updated Review of US Policies and Programs and Their Impact (Journal of Adolescent Health) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://weascend.org/wp-content/uploads/2019/12/Sexual-Risk-Avoidance-Education-What-You-Need-to-Know-copy.pdf?x74821\">Sexual Risk Avoidance Education: What you need to know (ASCEND) \u003c/a>\u003c/p>\n\u003cp>\u003cstrong>PARTNERS:\u003c/strong>\u003c/p>\n\u003cp>We partnered with PBS NewsHour Student Reporting Labs for this episode. Check out their journalism resources for students: \u003ca href=\"https://studentreportinglabs.org/\">https://studentreportinglabs.org/\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The debate over the best way to teach sexual health in the U.S. continues to rage on, but student voice is often left out of the conversation when schools are deciding on what to teach. So Myles and \u003ca href=\"https://studentreportinglabs.org/\">PBS NewsHour Student Reporters\u003c/a> from Oakland Military Institute investigate the pros and cons of the various approaches to sex ed and talk to students to find out how they feel about their sexual health education.\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/1i-pcfyNyQm6klNAR7OvoCpyHhBB7vK1CxjdEyP51DSc/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1fT7WDMeG7B3SN-Ylb2phPi3lZT_hfXWXz0y2lU5psjY/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1OcNcpzeYlE7FtuLY1ErhWpfCesAW6Q7m38HKEFu8ERs/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/17lI3wUWZ9XzUdjq9tOqbMNEaFJ_qKUBmZp6DwCJa2ag/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is comprehensive sex education? \u003c/strong>\u003c/p>\n\u003cp>Comprehensive sex education teaches that not having sex is the best way to avoid STIs and unintended pregnancies, but it also includes medically accurate information about STI prevention, reproductive health, as well as discussions about healthy relationships, consent, gender identity, LGBTQ issues and more. What is sexual risk avoidance education? Sexual risk avoidance education is also known as abstinence only or abstinence-leaning education. It generally teaches that not having sex is the only morally acceptable, safe and effective way to prevent pregnancy and STIs — some programs don’t talk about birth control or condoms– unless it is to emphasize failure rates.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments for comprehensive sex education?\u003c/strong>\u003c/p>\n\u003cp>“Comprehensive sex ed” is based on the idea that public health improves when students have a right to learn about their sexuality and to make responsible decisions about it. Research shows it works to reduce teen pregnancies, delay when teens become sexually active and reduce the number of sexual partners teens have.\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 the main arguments against comprehensive sex education? \u003c/strong>\u003c/p>\n\u003cp>Some people, particularly parents and religious groups, take issue with comprehensive sex ed because they believe it goes against their cultural or religious values, and think that it can have a corrupting influence on kids. They say that by providing teens with this kind of information you are endorsing and encouraging sex and risk taking. Some opponents also argue that this type of information should be left up to parents to teach their kids about and shouldn’t be taught in schools.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://siecus.org/wp-content/uploads/2019/03/FY18-State-Law-and-Policy-Chart-Final-1.pdf\">State Laws and Policies Across the US (SIECUS) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cdc.gov/std/life-stages-populations/adolescents-youngadults.htm\">STDs Adolescents and Young Adults (CDC) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.advocatesforyouth.org/wp-content/uploads/storage/advfy/documents/cse-myths-and-facts.pdf\">Myths and Facts about Comprehensive Sex Education (Advocates for Youth) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(07)00426-0/fulltext\">Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy (Journal of Adolescent Health) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">Abstinence-Only-Until Marriage: An Updated Review of US Policies and Programs and Their Impact (Journal of Adolescent Health) \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://weascend.org/wp-content/uploads/2019/12/Sexual-Risk-Avoidance-Education-What-You-Need-to-Know-copy.pdf?x74821\">Sexual Risk Avoidance Education: What you need to know (ASCEND) \u003c/a>\u003c/p>\n\u003cp>\u003cstrong>PARTNERS:\u003c/strong>\u003c/p>\n\u003cp>We partnered with PBS NewsHour Student Reporting Labs for this episode. Check out their journalism resources for students: \u003ca href=\"https://studentreportinglabs.org/\">https://studentreportinglabs.org/\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Help Students Explore Election Issues, Not Election Hype",
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"content": "\u003cblockquote>\u003cp>The \u003ca href=\"https://learn.kqed.org/challenges/teachers/call-for-change\">\u003cstrong>Call for Change Youth Media Challenge\u003c/strong>\u003c/a> is the new and improved version of the election challenge for 2022. Explore the free curriculum and student exemplars!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching Election 2020 may feel like the rest of 2020: complex, hard to predict and packed with teachable moments. Whether your students are preparing to vote for the first time, already engaged in civic activities or still figuring out where they stand, KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">breaks down multiple perspectives around election issues. A video series designed to cut through the hype never sounded so good.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As they learn about the issues, students can also discuss their views in a variety of media formats with fellow students across the country on \u003c/span>\u003ca href=\"https://learn.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a safe online space for middle and high school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the discussion on KQED Learn around \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/20\">\u003cspan style=\"font-weight: 400\">Should the Voting Age Be Lowered to 16?\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">might surprise you. Students from across the country are split about whether their peers are ready to step into the voting booth at 16. And in light of the protests sweeping the country, how would your students respond to \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/14\">\u003cspan style=\"font-weight: 400\">How Can We Get More Young People to Vote?\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The mechanics around our election have never been more relevant. The video \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/44\">\u003cspan style=\"font-weight: 400\">How Does the Practice of Gerrymandering Make You Feel About Voting in the Future?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> analyzes historic and current gerrymandering tactics. Students also draw on history to unpack the drama of election night in \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/45\">\u003cspan style=\"font-weight: 400\">The Electoral College: Why Such a Big Debate?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We know students care about complex issues, like healthcare, immigration and climate change. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos like those listed below help students encounter multiple perspectives and build evidence-based arguments to support their views. Each video also comes with sentence frames, a lesson plan, student viewing guide, glossary, and English and Spanish transcripts to support remote, blended or in-person learning. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/74\">\u003cspan style=\"font-weight: 400\">What Does It Mean To Be Anti-Racist?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/55\">\u003cspan style=\"font-weight: 400\">Should the U.S. Have Universal Healthcare?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/18\">\u003cspan style=\"font-weight: 400\">Is a Carbon Tax the Best Way to Slow Climate Change?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/10\">\u003cspan style=\"font-weight: 400\">Does the U.S. Asylum System Need to Change?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/16\">\u003cspan style=\"font-weight: 400\">Should We Get Free Money From the Government?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/24\">\u003cspan style=\"font-weight: 400\">Should College Be Free?\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students explore election issues, the next step is making their voices heard beyond the classroom. \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Challenge: Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create an audio or video commentary on an issue that matters to them, then publish it on the KQED Learn showcase. Students from across the country have already started sharing their voices. These already published commentaries are mentor texts that can inspire you and your students. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The election will be center stage until November. As you support your students in building strong habits of civic action and participation, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and KQED Learn are here to help. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>The \u003ca href=\"https://learn.kqed.org/challenges/teachers/call-for-change\">\u003cstrong>Call for Change Youth Media Challenge\u003c/strong>\u003c/a> is the new and improved version of the election challenge for 2022. Explore the free curriculum and student exemplars!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching Election 2020 may feel like the rest of 2020: complex, hard to predict and packed with teachable moments. Whether your students are preparing to vote for the first time, already engaged in civic activities or still figuring out where they stand, KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">breaks down multiple perspectives around election issues. A video series designed to cut through the hype never sounded so good.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As they learn about the issues, students can also discuss their views in a variety of media formats with fellow students across the country on \u003c/span>\u003ca href=\"https://learn.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a safe online space for middle and high school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the discussion on KQED Learn around \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/20\">\u003cspan style=\"font-weight: 400\">Should the Voting Age Be Lowered to 16?\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">might surprise you. Students from across the country are split about whether their peers are ready to step into the voting booth at 16. And in light of the protests sweeping the country, how would your students respond to \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/14\">\u003cspan style=\"font-weight: 400\">How Can We Get More Young People to Vote?\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The mechanics around our election have never been more relevant. The video \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/44\">\u003cspan style=\"font-weight: 400\">How Does the Practice of Gerrymandering Make You Feel About Voting in the Future?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> analyzes historic and current gerrymandering tactics. Students also draw on history to unpack the drama of election night in \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/45\">\u003cspan style=\"font-weight: 400\">The Electoral College: Why Such a Big Debate?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We know students care about complex issues, like healthcare, immigration and climate change. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos like those listed below help students encounter multiple perspectives and build evidence-based arguments to support their views. Each video also comes with sentence frames, a lesson plan, student viewing guide, glossary, and English and Spanish transcripts to support remote, blended or in-person learning. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/74\">\u003cspan style=\"font-weight: 400\">What Does It Mean To Be Anti-Racist?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/55\">\u003cspan style=\"font-weight: 400\">Should the U.S. Have Universal Healthcare?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/18\">\u003cspan style=\"font-weight: 400\">Is a Carbon Tax the Best Way to Slow Climate Change?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/10\">\u003cspan style=\"font-weight: 400\">Does the U.S. Asylum System Need to Change?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/16\">\u003cspan style=\"font-weight: 400\">Should We Get Free Money From the Government?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/24\">\u003cspan style=\"font-weight: 400\">Should College Be Free?\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students explore election issues, the next step is making their voices heard beyond the classroom. \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Challenge: Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create an audio or video commentary on an issue that matters to them, then publish it on the KQED Learn showcase. Students from across the country have already started sharing their voices. These already published commentaries are mentor texts that can inspire you and your students. \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\">The election will be center stage until November. As you support your students in building strong habits of civic action and participation, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and KQED Learn are here to help. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is part two of three in our Election 2020 student content blog series. See \u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">part one\u003c/a> and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teens will be too young to vote, but they know the outcomes of this election will impact them, so they are raising their voices and participating in KQED’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Youth Media Challenge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is open to all middle and high school students through the inauguration in January 2021. Each audio or video commentary will be published on KQED Learn’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?page=1&search=\">\u003cspan style=\"font-weight: 400\">public showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and select pieces will be shared on KQED’s broadcast and digital channels.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project comes with student and teacher supports to set your classroom up for success, whether you are in-person or remote this fall. The student sequence provides a step-by-step guide and the curricular toolbox for teachers is full of standards-aligned resources and sample lesson sequences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Watch and listen to these examples to understand what issues students across the country are most passionate about.\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Olivia K. from Santa Rosa, CA makes a case for universal healthcare, drawing on her family’s experience of caring for her brother.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/267\">\u003cb>Universal Healthcare\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chalaun M. and Shayla Q. from Redford, MI share their experiences with discrimination around their racial identities.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/53\">\u003cb>Discrimination\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaq H. from Wauwatosa, WI makes the case for why he thinks there should be stricter gun laws.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/172\">\u003cb>Stricter Gun Laws\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eaton H. from Pleasanton, CA discusses the implications of racism in America in the context of the coronavirus pandemic.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/212\">\u003cb>Racism and the Coronavirus \u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yuvraj C. from New Paltz, NY connects his recent personal experience with Hurricane Isaias to a call for action around climate change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/316\">\u003cb>Climate Change\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cb>To get your middle or high school students participating in the national conversation, sign up for the challenge \u003c/b>\u003ca href=\"https://learn.kqed.org/challenges/election2020/signup\">\u003cb>here\u003c/b>\u003c/a>\u003cb>.\u003c/b>\u003cspan style=\"font-weight: 400\"> This is a great project for humanities or STEM classes, including English, ELD, journalism, media arts, social studies and science.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions? Email learn@kqed.org\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is part two of three in our Election 2020 student content blog series. See \u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">part one\u003c/a> and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teens will be too young to vote, but they know the outcomes of this election will impact them, so they are raising their voices and participating in KQED’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Youth Media Challenge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is open to all middle and high school students through the inauguration in January 2021. Each audio or video commentary will be published on KQED Learn’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?page=1&search=\">\u003cspan style=\"font-weight: 400\">public showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and select pieces will be shared on KQED’s broadcast and digital channels.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project comes with student and teacher supports to set your classroom up for success, whether you are in-person or remote this fall. The student sequence provides a step-by-step guide and the curricular toolbox for teachers is full of standards-aligned resources and sample lesson sequences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Watch and listen to these examples to understand what issues students across the country are most passionate about.\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Olivia K. from Santa Rosa, CA makes a case for universal healthcare, drawing on her family’s experience of caring for her brother.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/267\">\u003cb>Universal Healthcare\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chalaun M. and Shayla Q. from Redford, MI share their experiences with discrimination around their racial identities.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/53\">\u003cb>Discrimination\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaq H. from Wauwatosa, WI makes the case for why he thinks there should be stricter gun laws.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/172\">\u003cb>Stricter Gun Laws\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eaton H. from Pleasanton, CA discusses the implications of racism in America in the context of the coronavirus pandemic.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/212\">\u003cb>Racism and the Coronavirus \u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yuvraj C. from New Paltz, NY connects his recent personal experience with Hurricane Isaias to a call for action around climate change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/316\">\u003cb>Climate Change\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cb>To get your middle or high school students participating in the national conversation, sign up for the challenge \u003c/b>\u003ca href=\"https://learn.kqed.org/challenges/election2020/signup\">\u003cb>here\u003c/b>\u003c/a>\u003cb>.\u003c/b>\u003cspan style=\"font-weight: 400\"> This is a great project for humanities or STEM classes, including English, ELD, journalism, media arts, social studies and science.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions? Email learn@kqed.org\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Gun Control Debate: Red Flag Laws",
"headTitle": "The Gun Control Debate: Red Flag Laws | KQED",
"content": "\u003cp>\u003cem>\u003cstrong>Correction:\u003c/strong> A student interviewed in the video inaccurately states that Australia has a “zero tolerance” policy and “no more guns.” Australia does have a very strict licensing system that limits gun ownership and requires government approval and proof of safety training. Acceptable reasons to own a gun are severely limited and result in very low gun ownership overall, largely restricted to farmers and security agents. \u003ca href=\"https://www.gunpolicy.org/firearms/region/australia\">Learn more\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>With gun violence making headlines in Wisconsin, Myles turns to \u003ca href=\"https://studentreportinglabs.org/\">PBS NewsHour Student Reporting Labs\u003c/a> reporters in Black River Falls, Wisconsin to share their investigation of Red Flag Gun Laws — a bipartisan and little known part of the gun control debate.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/78?utm_source=kqed-edu&utm_medium=blog&utm_campaign=ATN\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are Red Flag Gun Laws? \u003c/strong>\u003c/p>\n\u003cp>Red Flag Gun Laws, aka Extreme Risk Protection Orders (ERPOs), are laws that allow family members or police to request that courts temporarily take away a person’s guns if that person is believed to be a danger to themself or others.\u003c/p>\n\u003cp>\u003cstrong>How do Red Flag Gun Laws work? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each state with these laws does them differently, but it’s usually something like this: If a family member or the police think someone might be a danger to themselves or others, they can sign an affidavit explaining why they think that person’s guns should be taken away. The court can then grant a temporary removal of guns (usually for 2 to 45 days depending on the state). This is often done as an \u003cem>ex-parte\u003c/em> proceeding and there’s usually a lower standard of evidence to prove if that person is dangerous. The thinking is, you want to remove the threat as quickly as possible to minimize damage. After the guns are removed, there’s another hearing to determine if the guns can be given back or held for longer, usually up to a year. This is when the person whose guns have been taken can defend themselves, and the level of evidence needed to keep the guns away is higher.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments for Red Flag Gun Laws? \u003c/strong>\u003c/p>\n\u003cp>One of the main arguments is that they lead to greater public safety. Research shows these laws have reduced some types of gun violence– like suicides by gun. The laws have also been used to remove guns from people who have made threatening statements about mass shootings, so it’s possible the removal of those guns prevented some mass shootings.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments against Red Flag Gun Laws? \u003c/strong>\u003c/p>\n\u003cp>One of the main arguments against these laws is that someone could unfairly get their guns taken away– like if a family member lies about feeling endangered. Critics also say these laws may violate constitutional rights to due process. In the case of ERPOs a person doesn’t usually get a chance to fully defend themselves in front of a judge until AFTER their guns are taken away. What are the key considerations of Red Flag Laws? The debate becomes a balancing act to figure out how to write the law so that it protects public safety without infringing on civil liberties (like due process). What level of evidence is needed to temporarily remove someone’s guns? How long should the guns be removed for? Who can make that recommendation- just family? law enforcement? both? Are there penalties to make sure people don’t lie to get someone’s guns taken away?\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://ballotpedia.org/Extreme_risk_protection_orders_in_state_legislatures\">Extreme risk protection orders in state legislatures\u003c/a> (Ballotpedia)\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2019/08/06/us/red-flag-laws.html\">What Are ‘Red Flag’ Gun Laws, and How Do They Work?\u003c/a> (NY Times)\u003c/p>\n\u003cp>\u003ca href=\"https://lawcenter.giffords.org/gun-laws/policy-areas/who-can-have-a-gun/extreme-risk-protection-orders/\">Extreme Risk Protection Orders\u003c/a> (Giffords Law Center to Prevent Gun Violence)\u003c/p>\n\u003cp>\u003ca href=\"https://www.acpjournals.org/doi/10.7326/M19-2162\">Extreme Risk Protection Orders Intended to Prevent Mass Shootings\u003c/a> (Annals of Internal Medicine)\u003c/p>\n\u003cp>\u003ca href=\"https://ps.psychiatryonline.org/doi/10.1176/appi.ps.201700250\">Effects of Risk-Based Firearm Seizure Laws in Connecticut and Indiana on Suicide Rates, 1981–2015\u003c/a> (Psychiatry Online)\u003c/p>\n\u003cp>\u003ca href=\"https://www.criminaldefenselawyer.com/resources/red-flag-laws-constitutionality-and-enforcement-of-extreme-risk-protection-orders.html\">Red Flag Laws: Constitutionality and Enforcement of Extreme Risk Protection Orders\u003c/a> (Criminal Defense Lawyer)\u003c/p>\n\u003cp>\u003ca href=\"https://www.jurist.org/commentary/2019/12/timothy-zick-red-flag-laws/\">The Constitutional Case for “Red Flag” Laws\u003c/a> (Jurist)\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "With gun violence making headlines in Wisconsin, students at Black River Falls high school report on a bipartisan and little known part of the gun control debate.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>Correction:\u003c/strong> A student interviewed in the video inaccurately states that Australia has a “zero tolerance” policy and “no more guns.” Australia does have a very strict licensing system that limits gun ownership and requires government approval and proof of safety training. Acceptable reasons to own a gun are severely limited and result in very low gun ownership overall, largely restricted to farmers and security agents. \u003ca href=\"https://www.gunpolicy.org/firearms/region/australia\">Learn more\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>With gun violence making headlines in Wisconsin, Myles turns to \u003ca href=\"https://studentreportinglabs.org/\">PBS NewsHour Student Reporting Labs\u003c/a> reporters in Black River Falls, Wisconsin to share their investigation of Red Flag Gun Laws — a bipartisan and little known part of the gun control debate.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/78?utm_source=kqed-edu&utm_medium=blog&utm_campaign=ATN\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are Red Flag Gun Laws? \u003c/strong>\u003c/p>\n\u003cp>Red Flag Gun Laws, aka Extreme Risk Protection Orders (ERPOs), are laws that allow family members or police to request that courts temporarily take away a person’s guns if that person is believed to be a danger to themself or others.\u003c/p>\n\u003cp>\u003cstrong>How do Red Flag Gun Laws work? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each state with these laws does them differently, but it’s usually something like this: If a family member or the police think someone might be a danger to themselves or others, they can sign an affidavit explaining why they think that person’s guns should be taken away. The court can then grant a temporary removal of guns (usually for 2 to 45 days depending on the state). This is often done as an \u003cem>ex-parte\u003c/em> proceeding and there’s usually a lower standard of evidence to prove if that person is dangerous. The thinking is, you want to remove the threat as quickly as possible to minimize damage. After the guns are removed, there’s another hearing to determine if the guns can be given back or held for longer, usually up to a year. This is when the person whose guns have been taken can defend themselves, and the level of evidence needed to keep the guns away is higher.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments for Red Flag Gun Laws? \u003c/strong>\u003c/p>\n\u003cp>One of the main arguments is that they lead to greater public safety. Research shows these laws have reduced some types of gun violence– like suicides by gun. The laws have also been used to remove guns from people who have made threatening statements about mass shootings, so it’s possible the removal of those guns prevented some mass shootings.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments against Red Flag Gun Laws? \u003c/strong>\u003c/p>\n\u003cp>One of the main arguments against these laws is that someone could unfairly get their guns taken away– like if a family member lies about feeling endangered. Critics also say these laws may violate constitutional rights to due process. In the case of ERPOs a person doesn’t usually get a chance to fully defend themselves in front of a judge until AFTER their guns are taken away. What are the key considerations of Red Flag Laws? The debate becomes a balancing act to figure out how to write the law so that it protects public safety without infringing on civil liberties (like due process). What level of evidence is needed to temporarily remove someone’s guns? How long should the guns be removed for? Who can make that recommendation- just family? law enforcement? both? Are there penalties to make sure people don’t lie to get someone’s guns taken away?\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://ballotpedia.org/Extreme_risk_protection_orders_in_state_legislatures\">Extreme risk protection orders in state legislatures\u003c/a> (Ballotpedia)\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2019/08/06/us/red-flag-laws.html\">What Are ‘Red Flag’ Gun Laws, and How Do They Work?\u003c/a> (NY Times)\u003c/p>\n\u003cp>\u003ca href=\"https://lawcenter.giffords.org/gun-laws/policy-areas/who-can-have-a-gun/extreme-risk-protection-orders/\">Extreme Risk Protection Orders\u003c/a> (Giffords Law Center to Prevent Gun Violence)\u003c/p>\n\u003cp>\u003ca href=\"https://www.acpjournals.org/doi/10.7326/M19-2162\">Extreme Risk Protection Orders Intended to Prevent Mass Shootings\u003c/a> (Annals of Internal Medicine)\u003c/p>\n\u003cp>\u003ca href=\"https://ps.psychiatryonline.org/doi/10.1176/appi.ps.201700250\">Effects of Risk-Based Firearm Seizure Laws in Connecticut and Indiana on Suicide Rates, 1981–2015\u003c/a> (Psychiatry Online)\u003c/p>\n\u003cp>\u003ca href=\"https://www.criminaldefenselawyer.com/resources/red-flag-laws-constitutionality-and-enforcement-of-extreme-risk-protection-orders.html\">Red Flag Laws: Constitutionality and Enforcement of Extreme Risk Protection Orders\u003c/a> (Criminal Defense Lawyer)\u003c/p>\n\u003cp>\u003ca href=\"https://www.jurist.org/commentary/2019/12/timothy-zick-red-flag-laws/\">The Constitutional Case for “Red Flag” Laws\u003c/a> (Jurist)\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In the earlier days of the coronavirus pandemic, there was a lot more confusion about whether people should wear masks to protect themselves and others from the virus. Here’s why recommendations have changed – even for kids and teens – and how they help keep COVID-19 in check.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/77?utm_source=kqed-edu&utm_medium=blog&utm_campaign=ATN\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Why did the Centers for Disease Control change its guidance on wearing masks? \u003c/strong>\u003c/p>\n\u003cp>Initially, there were concerns that if the public were instructed to wear masks, there wouldn’t be enough surgical masks or N95 respirators for health care workers. There’s also a clearer understanding of how the coronavirus spreads, and that pre-symptomatic and asymptomatic transmission is possible. That’s when you might be contagious but don’t know it – and might unknowingly infect someone else. So wearing a mask helps cut down the risk for everyone.\u003c/p>\n\u003cp>\u003cstrong>If we’re social distancing, do we still need to wear masks?\u003c/strong>\u003c/p>\n\u003cp>Yes – respiratory droplets carrying the virus can travel much further than 6 feet, and since we don’t always maintain 6 or more feet of distance — it’s better to take this precaution, along with washing your hands and watching your distance when possible.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Does the type of mask you wear matter?\u003c/strong>\u003c/p>\n\u003cp>While some masks are more effective than others, some experts suggest that the best mask is one that’s both comfortable and that you’ll wear consistently. Any mask that covers your nose and mouth will have some benefit, although N95 masks with valves won’t protect others around you.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>Centers for Disease Control \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/cloth-face-cover-guidance.html\">https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/cloth-face-cover-guidance.html\u003c/a>\u003c/p>\n\u003cp>World Health Organization \u003ca href=\"https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/when-and-how-to-use-masks\">https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/when-and-how-to-use-masks\u003c/a>\u003c/p>\n\u003cp>It’s Okay to Be Smart (How Well Do Masks Work? (Schlieren Imaging In Slow Motion!) \u003ca href=\"https://www.youtube.com/watch?v=0Tp0zB904Mc\">https://www.youtube.com/watch?v=0Tp0zB904Mc\u003c/a>\u003c/p>\n\u003cp>It’s Okay to Be Smart (COVID-19 & Mask Myths DEBUNKED!) \u003ca href=\"https://youtu.be/npXP5wqNzaI\">https://youtu.be/npXP5wqNzaI\u003c/a>\u003c/p>\n\u003cp>PBS Newshour\u003cbr>\n\u003ca href=\"https://www.pbs.org/newshour/tag/face-masks\">https://www.pbs.org/newshour/tag/face-masks \u003c/a>\u003c/p>\n\u003cp>NPR (A User’s Guide To Masks: What’s Best At Protecting Others (And Yourself)\u003cbr>\n\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/07/01/880621610/a-users-guide-to-masks-what-s-best-at-protecting-others-and-yourself\">https://www.npr.org/sections/goatsandsoda/2020/07/01/880621610/a-users-guide-to-masks-what-s-best-at-protecting-others-and-yourself\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the earlier days of the coronavirus pandemic, there was a lot more confusion about whether people should wear masks to protect themselves and others from the virus. Here’s why recommendations have changed – even for kids and teens – and how they help keep COVID-19 in check.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/77?utm_source=kqed-edu&utm_medium=blog&utm_campaign=ATN\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Why did the Centers for Disease Control change its guidance on wearing masks? \u003c/strong>\u003c/p>\n\u003cp>Initially, there were concerns that if the public were instructed to wear masks, there wouldn’t be enough surgical masks or N95 respirators for health care workers. There’s also a clearer understanding of how the coronavirus spreads, and that pre-symptomatic and asymptomatic transmission is possible. That’s when you might be contagious but don’t know it – and might unknowingly infect someone else. So wearing a mask helps cut down the risk for everyone.\u003c/p>\n\u003cp>\u003cstrong>If we’re social distancing, do we still need to wear masks?\u003c/strong>\u003c/p>\n\u003cp>Yes – respiratory droplets carrying the virus can travel much further than 6 feet, and since we don’t always maintain 6 or more feet of distance — it’s better to take this precaution, along with washing your hands and watching your distance when possible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Does the type of mask you wear matter?\u003c/strong>\u003c/p>\n\u003cp>While some masks are more effective than others, some experts suggest that the best mask is one that’s both comfortable and that you’ll wear consistently. Any mask that covers your nose and mouth will have some benefit, although N95 masks with valves won’t protect others around you.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>Centers for Disease Control \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/cloth-face-cover-guidance.html\">https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/cloth-face-cover-guidance.html\u003c/a>\u003c/p>\n\u003cp>World Health Organization \u003ca href=\"https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/when-and-how-to-use-masks\">https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/when-and-how-to-use-masks\u003c/a>\u003c/p>\n\u003cp>It’s Okay to Be Smart (How Well Do Masks Work? (Schlieren Imaging In Slow Motion!) \u003ca href=\"https://www.youtube.com/watch?v=0Tp0zB904Mc\">https://www.youtube.com/watch?v=0Tp0zB904Mc\u003c/a>\u003c/p>\n\u003cp>It’s Okay to Be Smart (COVID-19 & Mask Myths DEBUNKED!) \u003ca href=\"https://youtu.be/npXP5wqNzaI\">https://youtu.be/npXP5wqNzaI\u003c/a>\u003c/p>\n\u003cp>PBS Newshour\u003cbr>\n\u003ca href=\"https://www.pbs.org/newshour/tag/face-masks\">https://www.pbs.org/newshour/tag/face-masks \u003c/a>\u003c/p>\n\u003cp>NPR (A User’s Guide To Masks: What’s Best At Protecting Others (And Yourself)\u003cbr>\n\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/07/01/880621610/a-users-guide-to-masks-what-s-best-at-protecting-others-and-yourself\">https://www.npr.org/sections/goatsandsoda/2020/07/01/880621610/a-users-guide-to-masks-what-s-best-at-protecting-others-and-yourself\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>\u003cstrong>This report from the trenches of distance learning comes from KQED Media Literacy Innovator Jim Bentley.\u003c/strong>\u003c/em>\u003c/p>\n\u003ch3>Not a Normal Start\u003c/h3>\n\u003cp>It was Friday before the start of the school year, and I met my students outside the cafeteria, all of us wearing masks. I handed them textbooks and a bag of resources and said, “See you Monday on Zoom.”\u003c/p>\n\u003cp>This is not normal.\u003c/p>\n\u003cp>On the Friday after the first week of distance learning, I posted \u003ca href=\"https://twitter.com/Curiosity_Films/status/1291909011890040832\" target=\"_blank\" rel=\"noopener noreferrer\">this Twitter thread\u003c/a> with 45 takeaways. As of Monday, August 17 the thread has more than 1,300 comments and retweets and has been liked 4,000 times and counting.\u003c/p>\n\u003cp>Here are some of my favorite ideas from that thread.\u003c/p>\n\u003ch3>Week 1: Focusing on 3 Cs\u003c/h3>\n\u003cp>\u003cstrong>Connection\u003c/strong>\u003cbr>\nI wanted to try and get to know my students through a rectangular screen. I turned to Jennifer Gonzalez and used her student inventories which I adapted for my own use. I created a 2-page Google Slide show and shared via Google Classroom, making a copy for each student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students need to talk and get to know each other as well. I did a simple activity I call “2-Things. 1-Minute” where students run and grab two things that are important to them and then get one minute to explain what they are and their significance. I went first to model. It was fun, easy, and gave students a chance to talk about themselves.\u003c/p>\n\u003cp>Pets. If you have them, show them. It was surprising to see the menagerie of animals my students have in their homes: birds, cats, dogs, reptiles. Everybody got to introduce their pets. One student’s pet had recently died. She showed a pillow shaped like her dog, its picture, and the urn holding its ashes. The class gave a lot of virtual hugs and love back to her.\u003c/p>\n\u003cp>\u003cstrong>Control\u003c/strong>\u003cbr>\nBy control, I do not mean my control over students. Instead, I mean my students’ control over a situation where they have likely felt out of control for the past 6-months. I teach in a year-round school. My students had the month of February off and were scheduled to return to school in March. That means they had been out of school since the end of January!\u003c/p>\n\u003cp>I wanted to focus on facilitating student navigation of different platforms we would use, and give them small doses of practice using them with fun, engaging activities. The platforms that we visited and my students used successfully were: Newsela, Listenwise, Edpuzzle, IXL, XtraMath, Edublogs, Nearpod, Kahoot. Also, check out KQED Education’s \u003ca href=\"https://www.kqed.org/education/youth-media\" target=\"_blank\" rel=\"noopener noreferrer\">free distance learning classroom resources\u003c/a> and \u003ca href=\"https://www.kqed.org/education/professional-development\" target=\"_blank\" rel=\"noopener noreferrer\">online PD\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>It was something from their educational past that connected to an uncertain and new educational present.\u003c/p>\u003c/blockquote>\n\u003cp>Another thing we did was something familiar to my students: math lessons using a document camera and manipulatives. I brought my ELMO TT-02RX document camera home and connected it to an aging iMac (had to download the Image Mate 3 driver first). We took out math journals, took notes, used base ten pattern blocks to model 1/10 of or 10 times as much, and I even pulled out a small whiteboard to use in breakout rooms as students worked in their math textbooks in small groups. They felt in control again of their learning. It was something from their educational past that connected to an uncertain and new educational present.\u003c/p>\n\u003cp>\u003cstrong>Culture\u003c/strong>\u003cbr>\nAs a project based learning teacher, building a culture of collaboration, communication, and self-management is instrumental to project and student success. PBLWorks has \u003ca href=\"https://www.pblworks.org/blog-posts/results?text=build%20culture&cat=All\" target=\"_blank\" rel=\"noopener noreferrer\">several articles\u003c/a> on this.\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">We connected naturally by using hand gestures to communicate as humans rather than pushing digital buttons.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>But how to build culture quickly in a virtual setting? One simple way was that we connected naturally by using hand gestures to communicate as humans rather than pushing digital buttons. This \u003ca href=\"https://www.edutopia.org/video/using-hand-signals-more-equitable-discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Edutopia article\u003c/a> was the inspiration for the hand symbols we adopted.\u003c/p>\n\u003cp>Breakout room discussions. This was another way to reconnect students to each other after a 6-month absence from interacting in academic discussions. I turned to the \u003ca href=\"https://www.amazon.com/Kids-Questions-Gregory-Stock-Ph-D/dp/0761184643\" target=\"_blank\" rel=\"noopener noreferrer\">Kids’ Book of Questions\u003c/a> for inspiration. These are used each morning for our “Morning Discussion” in Google Classroom. Students respond briefly in writing then follow up with a discussion in Zoom.\u003c/p>\n\u003ch3>Week 1: Takeaways\u003c/h3>\n\u003cp>What does the huge response to my Twitter thread about week 1 tell me?\u003c/p>\n\u003cul>\n\u003cli>Teachers are searching for answers and ideas on how best to serve their students.\u003c/li>\n\u003cli>Districts might not be giving teachers sufficient resources (or time) to prepare.\u003c/li>\n\u003cli>Textbook publishers don’t have solutions for distance learning teachers, having mass-produced in-person widgets often with inadequate digital platforms worthy of a students’ time.\u003c/li>\n\u003c/ul>\n\u003cp>It seems like we must turn to each other for answers, share our practices and resources, and be eclectic, pairing individual educational platforms to get a job done in the current vacuum of leadership and direction that many of us strive to find.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Read more weekly reflections on teaching remotely on \u003ca href=\"https://storymaps.arcgis.com/stories/c856d12e74174dc3bcd1c166ee678553\" target=\"_blank\" rel=\"noopener noreferrer\">Jim’s blog\u003c/a> or on \u003ca href=\"https://twitter.com/Curiosity_Films\" target=\"_blank\" rel=\"noopener noreferrer\">his Twitter\u003c/a> feed.\u003c/strong>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>This report from the trenches of distance learning comes from KQED Media Literacy Innovator Jim Bentley.\u003c/strong>\u003c/em>\u003c/p>\n\u003ch3>Not a Normal Start\u003c/h3>\n\u003cp>It was Friday before the start of the school year, and I met my students outside the cafeteria, all of us wearing masks. I handed them textbooks and a bag of resources and said, “See you Monday on Zoom.”\u003c/p>\n\u003cp>This is not normal.\u003c/p>\n\u003cp>On the Friday after the first week of distance learning, I posted \u003ca href=\"https://twitter.com/Curiosity_Films/status/1291909011890040832\" target=\"_blank\" rel=\"noopener noreferrer\">this Twitter thread\u003c/a> with 45 takeaways. As of Monday, August 17 the thread has more than 1,300 comments and retweets and has been liked 4,000 times and counting.\u003c/p>\n\u003cp>Here are some of my favorite ideas from that thread.\u003c/p>\n\u003ch3>Week 1: Focusing on 3 Cs\u003c/h3>\n\u003cp>\u003cstrong>Connection\u003c/strong>\u003cbr>\nI wanted to try and get to know my students through a rectangular screen. I turned to Jennifer Gonzalez and used her student inventories which I adapted for my own use. I created a 2-page Google Slide show and shared via Google Classroom, making a copy for each student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students need to talk and get to know each other as well. I did a simple activity I call “2-Things. 1-Minute” where students run and grab two things that are important to them and then get one minute to explain what they are and their significance. I went first to model. It was fun, easy, and gave students a chance to talk about themselves.\u003c/p>\n\u003cp>Pets. If you have them, show them. It was surprising to see the menagerie of animals my students have in their homes: birds, cats, dogs, reptiles. Everybody got to introduce their pets. One student’s pet had recently died. She showed a pillow shaped like her dog, its picture, and the urn holding its ashes. The class gave a lot of virtual hugs and love back to her.\u003c/p>\n\u003cp>\u003cstrong>Control\u003c/strong>\u003cbr>\nBy control, I do not mean my control over students. Instead, I mean my students’ control over a situation where they have likely felt out of control for the past 6-months. I teach in a year-round school. My students had the month of February off and were scheduled to return to school in March. That means they had been out of school since the end of January!\u003c/p>\n\u003cp>I wanted to focus on facilitating student navigation of different platforms we would use, and give them small doses of practice using them with fun, engaging activities. The platforms that we visited and my students used successfully were: Newsela, Listenwise, Edpuzzle, IXL, XtraMath, Edublogs, Nearpod, Kahoot. Also, check out KQED Education’s \u003ca href=\"https://www.kqed.org/education/youth-media\" target=\"_blank\" rel=\"noopener noreferrer\">free distance learning classroom resources\u003c/a> and \u003ca href=\"https://www.kqed.org/education/professional-development\" target=\"_blank\" rel=\"noopener noreferrer\">online PD\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>It was something from their educational past that connected to an uncertain and new educational present.\u003c/p>\u003c/blockquote>\n\u003cp>Another thing we did was something familiar to my students: math lessons using a document camera and manipulatives. I brought my ELMO TT-02RX document camera home and connected it to an aging iMac (had to download the Image Mate 3 driver first). We took out math journals, took notes, used base ten pattern blocks to model 1/10 of or 10 times as much, and I even pulled out a small whiteboard to use in breakout rooms as students worked in their math textbooks in small groups. They felt in control again of their learning. It was something from their educational past that connected to an uncertain and new educational present.\u003c/p>\n\u003cp>\u003cstrong>Culture\u003c/strong>\u003cbr>\nAs a project based learning teacher, building a culture of collaboration, communication, and self-management is instrumental to project and student success. PBLWorks has \u003ca href=\"https://www.pblworks.org/blog-posts/results?text=build%20culture&cat=All\" target=\"_blank\" rel=\"noopener noreferrer\">several articles\u003c/a> on this.\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">We connected naturally by using hand gestures to communicate as humans rather than pushing digital buttons.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>But how to build culture quickly in a virtual setting? One simple way was that we connected naturally by using hand gestures to communicate as humans rather than pushing digital buttons. This \u003ca href=\"https://www.edutopia.org/video/using-hand-signals-more-equitable-discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Edutopia article\u003c/a> was the inspiration for the hand symbols we adopted.\u003c/p>\n\u003cp>Breakout room discussions. This was another way to reconnect students to each other after a 6-month absence from interacting in academic discussions. I turned to the \u003ca href=\"https://www.amazon.com/Kids-Questions-Gregory-Stock-Ph-D/dp/0761184643\" target=\"_blank\" rel=\"noopener noreferrer\">Kids’ Book of Questions\u003c/a> for inspiration. These are used each morning for our “Morning Discussion” in Google Classroom. Students respond briefly in writing then follow up with a discussion in Zoom.\u003c/p>\n\u003ch3>Week 1: Takeaways\u003c/h3>\n\u003cp>What does the huge response to my Twitter thread about week 1 tell me?\u003c/p>\n\u003cul>\n\u003cli>Teachers are searching for answers and ideas on how best to serve their students.\u003c/li>\n\u003cli>Districts might not be giving teachers sufficient resources (or time) to prepare.\u003c/li>\n\u003cli>Textbook publishers don’t have solutions for distance learning teachers, having mass-produced in-person widgets often with inadequate digital platforms worthy of a students’ time.\u003c/li>\n\u003c/ul>\n\u003cp>It seems like we must turn to each other for answers, share our practices and resources, and be eclectic, pairing individual educational platforms to get a job done in the current vacuum of leadership and direction that many of us strive to find.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Read more weekly reflections on teaching remotely on \u003ca href=\"https://storymaps.arcgis.com/stories/c856d12e74174dc3bcd1c166ee678553\" target=\"_blank\" rel=\"noopener noreferrer\">Jim’s blog\u003c/a> or on \u003ca href=\"https://twitter.com/Curiosity_Films\" target=\"_blank\" rel=\"noopener noreferrer\">his Twitter\u003c/a> feed.\u003c/strong>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is part one of our three part Election 2020 student content blog series. See \u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>\u003cspan style=\"font-weight: 400\">part two\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Election 2020 is only a few months away. And while COVID-19, school closures and police violence protests almost make the election seem like below-the-fold news, teens from around the country know that every vote counts. While most teens are too young to vote, they aren’t too young to make their voices heard. That’s why nearly 200 students have already contributed to KQED’s\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\"> Let’s Talk About Election 2020 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Youth Media Challenge. The challenge is open through the inauguration in January 2021. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each audio or video commentary is published on KQED Learn’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?page=1&search=\">\u003cspan style=\"font-weight: 400\">public showcase,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and KQED’s broadcast and digital channels will share select pieces of student work throughout the upcoming election season to let voters know what issues are top of mind for teens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This media challenge is perfect for distance learning and project-based learning. Students are guided through a step-by-step process to create their own video or audio commentaries. And we’ve created a curricular toolbox for teachers, full of standards-aligned resources and sample lesson sequences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Watch and listen to these examples to see what students across the country are saying about Election 2020.\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael P. from Pleasanton, CA thinks the U.S. naturalization process is too tough on prospective immigrants and needs reform.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/217\">Wait Times for Citizenship in America Are Far Too Long\u003c/a>\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Janae K. from Wauwatosa, WI created this video commentary to share her views on LGBTQ+ acceptance in rural America.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/160\">A Call for Equal Rights\u003c/a>\u003c/strong>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Mirroring the concern of a l\u003c/strong>ot of high school students in this generation, Rheana H. from San Pedro, CA created this commentary to discuss how high costs of college impact young people with big dreams.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/281\">College Affordability\u003c/a>\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Frederick S. from Redford, MI shares how systemic oppression affects his life and how he thinks it damages the social fabric of the United States.\u003cbr>\n\u003c/span>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/56\">Let’s Talk About Systemic Oppression\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lili A. from Santa Cruz, CA and her group argue that America is not compassionate towards immigrants coming to this country to seek a better life for their families.\u003cbr>\n\u003c/span>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/188\">Immigration in Today’s Society\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>To get your middle or high school students participating in the national conversation and creating Election 2020 commentaries of their own in the fall, sign up for \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> This is a great project for humanities or STEM classes, including English, ELD, journalism, media arts, social studies and science.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions? Email learn@kqed.org\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is part one of our three part Election 2020 student content blog series. See \u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>\u003cspan style=\"font-weight: 400\">part two\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Election 2020 is only a few months away. And while COVID-19, school closures and police violence protests almost make the election seem like below-the-fold news, teens from around the country know that every vote counts. While most teens are too young to vote, they aren’t too young to make their voices heard. That’s why nearly 200 students have already contributed to KQED’s\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\"> Let’s Talk About Election 2020 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Youth Media Challenge. The challenge is open through the inauguration in January 2021. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each audio or video commentary is published on KQED Learn’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?page=1&search=\">\u003cspan style=\"font-weight: 400\">public showcase,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and KQED’s broadcast and digital channels will share select pieces of student work throughout the upcoming election season to let voters know what issues are top of mind for teens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This media challenge is perfect for distance learning and project-based learning. Students are guided through a step-by-step process to create their own video or audio commentaries. And we’ve created a curricular toolbox for teachers, full of standards-aligned resources and sample lesson sequences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Watch and listen to these examples to see what students across the country are saying about Election 2020.\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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