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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/education/534613/secundaria-bilingue-de-berkeley-habla-sobre-la-eleccion-del-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Lee este artículo en español.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003ci>This is part four of our Election 2020 student content blog series. See \u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>part one\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>part two \u003c/i>\u003c/a>\u003ci>and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>KQED Education asked middle and high school students from all around the country to submit audio or video commentaries about election issues that matter most to them. \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">The Let’s Talk About Election 2020 Youth Media Challenge\u003c/a> received over 500 submissions so far, and many of them in Spanish! It’s no surprise that young people are interested in climate change, gun legislation, and college affordability. The students from Longfellow Arts and Technology Middle School in Berkeley, CA—a dual-immersion program—submitted commentaries on a vast array of topics that span from female representation in government to police brutality. See what these 8th graders have to say.\u003c/p>\n\u003cp>Nicholas S. created this thoughtful piece on an issue that’s been dominating the headlines in recent months — police brutality.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Police Brutality by Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. noticed that representation in government is not equitable according to gender lines and wrote this insightful commentary.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Female Representation in Government\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While most teens don’t have to worry about where they get their medical care, Giselle P. questions why it’s so difficult for some Americans to access the healthcare they need.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">Medical Care Should Not Depend on Money\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From women’s rights to Black Lives Matter to suicide prevention, the students at Longfellow Arts and Technology Middle School have tons to say about election issues that are important to them.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">Check out the rest of the commentaries here!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson is the 8th grade Spanish-language history teacher at Longfellow who guided students through the project.\u003c/p>\n\u003cp>“Just having an end product that would have a public audience made it feel really different for me as a teacher and for the kids. People don’t ask kids what they have to say and they have a lot to say. They get overlooked a lot because they don’t vote, but they will suffer from negative consequences even more than voting adults.”\u003c/p>\n\u003cp>Patterson was interested to see how much the students learned about the issues they independently researched and commented on.\u003c/p>\n\u003cp>“I didn’t teach them anything about the issues… My hands were full trying to teach them the more technical parts… What I loved was hearing their voices.”\u003c/p>\n\u003cp>Overall, she was appreciative of the space KQED created for youth voice, not only in English but in Spanish as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I think for these kids, it validated the extra work they are doing. They had to work twice as hard to produce this bilingual video. Sometimes at school, we talk about orgulloso de ser bilingue, and this project really helped students feel that.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/education/534613/secundaria-bilingue-de-berkeley-habla-sobre-la-eleccion-del-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Lee este artículo en español.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003ci>This is part four of our Election 2020 student content blog series. See \u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>part one\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>part two \u003c/i>\u003c/a>\u003ci>and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>KQED Education asked middle and high school students from all around the country to submit audio or video commentaries about election issues that matter most to them. \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">The Let’s Talk About Election 2020 Youth Media Challenge\u003c/a> received over 500 submissions so far, and many of them in Spanish! It’s no surprise that young people are interested in climate change, gun legislation, and college affordability. The students from Longfellow Arts and Technology Middle School in Berkeley, CA—a dual-immersion program—submitted commentaries on a vast array of topics that span from female representation in government to police brutality. See what these 8th graders have to say.\u003c/p>\n\u003cp>Nicholas S. created this thoughtful piece on an issue that’s been dominating the headlines in recent months — police brutality.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Police Brutality by Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. noticed that representation in government is not equitable according to gender lines and wrote this insightful commentary.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Female Representation in Government\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While most teens don’t have to worry about where they get their medical care, Giselle P. questions why it’s so difficult for some Americans to access the healthcare they need.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">Medical Care Should Not Depend on Money\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From women’s rights to Black Lives Matter to suicide prevention, the students at Longfellow Arts and Technology Middle School have tons to say about election issues that are important to them.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">Check out the rest of the commentaries here!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson is the 8th grade Spanish-language history teacher at Longfellow who guided students through the project.\u003c/p>\n\u003cp>“Just having an end product that would have a public audience made it feel really different for me as a teacher and for the kids. People don’t ask kids what they have to say and they have a lot to say. They get overlooked a lot because they don’t vote, but they will suffer from negative consequences even more than voting adults.”\u003c/p>\n\u003cp>Patterson was interested to see how much the students learned about the issues they independently researched and commented on.\u003c/p>\n\u003cp>“I didn’t teach them anything about the issues… My hands were full trying to teach them the more technical parts… What I loved was hearing their voices.”\u003c/p>\n\u003cp>Overall, she was appreciative of the space KQED created for youth voice, not only in English but in Spanish as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I think for these kids, it validated the extra work they are doing. They had to work twice as hard to produce this bilingual video. Sometimes at school, we talk about orgulloso de ser bilingue, and this project really helped students feel that.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>If you’re a citizen and at least 18, you can vote in elections, right? Well, no. If you’ve been convicted of a crime, it’s possible that you could have that right taken away. It’s called felony disenfranchisement.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1nbwwe98uBYfKIQJZhPkMD2TzMPsnOwCzDwYsm_EJ4XA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1t38w0qzhtq1uRcCjerZ-a9XucSqOo1Gim91RKoV0cws/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1JXZOuQAoOCDLvIN0kttIHBC2RffhtZtD9lFhK7IoZ0Q/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1EJLe-9sZLGLMV_2z6QF5jgB75IjIqURkzFeJV4Hl0qw/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>When a state takes away your ability to vote because you’ve been convicted of a crime, it’s called felony disenfranchisement. The word felony is in there because it usually applies to the felony class of crimes, which are more serious crimes that put people in prison for at least a year. So, we’re talking violent crimes like rape and murder. But some states also include some nonviolent crimes like bribery or lying under oath or trafficking drugs. Most states automatically restore the right to vote after people finish serving their sentences. But in some states, for certain crimes, you can permanently lose your right to vote.\u003c/p>\n\u003cp>\u003cstrong>What is the argument FOR felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>The argument you’ll probably hear boils down to something like, “If you can’t follow the laws in your own life, why should you be trusted to help make laws for everyone else, which is what you do when you vote?” Remember, people convicted of felonies often lose other rights, like serving on a jury, owning a gun, getting welfare payments, and receiving financial aid for college. Why should voting be any different?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What is the argument AGAINST felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>For many, voting is a bedrock principle of what it means to be a democracy, meaning it’s a right that shouldn’t be taken away. If you’ve served your time, and you’re now out, living in the world, you should get the right to vote. Period. Many go even further, arguing that taking away that right is a political move, designed to prevent people from voting. They say it’s just another example of voter suppression.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncsl.org/research/elections-and-campaigns/felon-voting-rights.aspx\">\u003cspan style=\"font-weight: 400\">Felon Voting Rights (National Conference of State Legislatures)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/04/21/us/felony-voting-rights-law.html\">\u003cspan style=\"font-weight: 400\">Can Felons Vote? It Depends on the State (NY Times)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.oah.org/tah/issues/2017/november/a-brief-history-of-felon-disenfranchisement-and-prison-gerrymanders/\">\u003cspan style=\"font-weight: 400\">A Brief History of Felon Disenfranchisement (Organization of American Historians)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sentencingproject.org/wp-content/uploads/2016/10/6-Million-Lost-Voters.pdf\">\u003cspan style=\"font-weight: 400\">6 Million Lost Voters (The Sentencing Project)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brennancenter.org/sites/default/files/publications/Disenfranchisement_History.pdf\">\u003cspan style=\"font-weight: 400\">Racism & Felony Disenfranchisement: An Intertwined History (The Brennan Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/roomfordebate/2016/04/22/should-felons-ever-be-allowed-to-vote/if-you-cant-follow-laws-you-shouldnt-help-make-them\">\u003cspan style=\"font-weight: 400\">If You Can’t Follow Laws, You Shouldn’t Help Make Them (NY Times Opinion)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalreview.com/corner/there-are-good-reasons-for-felons-to-lose-the-right-to-vote/\">\u003cspan style=\"font-weight: 400\">There Are Good Reasons for Felons to Lose the Right to Vote (National Review)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://press.princeton.edu/ideas/why-are-blacks-democrats\">\u003cspan style=\"font-weight: 400\">Why are Blacks Democrats? (Princeton University Press)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.politico.com/news/2020/09/11/felon-votes-swing-2020-races-409495\">\u003cspan style=\"font-weight: 400\">Felons have the potential to swing close 2020 races (Politico)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/05/06/share-of-black-white-hispanic-americans-in-prison-2018-vs-2006/\">\u003cspan style=\"font-weight: 400\">Black imprisonment rates in the U.S. (Pew Research Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bjs.gov/content/pub/pdf/18upr9yfup0514.pdf\">\u003cspan style=\"font-weight: 400\">2018 Update on Prisoner Recidivism (U.S. Department of Justice)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://big.assets.huffingtonpost.com/tabsHPRestorationofvotingrights20180316.pdf\">\u003cspan style=\"font-weight: 400\">Restoration of Voting Rights Poll (Huffington Post/YouGov)\u003c/span>\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re a citizen and at least 18, you can vote in elections, right? Well, no. If you’ve been convicted of a crime, it’s possible that you could have that right taken away. It’s called felony disenfranchisement.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1nbwwe98uBYfKIQJZhPkMD2TzMPsnOwCzDwYsm_EJ4XA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1t38w0qzhtq1uRcCjerZ-a9XucSqOo1Gim91RKoV0cws/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1JXZOuQAoOCDLvIN0kttIHBC2RffhtZtD9lFhK7IoZ0Q/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1EJLe-9sZLGLMV_2z6QF5jgB75IjIqURkzFeJV4Hl0qw/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>When a state takes away your ability to vote because you’ve been convicted of a crime, it’s called felony disenfranchisement. The word felony is in there because it usually applies to the felony class of crimes, which are more serious crimes that put people in prison for at least a year. So, we’re talking violent crimes like rape and murder. But some states also include some nonviolent crimes like bribery or lying under oath or trafficking drugs. Most states automatically restore the right to vote after people finish serving their sentences. But in some states, for certain crimes, you can permanently lose your right to vote.\u003c/p>\n\u003cp>\u003cstrong>What is the argument FOR felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>The argument you’ll probably hear boils down to something like, “If you can’t follow the laws in your own life, why should you be trusted to help make laws for everyone else, which is what you do when you vote?” Remember, people convicted of felonies often lose other rights, like serving on a jury, owning a gun, getting welfare payments, and receiving financial aid for college. Why should voting be any different?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What is the argument AGAINST felony disenfranchisement?\u003c/strong>\u003c/p>\n\u003cp>For many, voting is a bedrock principle of what it means to be a democracy, meaning it’s a right that shouldn’t be taken away. If you’ve served your time, and you’re now out, living in the world, you should get the right to vote. Period. Many go even further, arguing that taking away that right is a political move, designed to prevent people from voting. They say it’s just another example of voter suppression.\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncsl.org/research/elections-and-campaigns/felon-voting-rights.aspx\">\u003cspan style=\"font-weight: 400\">Felon Voting Rights (National Conference of State Legislatures)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/04/21/us/felony-voting-rights-law.html\">\u003cspan style=\"font-weight: 400\">Can Felons Vote? It Depends on the State (NY Times)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.oah.org/tah/issues/2017/november/a-brief-history-of-felon-disenfranchisement-and-prison-gerrymanders/\">\u003cspan style=\"font-weight: 400\">A Brief History of Felon Disenfranchisement (Organization of American Historians)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sentencingproject.org/wp-content/uploads/2016/10/6-Million-Lost-Voters.pdf\">\u003cspan style=\"font-weight: 400\">6 Million Lost Voters (The Sentencing Project)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brennancenter.org/sites/default/files/publications/Disenfranchisement_History.pdf\">\u003cspan style=\"font-weight: 400\">Racism & Felony Disenfranchisement: An Intertwined History (The Brennan Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/roomfordebate/2016/04/22/should-felons-ever-be-allowed-to-vote/if-you-cant-follow-laws-you-shouldnt-help-make-them\">\u003cspan style=\"font-weight: 400\">If You Can’t Follow Laws, You Shouldn’t Help Make Them (NY Times Opinion)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalreview.com/corner/there-are-good-reasons-for-felons-to-lose-the-right-to-vote/\">\u003cspan style=\"font-weight: 400\">There Are Good Reasons for Felons to Lose the Right to Vote (National Review)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://press.princeton.edu/ideas/why-are-blacks-democrats\">\u003cspan style=\"font-weight: 400\">Why are Blacks Democrats? (Princeton University Press)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.politico.com/news/2020/09/11/felon-votes-swing-2020-races-409495\">\u003cspan style=\"font-weight: 400\">Felons have the potential to swing close 2020 races (Politico)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/05/06/share-of-black-white-hispanic-americans-in-prison-2018-vs-2006/\">\u003cspan style=\"font-weight: 400\">Black imprisonment rates in the U.S. (Pew Research Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bjs.gov/content/pub/pdf/18upr9yfup0514.pdf\">\u003cspan style=\"font-weight: 400\">2018 Update on Prisoner Recidivism (U.S. Department of Justice)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://big.assets.huffingtonpost.com/tabsHPRestorationofvotingrights20180316.pdf\">\u003cspan style=\"font-weight: 400\">Restoration of Voting Rights Poll (Huffington Post/YouGov)\u003c/span>\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The nation’s ongoing reckoning with historic and systemic racism intersects with every aspect of American life from education to healthcare to criminal justice. And these issues are front and center in this year’s historic election season. Helping students understand and discuss race and racism is an empowering way to center their voices in your virtual or in-person classroom. Every student — no matter the age — needs to be heard. It can also provide an important lens for viewing candidate speeches, debate rhetoric and the rapidly evolving news cycle. But it can be hard to know where to start.\u003c/p>\n\u003ch2>Examine Issues Through a Lens of Racial Justice\u003c/h2>\n\u003cp>KQED’s \u003ca href=\"https://www.pbslearningmedia.org/resource/5eb8c9bf-c6d9-4fb6-9663-b7b41f25bb25/welcome-to-above-the-noise-above-the-noise/\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a>, now in its fourth season, explores an array of issues using a lens of racial justice. Host Myles Bess unpacks each topic with the help of data, expert interviews and the voices of high school students and youth journalists. After watching, your students can share their views and discuss the issue in each episode with peers nationwide on \u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn\u003c/a>.\u003c/p>\n\u003ch2>Explore Hard-hitting Topics From How Racism to the Coronavirus Effect People of Color\u003c/h2>\n\u003cp>The episode \u003ca href=\"https://learn.kqed.org/discussions/74\" target=\"_blank\" rel=\"noopener noreferrer\">What Does It Mean To Be Anti-Racist\u003c/a> is a good place to start. Another current topic, \u003ca href=\"https://learn.kqed.org/discussions/67\" target=\"_blank\" rel=\"noopener noreferrer\">Why Is Coronavirus Hitting People of Color So Hard?\u003c/a> features an interview with CNN’s W. Kamau Bell. The recent episode, \u003ca href=\"https://learn.kqed.org/discussions/80\" target=\"_blank\" rel=\"noopener noreferrer\">Is There a Right Way to Protest?\u003c/a> explores what today’s protests for racial justice and climate action have in common with historic Civil Rights demonstrations.\u003c/p>\n\u003ch2>Dive Into Racial Justice Issues in Education\u003c/h2>\n\u003cp>Because Above the Noise is created for middle and high school students, many episodes explore racial justice issues in education. \u003ca href=\"https://www.youtube.com/watch?v=v2TG9n0vc-4\" target=\"_blank\" rel=\"noopener noreferrer\">Why Are Schools Still Segregated?\u003c/a> looks at why Black, Indigenous and people of color (BIPOC) students and white students remain more segregated today than they were 30 years ago. \u003ca href=\"https://learn.kqed.org/discussions/17\" target=\"_blank\" rel=\"noopener noreferrer\">Should Race Be a Factor in College Admissions?\u003c/a> analyzes how changes in affirmative action rules have affected college enrollment of women and students of color.\u003c/p>\n\u003cp>Relatable topics like \u003ca href=\"https://learn.kqed.org/discussions/26\" target=\"_blank\" rel=\"noopener noreferrer\">When Do School Dress Codes Go Too Far?\u003c/a> and \u003ca href=\"https://learn.kqed.org/discussions/22\" target=\"_blank\" rel=\"noopener noreferrer\">Do School Suspensions Work?\u003c/a> raise important questions, including the ways BIPOC students are disproportionately punished for classroom conflicts and dress code violations. The episode \u003ca href=\"https://learn.kqed.org/discussions/76\" target=\"_blank\" rel=\"noopener noreferrer\">Should Cops Be In Schools?\u003c/a> looks at the history of policing in schools, including how a police presence on campus affects BIPOC students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Helping students learn about and discuss issues of race and racism during the election season strengthens their ability to share their voice and challenge racial injustice in and out of school. KQED’s \u003ca href=\"https://www.pbslearningmedia.org/resource/5eb8c9bf-c6d9-4fb6-9663-b7b41f25bb25/welcome-to-above-the-noise-above-the-noise/\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> is a powerful resource to support meaningful conversations on KQED Learn and in your classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post was originally published on \u003ca href=\"https://www.pbs.org/education/blog/dive-into-racial-justice-with-above-the-noise\" target=\"_blank\" rel=\"noopener noreferrer\">PBS\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The nation’s ongoing reckoning with historic and systemic racism intersects with every aspect of American life from education to healthcare to criminal justice. And these issues are front and center in this year’s historic election season. Helping students understand and discuss race and racism is an empowering way to center their voices in your virtual or in-person classroom. Every student — no matter the age — needs to be heard. It can also provide an important lens for viewing candidate speeches, debate rhetoric and the rapidly evolving news cycle. But it can be hard to know where to start.\u003c/p>\n\u003ch2>Examine Issues Through a Lens of Racial Justice\u003c/h2>\n\u003cp>KQED’s \u003ca href=\"https://www.pbslearningmedia.org/resource/5eb8c9bf-c6d9-4fb6-9663-b7b41f25bb25/welcome-to-above-the-noise-above-the-noise/\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a>, now in its fourth season, explores an array of issues using a lens of racial justice. Host Myles Bess unpacks each topic with the help of data, expert interviews and the voices of high school students and youth journalists. After watching, your students can share their views and discuss the issue in each episode with peers nationwide on \u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn\u003c/a>.\u003c/p>\n\u003ch2>Explore Hard-hitting Topics From How Racism to the Coronavirus Effect People of Color\u003c/h2>\n\u003cp>The episode \u003ca href=\"https://learn.kqed.org/discussions/74\" target=\"_blank\" rel=\"noopener noreferrer\">What Does It Mean To Be Anti-Racist\u003c/a> is a good place to start. Another current topic, \u003ca href=\"https://learn.kqed.org/discussions/67\" target=\"_blank\" rel=\"noopener noreferrer\">Why Is Coronavirus Hitting People of Color So Hard?\u003c/a> features an interview with CNN’s W. Kamau Bell. The recent episode, \u003ca href=\"https://learn.kqed.org/discussions/80\" target=\"_blank\" rel=\"noopener noreferrer\">Is There a Right Way to Protest?\u003c/a> explores what today’s protests for racial justice and climate action have in common with historic Civil Rights demonstrations.\u003c/p>\n\u003ch2>Dive Into Racial Justice Issues in Education\u003c/h2>\n\u003cp>Because Above the Noise is created for middle and high school students, many episodes explore racial justice issues in education. \u003ca href=\"https://www.youtube.com/watch?v=v2TG9n0vc-4\" target=\"_blank\" rel=\"noopener noreferrer\">Why Are Schools Still Segregated?\u003c/a> looks at why Black, Indigenous and people of color (BIPOC) students and white students remain more segregated today than they were 30 years ago. \u003ca href=\"https://learn.kqed.org/discussions/17\" target=\"_blank\" rel=\"noopener noreferrer\">Should Race Be a Factor in College Admissions?\u003c/a> analyzes how changes in affirmative action rules have affected college enrollment of women and students of color.\u003c/p>\n\u003cp>Relatable topics like \u003ca href=\"https://learn.kqed.org/discussions/26\" target=\"_blank\" rel=\"noopener noreferrer\">When Do School Dress Codes Go Too Far?\u003c/a> and \u003ca href=\"https://learn.kqed.org/discussions/22\" target=\"_blank\" rel=\"noopener noreferrer\">Do School Suspensions Work?\u003c/a> raise important questions, including the ways BIPOC students are disproportionately punished for classroom conflicts and dress code violations. The episode \u003ca href=\"https://learn.kqed.org/discussions/76\" target=\"_blank\" rel=\"noopener noreferrer\">Should Cops Be In Schools?\u003c/a> looks at the history of policing in schools, including how a police presence on campus affects BIPOC students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Helping students learn about and discuss issues of race and racism during the election season strengthens their ability to share their voice and challenge racial injustice in and out of school. KQED’s \u003ca href=\"https://www.pbslearningmedia.org/resource/5eb8c9bf-c6d9-4fb6-9663-b7b41f25bb25/welcome-to-above-the-noise-above-the-noise/\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> is a powerful resource to support meaningful conversations on KQED Learn and in your classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post was originally published on \u003ca href=\"https://www.pbs.org/education/blog/dive-into-racial-justice-with-above-the-noise\" target=\"_blank\" rel=\"noopener noreferrer\">PBS\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Creative Agency, Deep Learning and Real Outcomes for Students | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When students have greater ownership of the creative process through media making, learning becomes more immediate, relevant and engaging. This creative agency supports the development of critical skills and literacies needed for full engagement in our increasingly digital world, and it creates awesome opportunities to practice and demonstrate achievement of academic standards. Not to mention, making and sharing digital media is the natural communication medium for this generation of students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m not the first to assert that media making belongs in the classroom. As a high school teacher for 20 years, I saw how empowering it was firsthand with my students. As Managing Director of KQED Education, I’ve seen this play out in classrooms around the country. I’ve also seen how impactful it can be when teachers give themselves the time and permission to build these media literacy skills. While I’ve seen many benefits come out of media literacy teaching, here are three important reasons to bring media literacy to your classroom.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Media making requires a complex collection of cognitive and physical skills that enhance opportunities to be awesome.\u003c/b>\u003cspan style=\"font-weight: 400\"> Instead of academic work that favors certain learning styles over others, well-designed media projects ask students to, among other things, read, write, choreograph, design, rehearse, refine, perform, record, edit and publish. It is almost certain that you will discover talents in your classroom you never would have seen otherwise \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> talents you can celebrate and encourage in ways that more fully connect students to their learning and that lead to growth in other areas. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Storytelling has never been more in style.\u003c/b>\u003cspan style=\"font-weight: 400\"> People tell stories \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> lots of stories about lots of things. Instead of learning something simply for a grade, storytelling with media allows the added opportunity to make change, influence others, or even bring joy to the world. We tend to think of storytellers as artists and certainly many of them are. However, we are more and more aware of the role storytelling plays both in \u003c/span>\u003ca href=\"https://www.careerbuilder.com/advice/why-storytelling-is-a-musthave-career-skill\">\u003cspan style=\"font-weight: 400\">future careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and in \u003c/span>\u003ca href=\"https://www.wired.com/insights/2014/01/power-community-storytelling/\">\u003cspan style=\"font-weight: 400\">ensuring healthy communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While the stories we heard were previously limited to the relative few with access to the tools of production and distribution, we know that providing young people with the opportunity to share their story provides \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/empowering-students-through-multimedia-storytelling-michael-hernandez\">\u003cspan style=\"font-weight: 400\">immense benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And stories are told in all subject areas, in all professions, in all walks of life. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Real and relevant audiences lead to better learning. \u003c/b>\u003cspan style=\"font-weight: 400\">Consideration of audience is the single most important aspect of media project design. When designing a media project for your students, ask yourself, “Who will care about this? Who will want to see it when it’s done?” If the answer is no one besides you, reevaluate your plans. Simply put, if a media project is worth the effort required to make it great, it deserves to be seen beyond the classroom. And, in my experience, an authentic, real audience encourages students to produce better work than they would for me alone. Audiences might include peers, families, local leaders or policy makers \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> whoever has a stake in the stories your students will tell. Instead of an audience of one, media making encourages an audience of many and can act to connect the classroom to the culture of its families and communities in profound ways.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">In our inaugural Youth Media Challenge, Let’s Talk About Election 2020, we saw evidence of all of these things in the amazing content that was shared by students from around the country. The intelligence, passion and commitment shone brightly throughout the hundreds of responses submitted, showing students grappling with the same critical issues that impact us all as we consider the future of our country. The power of their voices provides strong evidence that when young people are given the platform to speak their truths with an opportunity to influence others, they consistently shine. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=l6rGxC9pr6w&t\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This Fall, KQED is launching \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cb>five new Youth Media Challenges\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed to get your students writing, producing and sharing media with peers from around the country \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> and, in some cases, on KQED or other public media stations. These new challenges offer a diverse set of media making experiences across a variety of topics, all aligned to national standards. And, of course, they are also built around the principles outlined above, with storytelling for audiences beyond your classroom at their center. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\">\u003cb>Engineering for Good\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is a challenge that, as the title implies, asks students to use the \u003c/span>\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1.png\">\u003cspan style=\"font-weight: 400\">engineering design process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to develop and propose solutions to problems in their community. By connecting engineering to local problems and encouraging students to share their solutions with others from around the country, we can begin to develop the habits of solution sharing and collaboration around common problems that will support students throughout their lives. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cb>If Schools Could Dance\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a companion project to KQED’s award winning series\u003c/span>\u003ca href=\"https://www.kqed.org/if-cities-could-dance\">\u003cspan style=\"font-weight: 400\"> If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If you’ve watched any TikTok at all, you know \u003c/span>\u003ca href=\"https://vm.tiktok.com/ZMJaMg8DS/\">\u003cspan style=\"font-weight: 400\">dance isn’t just for the studio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone’s doing it. How might movement inspire learning in your classroom?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cb>Perspectives\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> challenge is based on our long running KQED show, um… \u003c/span>\u003ca href=\"https://www.kqed.org/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project is all about developing voice and skill as a storyteller. The \u003c/span>\u003ca href=\"https://soundcloud.com/user-909991770/skateboarding-nate-dolan\">\u003cspan style=\"font-weight: 400\">results are often amazing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and provide avenues for students to explore and communicate their passions. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cb>Podcasting With the California Report\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create and produce audio feature stories following the editorial guidelines of the award-winning \u003c/span>\u003ca href=\"https://www.kqed.org/californiareport\">\u003cspan style=\"font-weight: 400\">California Report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project creates a great opportunity to explore deeper forms of storytelling that include interviews, ambient sounds and more complex narratives. The prompt is open-ended and allows students to \u003c/span>\u003ca href=\"https://www.kqed.org/news/11744167/period-poverty-raising-awareness-about-an-overlooked-global-issue\">\u003cspan style=\"font-weight: 400\">explore topics that matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to them. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Political Cartooning With Mark Fiore \u003c/b>\u003cspan style=\"font-weight: 400\">will use the teachings of our long-time KQED and Pulitzer Prize-winning political cartoonist, \u003c/span>\u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">\u003cspan style=\"font-weight: 400\">Mark Fiore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support students in the creation of their own opinions. This is your chance to enhance an assignment you might already do with guidance from an expert. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">At KQED, we believe that by providing an opportunity for students to develop and express their voice, both the student and those who hear them are enriched from the experience. It is our intent to get youth voice in front of audiences that matter to them. I encourage you to \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">explore our new challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how we might support you in bringing these meaningful media making opportunities to your classroom.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When students have greater ownership of the creative process through media making, learning becomes more immediate, relevant and engaging. This creative agency supports the development of critical skills and literacies needed for full engagement in our increasingly digital world, and it creates awesome opportunities to practice and demonstrate achievement of academic standards. Not to mention, making and sharing digital media is the natural communication medium for this generation of students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m not the first to assert that media making belongs in the classroom. As a high school teacher for 20 years, I saw how empowering it was firsthand with my students. As Managing Director of KQED Education, I’ve seen this play out in classrooms around the country. I’ve also seen how impactful it can be when teachers give themselves the time and permission to build these media literacy skills. While I’ve seen many benefits come out of media literacy teaching, here are three important reasons to bring media literacy to your classroom.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Media making requires a complex collection of cognitive and physical skills that enhance opportunities to be awesome.\u003c/b>\u003cspan style=\"font-weight: 400\"> Instead of academic work that favors certain learning styles over others, well-designed media projects ask students to, among other things, read, write, choreograph, design, rehearse, refine, perform, record, edit and publish. It is almost certain that you will discover talents in your classroom you never would have seen otherwise \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> talents you can celebrate and encourage in ways that more fully connect students to their learning and that lead to growth in other areas. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Storytelling has never been more in style.\u003c/b>\u003cspan style=\"font-weight: 400\"> People tell stories \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> lots of stories about lots of things. Instead of learning something simply for a grade, storytelling with media allows the added opportunity to make change, influence others, or even bring joy to the world. We tend to think of storytellers as artists and certainly many of them are. However, we are more and more aware of the role storytelling plays both in \u003c/span>\u003ca href=\"https://www.careerbuilder.com/advice/why-storytelling-is-a-musthave-career-skill\">\u003cspan style=\"font-weight: 400\">future careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and in \u003c/span>\u003ca href=\"https://www.wired.com/insights/2014/01/power-community-storytelling/\">\u003cspan style=\"font-weight: 400\">ensuring healthy communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While the stories we heard were previously limited to the relative few with access to the tools of production and distribution, we know that providing young people with the opportunity to share their story provides \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/empowering-students-through-multimedia-storytelling-michael-hernandez\">\u003cspan style=\"font-weight: 400\">immense benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And stories are told in all subject areas, in all professions, in all walks of life. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Real and relevant audiences lead to better learning. \u003c/b>\u003cspan style=\"font-weight: 400\">Consideration of audience is the single most important aspect of media project design. When designing a media project for your students, ask yourself, “Who will care about this? Who will want to see it when it’s done?” If the answer is no one besides you, reevaluate your plans. Simply put, if a media project is worth the effort required to make it great, it deserves to be seen beyond the classroom. And, in my experience, an authentic, real audience encourages students to produce better work than they would for me alone. Audiences might include peers, families, local leaders or policy makers \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> whoever has a stake in the stories your students will tell. Instead of an audience of one, media making encourages an audience of many and can act to connect the classroom to the culture of its families and communities in profound ways.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">In our inaugural Youth Media Challenge, Let’s Talk About Election 2020, we saw evidence of all of these things in the amazing content that was shared by students from around the country. The intelligence, passion and commitment shone brightly throughout the hundreds of responses submitted, showing students grappling with the same critical issues that impact us all as we consider the future of our country. The power of their voices provides strong evidence that when young people are given the platform to speak their truths with an opportunity to influence others, they consistently shine. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/l6rGxC9pr6w'\n title='//www.youtube.com/embed/l6rGxC9pr6w'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This Fall, KQED is launching \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cb>five new Youth Media Challenges\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed to get your students writing, producing and sharing media with peers from around the country \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> and, in some cases, on KQED or other public media stations. These new challenges offer a diverse set of media making experiences across a variety of topics, all aligned to national standards. And, of course, they are also built around the principles outlined above, with storytelling for audiences beyond your classroom at their center. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\">\u003cb>Engineering for Good\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is a challenge that, as the title implies, asks students to use the \u003c/span>\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1.png\">\u003cspan style=\"font-weight: 400\">engineering design process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to develop and propose solutions to problems in their community. By connecting engineering to local problems and encouraging students to share their solutions with others from around the country, we can begin to develop the habits of solution sharing and collaboration around common problems that will support students throughout their lives. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cb>If Schools Could Dance\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a companion project to KQED’s award winning series\u003c/span>\u003ca href=\"https://www.kqed.org/if-cities-could-dance\">\u003cspan style=\"font-weight: 400\"> If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If you’ve watched any TikTok at all, you know \u003c/span>\u003ca href=\"https://vm.tiktok.com/ZMJaMg8DS/\">\u003cspan style=\"font-weight: 400\">dance isn’t just for the studio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone’s doing it. How might movement inspire learning in your classroom?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cb>Perspectives\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> challenge is based on our long running KQED show, um… \u003c/span>\u003ca href=\"https://www.kqed.org/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project is all about developing voice and skill as a storyteller. The \u003c/span>\u003ca href=\"https://soundcloud.com/user-909991770/skateboarding-nate-dolan\">\u003cspan style=\"font-weight: 400\">results are often amazing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and provide avenues for students to explore and communicate their passions. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cb>Podcasting With the California Report\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create and produce audio feature stories following the editorial guidelines of the award-winning \u003c/span>\u003ca href=\"https://www.kqed.org/californiareport\">\u003cspan style=\"font-weight: 400\">California Report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project creates a great opportunity to explore deeper forms of storytelling that include interviews, ambient sounds and more complex narratives. The prompt is open-ended and allows students to \u003c/span>\u003ca href=\"https://www.kqed.org/news/11744167/period-poverty-raising-awareness-about-an-overlooked-global-issue\">\u003cspan style=\"font-weight: 400\">explore topics that matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to them. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Political Cartooning With Mark Fiore \u003c/b>\u003cspan style=\"font-weight: 400\">will use the teachings of our long-time KQED and Pulitzer Prize-winning political cartoonist, \u003c/span>\u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">\u003cspan style=\"font-weight: 400\">Mark Fiore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support students in the creation of their own opinions. This is your chance to enhance an assignment you might already do with guidance from an expert. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">At KQED, we believe that by providing an opportunity for students to develop and express their voice, both the student and those who hear them are enriched from the experience. It is our intent to get youth voice in front of audiences that matter to them. I encourage you to \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">explore our new challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how we might support you in bringing these meaningful media making opportunities to your classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch2>\u003cb>#MediaLitWk 2020 runs from October 26-30. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve pulled together a list of relevant and timely resources to engage your students — and yourself — in the powerful skills of media making, media literacy and civic engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower students through media making for an authentic audience\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can now access the curricular resources for our new \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">KQED Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">! We’ve created five new topics, ranging from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Engineering for Good \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If Schools Could Dance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Check out these student-created commentaries in the \u003c/span>\u003ca href=\"https://youtu.be/l6rGxC9pr6w\">\u003cspan style=\"font-weight: 400\">highlight reel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from our first challenge \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to get a taste of media literacy and civic engagement in action. All submissions are published on our student media showcase and some are featured on public media station broadcasts.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"KQED Youth Media Challenge Sizzle Reel\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/l6rGxC9pr6w?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inspire your students to start creating with these short tutorials by Myles Bess, host of the award-winning series Above the Noise, that help students learn key tips and tricks for making \u003c/span>\u003ca href=\"https://youtu.be/s3fFWX50pLg\">\u003cspan style=\"font-weight: 400\">selfie-style videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://youtu.be/jF5cNiF5Zjc\">\u003cspan style=\"font-weight: 400\">audio commentaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These are a great alternative to just turning in written work. (And, they may even help you with any instructional videos you’d like to make!)\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students by tackling difficult topics through civil discourse\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve collected teaching resources relevant to the biggest headlines and social movements of the current moment to help you talk about real issues that matter to young people.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/education/534108/teaching-in-the-midst-of-mass-protests-for-black-lives\">\u003cspan style=\"font-weight: 400\">Understand, Learn and Act: Teaching In the Midst of Mass Protests for Black Lives\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/education/534513/help-students-explore-election-issues-not-election-hype\">\u003cspan style=\"font-weight: 400\">Help Students Explore Election Issues, Not Election Hype\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Help students identify misinformation and bias\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can help your students understand how to analyze and evaluate the media landscape they are awash in everyday with this collection on \u003c/span>\u003ca href=\"https://www.kqed.org/education/533188/misinformation-data-literacy-and-the-novel-coronavirus\">\u003cspan style=\"font-weight: 400\">Misinformation, Data Literacy and the Novel Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and these videos from Above the Noise:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/39\">\u003cspan style=\"font-weight: 400\">False Equivalence: Are There Some Issues That Don’t Merit a “Both Sides” Approach?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/36\">\u003cspan style=\"font-weight: 400\">How Much Can We Trust YouTube for Reliable Information?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/15\">\u003cspan style=\"font-weight: 400\">Confirmation Bias and Your Brain\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Take your learning to the next level with the KQED Media Academy for Educators\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy and digital citizenship are critical, transferable skills that require development and reinforcement in every subject area. The \u003c/span>\u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">\u003cspan style=\"font-weight: 400\">KQED Media Academy for Educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps all educators build these skills. Whether you are a classroom teacher, a librarian, an instructional coach, leading an extra-curricular program or any other role where you support young people using media for learning, the Media Academy’s free online courses is for you. And, all courses prepare you to apply for \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification by KQED\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Join us for the \u003c/b>\u003cb>Media Literacy Education Town Hall\u003c/b>\u003cb> \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.socialstudies.org/professional-learning/media-literacy-education-town-hall\">Register: Oct 29, 2020, 10-11am PDT / 1-2pm EDT\u003c/a>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Join KQED and the National Council for the Social Studies (NCSS) and National Association for Media Literacy Education (NAMLE). This open-access event celebrates Media Literacy Week and delves deep into the vital impact of media literacy in social studies. Recommendations for incorporating media literacy skills will be provided. NCSS members and non-members are encouraged to participate. This special program will be moderated by NCSS Executive Director, Dr. Lawrence Paska, and NAMLE Executive Director, Michelle Ciulla Lipkin\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>\u003cb>#MediaLitWk 2020 runs from October 26-30. \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve pulled together a list of relevant and timely resources to engage your students — and yourself — in the powerful skills of media making, media literacy and civic engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower students through media making for an authentic audience\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can now access the curricular resources for our new \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">KQED Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">! We’ve created five new topics, ranging from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Engineering for Good \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If Schools Could Dance\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Check out these student-created commentaries in the \u003c/span>\u003ca href=\"https://youtu.be/l6rGxC9pr6w\">\u003cspan style=\"font-weight: 400\">highlight reel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from our first challenge \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to get a taste of media literacy and civic engagement in action. All submissions are published on our student media showcase and some are featured on public media station broadcasts.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"KQED Youth Media Challenge Sizzle Reel\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/l6rGxC9pr6w?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inspire your students to start creating with these short tutorials by Myles Bess, host of the award-winning series Above the Noise, that help students learn key tips and tricks for making \u003c/span>\u003ca href=\"https://youtu.be/s3fFWX50pLg\">\u003cspan style=\"font-weight: 400\">selfie-style videos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://youtu.be/jF5cNiF5Zjc\">\u003cspan style=\"font-weight: 400\">audio commentaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These are a great alternative to just turning in written work. (And, they may even help you with any instructional videos you’d like to make!)\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students by tackling difficult topics through civil discourse\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’ve collected teaching resources relevant to the biggest headlines and social movements of the current moment to help you talk about real issues that matter to young people.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/education/534108/teaching-in-the-midst-of-mass-protests-for-black-lives\">\u003cspan style=\"font-weight: 400\">Understand, Learn and Act: Teaching In the Midst of Mass Protests for Black Lives\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/education/534513/help-students-explore-election-issues-not-election-hype\">\u003cspan style=\"font-weight: 400\">Help Students Explore Election Issues, Not Election Hype\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Help students identify misinformation and bias\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can help your students understand how to analyze and evaluate the media landscape they are awash in everyday with this collection on \u003c/span>\u003ca href=\"https://www.kqed.org/education/533188/misinformation-data-literacy-and-the-novel-coronavirus\">\u003cspan style=\"font-weight: 400\">Misinformation, Data Literacy and the Novel Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and these videos from Above the Noise:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/39\">\u003cspan style=\"font-weight: 400\">False Equivalence: Are There Some Issues That Don’t Merit a “Both Sides” Approach?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/36\">\u003cspan style=\"font-weight: 400\">How Much Can We Trust YouTube for Reliable Information?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/15\">\u003cspan style=\"font-weight: 400\">Confirmation Bias and Your Brain\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Take your learning to the next level with the KQED Media Academy for Educators\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy and digital citizenship are critical, transferable skills that require development and reinforcement in every subject area. The \u003c/span>\u003ca href=\"https://teach.kqed.org/media-academy-for-educators\">\u003cspan style=\"font-weight: 400\">KQED Media Academy for Educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps all educators build these skills. Whether you are a classroom teacher, a librarian, an instructional coach, leading an extra-curricular program or any other role where you support young people using media for learning, the Media Academy’s free online courses is for you. And, all courses prepare you to apply for \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification by KQED\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Join us for the \u003c/b>\u003cb>Media Literacy Education Town Hall\u003c/b>\u003cb> \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.socialstudies.org/professional-learning/media-literacy-education-town-hall\">Register: Oct 29, 2020, 10-11am PDT / 1-2pm EDT\u003c/a>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Join KQED and the National Council for the Social Studies (NCSS) and National Association for Media Literacy Education (NAMLE). This open-access event celebrates Media Literacy Week and delves deep into the vital impact of media literacy in social studies. Recommendations for incorporating media literacy skills will be provided. NCSS members and non-members are encouraged to participate. This special program will be moderated by NCSS Executive Director, Dr. Lawrence Paska, and NAMLE Executive Director, Michelle Ciulla Lipkin\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Americans face many obstacles when it comes to voting and it reflects in our voter turnout numbers. The process of getting registered and getting to the polls isn’t the same for everyone and depending on where you are it can make voting really hard and these hurdles can discourage people from voting all together. So…is voting too hard in the U.S?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/14tFAauaT71oK0_rkoBX3rFA0wScMx_k4SqpJVVCW0To/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1h8paKnnYi6koMP0RjCIbNBPziBER5VMpCjTzVjIgVUc/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1SJLERAy5m_3U4HL_IUSHxNyrzku2fx7viSPRjdSkqF4/edit?usp=sharing\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1rEPBE97ZQS6XSpeHgzKOCZnJbf4_ct0wddf7ZJOEshA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What Are Voter ID Laws?\u003c/strong>\u003c/p>\n\u003cp>The intention of voter ID laws is to make sure a voter is who they say they are and aren’t trying to impersonate someone else or vote multiple times. However, these laws are said to disproportionately affect elderly, minority, and low-income voters. According to the Brennan Center, about 11 percent of U.S. citizens, or roughly 21 million citizens, don’t have government-issued photo ID. A total of 36 states have laws requesting or requiring voters to show some form of identification at the polls, 35 of which are in force in 2020. The remaining 14 states use other methods to verify the identity of voters but the list of acceptable IDs varies substantially from state to state.\u003c/p>\n\u003cp>\u003cstrong>What Are Poll Closures?\u003c/strong>\u003c/p>\n\u003cp>If you’ve seen long lines outside of polling places, those may be caused by poll closures. This has been an increasing issue since the 2013 Supreme Court decision Shelby County v. Holder which removed provisions to the Voters Rights Act that required states and cities with a history of discriminatory practices to get approval from the federal government before making changes to voting laws and since the decision nearly 1700 polling places have closed across 13 states.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What Are Voter Purges?\u003c/strong>\u003c/p>\n\u003cp>Voter purges are the act of removing ineligible voter registrations from the rolls, it’s meant to clean up the voter list. This happens when elected officials do “maintenance” and remove names because they moved, passed away, or didn’t vote in a certain number of prior elections. However, what happens when these purges get rid of hundreds of thousands of eligible voters by deleting or removing incorrectly without notice?\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"https://www.pewresearch.org/fact-tank/2018/05/21/u-s-voter-turnout-trails-most-developed-countries/\">U.S. trails most developed countries in voter turnout\u003c/a>” (Pew Research)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.aclu.org/news/civil-liberties/block-the-vote-voter-suppression-in-2020/\">Block the Vote: Voter Suppression in 2020\u003c/a>” (ACLU)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.heritage.org/voterfraud\">A Sampling of Recent Voter Fraud Cases Across the U.S.\u003c/a>” (Heritage Foundation\u003c/p>\n\u003cp>“\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/truth-about-voter-fraud\">The Truth About Voter Fraud\u003c/a>” (Brennan Center for Justice)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2018/07/poll-prri-voter-suppression/565355/\">Voter Suppression Is Warping Democracy\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>“‘\u003ca href=\"https://www.nytimes.com/2018/11/03/us/politics/voting-suppression-elections.html%20https://www.heritage.org/voterfraud\">They Don’t Really Want Us to Vote’: How Republicans Made It Harder\u003c/a>” (The New York Times)\u003c/p>\n\u003cp>“\u003ca href=\"https://civilrights.org/democracy-diverted/\">Democracy Diverted: Polling Place Closures and the Right to Vote\u003c/a>” (The Leadership Conference on Civil & Human Rights)\u003c/p>\n\u003cp>“2\u003ca href=\"http://www.electproject.org/2016g\">016 November General Election Turnout Rates\u003c/a>” (United States Elections Project)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2017/02/how-voter-id-laws-discriminate-study/517218/\">How Voter ID Laws Discriminate\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Americans face many obstacles when it comes to voting and it reflects in our voter turnout numbers. The process of getting registered and getting to the polls isn’t the same for everyone and depending on where you are it can make voting really hard and these hurdles can discourage people from voting all together. So…is voting too hard in the U.S?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/14tFAauaT71oK0_rkoBX3rFA0wScMx_k4SqpJVVCW0To/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1h8paKnnYi6koMP0RjCIbNBPziBER5VMpCjTzVjIgVUc/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1SJLERAy5m_3U4HL_IUSHxNyrzku2fx7viSPRjdSkqF4/edit?usp=sharing\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1rEPBE97ZQS6XSpeHgzKOCZnJbf4_ct0wddf7ZJOEshA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What Are Voter ID Laws?\u003c/strong>\u003c/p>\n\u003cp>The intention of voter ID laws is to make sure a voter is who they say they are and aren’t trying to impersonate someone else or vote multiple times. However, these laws are said to disproportionately affect elderly, minority, and low-income voters. According to the Brennan Center, about 11 percent of U.S. citizens, or roughly 21 million citizens, don’t have government-issued photo ID. A total of 36 states have laws requesting or requiring voters to show some form of identification at the polls, 35 of which are in force in 2020. The remaining 14 states use other methods to verify the identity of voters but the list of acceptable IDs varies substantially from state to state.\u003c/p>\n\u003cp>\u003cstrong>What Are Poll Closures?\u003c/strong>\u003c/p>\n\u003cp>If you’ve seen long lines outside of polling places, those may be caused by poll closures. This has been an increasing issue since the 2013 Supreme Court decision Shelby County v. Holder which removed provisions to the Voters Rights Act that required states and cities with a history of discriminatory practices to get approval from the federal government before making changes to voting laws and since the decision nearly 1700 polling places have closed across 13 states.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What Are Voter Purges?\u003c/strong>\u003c/p>\n\u003cp>Voter purges are the act of removing ineligible voter registrations from the rolls, it’s meant to clean up the voter list. This happens when elected officials do “maintenance” and remove names because they moved, passed away, or didn’t vote in a certain number of prior elections. However, what happens when these purges get rid of hundreds of thousands of eligible voters by deleting or removing incorrectly without notice?\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"https://www.pewresearch.org/fact-tank/2018/05/21/u-s-voter-turnout-trails-most-developed-countries/\">U.S. trails most developed countries in voter turnout\u003c/a>” (Pew Research)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.aclu.org/news/civil-liberties/block-the-vote-voter-suppression-in-2020/\">Block the Vote: Voter Suppression in 2020\u003c/a>” (ACLU)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.heritage.org/voterfraud\">A Sampling of Recent Voter Fraud Cases Across the U.S.\u003c/a>” (Heritage Foundation\u003c/p>\n\u003cp>“\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/truth-about-voter-fraud\">The Truth About Voter Fraud\u003c/a>” (Brennan Center for Justice)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2018/07/poll-prri-voter-suppression/565355/\">Voter Suppression Is Warping Democracy\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>“‘\u003ca href=\"https://www.nytimes.com/2018/11/03/us/politics/voting-suppression-elections.html%20https://www.heritage.org/voterfraud\">They Don’t Really Want Us to Vote’: How Republicans Made It Harder\u003c/a>” (The New York Times)\u003c/p>\n\u003cp>“\u003ca href=\"https://civilrights.org/democracy-diverted/\">Democracy Diverted: Polling Place Closures and the Right to Vote\u003c/a>” (The Leadership Conference on Civil & Human Rights)\u003c/p>\n\u003cp>“2\u003ca href=\"http://www.electproject.org/2016g\">016 November General Election Turnout Rates\u003c/a>” (United States Elections Project)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2017/02/how-voter-id-laws-discriminate-study/517218/\">How Voter ID Laws Discriminate\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Help Students Navigate a Historic Election",
"headTitle": "Help Students Navigate a Historic Election | KQED",
"content": "\u003cblockquote>\u003cp>This article will be updated through January 2021 with relevant resources for teaching election civics and media literacy. Bookmark me. (Last updated 11/9/20.)\u003c/p>\n\u003cp> \u003c/p>\u003c/blockquote>\n\u003cp>The 2020 election keeps on making history. Despite concerns about voter safety and election irregularities, more Americans of all political parties cast ballots at the \u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/06/2020-election-reveals-two-broad-voting-coalitions-fundamentally-at-odds/\">highest rate since 1908\u003c/a> with almost \u003ca href=\"https://www.nytimes.com/2020/11/07/us/politics/election-voting-challenges.html\">no problems reported\u003c/a>. When Democrats Joe Biden and Kamala Harris were declared the winners, an analysis showed that young voters ages 18-29, especially young voters of color, made a difference in \u003ca href=\"https://circle.tufts.edu/latest-research/election-week-2020#young-voters,-especially-youth-of-color,-powered-joe-biden's-victory\">several key states\u003c/a>. Harris will become the first woman vice president and the first Black and Asian American to hold that office.\u003c/p>\n\u003cp>Ask your students to join the ongoing \u003ca href=\"https://learn.kqed.org/discussions/83\">special\u003c/a>\u003ca href=\"https://learn.kqed.org/discussions/83\"> election\u003c/a>\u003ca href=\"https://learn.kqed.org/discussions/83\"> discussion\u003c/a> on KQED Learn to share what it’s like to live through this moment in history. Or join KQED’s \u003ca href=\"https://learn.kqed.org/challenges/election2020\">Youth Media Challenge, Let’s Talk About Election 2020\u003c/a> where students can share the issues they want the Biden administration to focus on.\u003c/p>\n\u003ch2>Vice-President Elect Kamala Harris Makes History\u003c/h2>\n\u003cp>In \u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\">H\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\">ow\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> San\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> Fr\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\">ancisco\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> Shaped\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> VP\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> Nominee\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> Kamala\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> Harris\u003c/a> from KQED, students can learn more about Kamala Harris, from her roots in the Bay Area to her journey to the U.S. Senate and primary bid for the Democratic presidential nomination before becoming Joe Biden’s running mate in August. Learn more about the \u003ca href=\"https://www.poynter.org/reporting-editing/2020/kamala-harris-carries-many-firsts-with-her-into-the-vice-presidency/\">many ‘firsts’ \u003c/a>she represents, including the first child of immigrants and the first graduate of a historically Black university to be elected vice president.\u003c/p>\n\u003ch2>What’s Next?\u003c/h2>\n\u003cp>Between an election and a presidential transition is traditionally a time to reflect on the outgoing president’s term and examine the plans of the incoming administration. \u003ca href=\"https://www.nytimes.com/2020/11/08/learning/lesson-of-the-day-biden-wins-presidency-ending-four-tumultuous-years-under-trump.html\">This\u003c/a>\u003ca href=\"https://www.nytimes.com/2020/11/08/learning/lesson-of-the-day-biden-wins-presidency-ending-four-tumultuous-years-under-trump.html\"> lesson\u003c/a>\u003ca href=\"https://www.nytimes.com/2020/11/08/learning/lesson-of-the-day-biden-wins-presidency-ending-four-tumultuous-years-under-trump.html\"> plan\u003c/a> from the New York Times Learning Network asks students to look back at the last four years and forward to a Biden presidency.\u003c/p>\n\u003cp>But few aspects of politics have been typical during the Trump administration. President Trump has refused to concede the election and has leveled accusations of voter fraud, which have so far been dismissed by both \u003ca href=\"https://www.cnn.com/2020/11/09/politics/geoff-duncan-georgia-election-fraud-cnntv/index.html\">Democrat and GOP state leaders\u003c/a> and in the courts. And while the election went to Biden and Harris, Donald Trump received the second-highest number of votes cast in any election. Students can investigate the results and examine a state-by-state breakdown with\u003ca href=\"https://www.nytimes.com/interactive/2020/11/03/us/elections/results-president.html\"> these\u003c/a>\u003ca href=\"https://www.nytimes.com/interactive/2020/11/03/us/elections/results-president.html\"> data\u003c/a>\u003ca href=\"https://www.nytimes.com/interactive/2020/11/03/us/elections/results-president.html\"> visualizations\u003c/a> from \u003cem>The\u003c/em> \u003cem>New York Times\u003c/em>. Both senate races in Georgia remain undecided. Learn more about these run-off elections and their implications for which party will control Congress with \u003ca href=\"https://www.usatoday.com/story/news/politics/elections/2020/11/08/georgia-senate-runoff-elections-races-carry-national-implications/6215850002/\">this article\u003c/a> from \u003cem>USA Today\u003c/em>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Get students involved more generally in evaluating and reflecting on the post-election process with \u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/explainer/free-fair-elections\">Free and Fair Elections \u003c/a>from Facing History and Ourselves. The News Literacy Project also has \u003ca href=\"https://newslit.org/educators/resources/\">classroom resources\u003c/a> for grades 4-12 on evaluating news and fighting misinformation.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After days of nonstop coverage of the blue-and-red election map, students may have questions about the Electoral College, which meets on December 14 this year. KQED’s Above the Noise video series invites students to consider the pros and cons of this very American institution with \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/45\">The Electoral College: Why Such a Big Debate?\u003c/a> This video from PBS SoCal provides a \u003ca href=\"https://www.pbslearningmedia.org/resource/electoral-college-video/ballot-brief/\">quick overview of the electoral college\u003c/a>.\u003c/p>\n\u003ch2>Voting Made a Difference This Election\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Voter turnout is key part of the 2020 election story. This episode from KQED’s Above the Noise, \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/81\">Is Voting Too Hard?\u003c/a> takes a look at voter access and suppression. This new report from PBS Frontline asks \u003ca href=\"https://www.pbs.org/wgbh/frontline/film/whose-vote-counts/\">Whose Vote Counts\u003c/a>?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do your students feel about voting now that the 2020 election is over? T\u003c/span>\u003cspan style=\"font-weight: 400\">his article from \u003c/span>\u003ci>Education Week\u003c/i> offers \u003ca href=\"https://www.edweek.org/ew/articles/2020/10/10/six-ways-to-prepare-students-for-voting.html\">Six Ways to Prepare Students for Voting\u003c/a>\u003cspan style=\"font-weight: 400\">. Dive deeper into the power of young voters this election with this\u003ca href=\"https://circle.tufts.edu/latest-research/election-week-2020#young-voters,-especially-youth-of-color,-powered-joe-biden's-victory\"> infographic-rich report\u003c/a> from the Center for Information and Research about Civic Learning and Engagement. \u003c/span>\u003c/p>\n\u003ch2>Explore “Down Ballot” Races\u003c/h2>\n\u003cp>Explore \u003ca href=\"https://www.tolerance.org/classroom-resources/student-tasks/do-something/voting-in-your-town\" target=\"_blank\" rel=\"noopener noreferrer\">Voting in Your Town\u003c/a> from Teaching Tolerance to help students make sense of their state’s process. This \u003ca href=\"https://www.bitesmedia.com/articles/vote-by-mail\" target=\"_blank\" rel=\"noopener noreferrer\">remote-friendly video lesson\u003c/a> by Bites Media unpacks the pros and cons of voting by mail, including research showing that voter fraud is almost nonexistent in the United States. If you need a break from national news, this PBS NewsHour explainer about \u003ca href=\"https://www.pbs.org/newshour/extra/lessons-plans/down-ballot-voting-lesson-plan/\" target=\"_blank\" rel=\"noopener noreferrer\">the role of “down ballot” elections\u003c/a> brings politics closer to home. This video from PBS SoCal about \u003ca href=\"https://www.pbslearningmedia.org/resource/california-state-elected-offices/ballot-brief/\">California’s state elected officials\u003c/a> can also apply to many other states.\u003c/p>\n\u003cp>Even the most typical U.S. elections feature ongoing debates about who can vote and how votes are counted. The \u003ca href=\"https://learn.kqed.org/discussions?subject-areas%5BElection%202020%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">election 2020 playlist\u003c/a> from KQED’s Above the Noise video series for middle and high schoolers includes one of the biggest issues people are talking about: \u003ca href=\"https://learn.kqed.org/discussions/44\" target=\"_blank\" rel=\"noopener noreferrer\">Gerrymandering and Your Right to Vote\u003c/a>. This video from PBS SoCal provides a \u003ca href=\"https://www.pbslearningmedia.org/resource/electoral-college-video/ballot-brief/\">quick overview of the electoral college\u003c/a>. Another resource-rich lesson from Facing History and Ourselves examines \u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/voting-rights-united-states\" target=\"_blank\" rel=\"noopener noreferrer\">historic and current voting rights\u003c/a>, as well as barriers to voting. Accusations of voter suppression aren’t new to this election, but they are front and center in 2020. This lesson from PBS NewsHour unpacks \u003ca href=\"https://sharemylesson.com/todays-news-tomorrows-lesson/monitoring-midterms-voter-id-laws-and-america%E2%80%99s-history-voter\" target=\"_blank\" rel=\"noopener noreferrer\">voter ID laws and America’s history of voter suppression\u003c/a>.\u003c/p>\n\u003ch2>Revisit Other Unusual Election Years\u003c/h2>\n\u003cp>Students are too young to remember the 2000 election, but most educators recall when a too-close-to-call vote count in the swing state of Florida went all the way to the Supreme Court, which decided in favor of George W. Bush. (This student-friendly \u003ca href=\"https://www.youtube.com/watch?v=D-nR_hmS6V0\" target=\"_blank\" rel=\"noopener noreferrer\">History Channel video\u003c/a> will take you back to the time of “hanging chads.”)\u003c/p>\n\u003cp>\u003ca href=\"https://billofrightsinstitute.org/educate/educator-resources/lessons-plans/current-events/contentious-elections/\" target=\"_blank\" rel=\"noopener noreferrer\">This lesson from the Bill of Rights Institute\u003c/a> explores other controversial elections, including the 1876 contest between Samuel Tilden and Rutherford B. Hayes, which also took place in a highly partisan environment where the civil rights of Black Americans played a central role. This segment from WNYC’s On the Media breaks down \u003ca href=\"https://www.wnycstudios.org/podcasts/otm/segments/lessons-contentious-election-1876\" target=\"_blank\" rel=\"noopener noreferrer\">the parallels between 1876 and now\u003c/a>. Students can also explore the Electoral College breakdown of every presidential election in U.S. history with \u003ca href=\"https://www.pbslearningmedia.org/resource/pbs-electoral-decoder/pbs-electoral-decoder/\" target=\"_blank\" rel=\"noopener noreferrer\">this interactive election map\u003c/a> from PBS.\u003c/p>\n\u003ch2>Support Student Civic Participation\u003c/h2>\n\u003cp>Connect students to opportunities to learn about American democracy by directly taking part. Explore \u003ca href=\"https://circle.tufts.edu/latest-research/growing-voters-18-ways-youth-under-18-can-contribute-elections\" target=\"_blank\" rel=\"noopener noreferrer\">18 Ways Youth Under 18 Can Contribute to Elections\u003c/a> to get ideas. \u003ca href=\"https://www.digitalcivicstoolkit.org\" target=\"_blank\" rel=\"noopener noreferrer\">The Digital Civics Toolkit\u003c/a> from Common Sense supports students in online civic engagement.\u003c/p>\n\u003ch2> Check Back for Updates\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Bookmark this page and check back. Given how quickly things change, we’ll be posting updates with new resources through Inauguration Day.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>This article will be updated through January 2021 with relevant resources for teaching election civics and media literacy. Bookmark me. (Last updated 11/9/20.)\u003c/p>\n\u003cp> \u003c/p>\u003c/blockquote>\n\u003cp>The 2020 election keeps on making history. Despite concerns about voter safety and election irregularities, more Americans of all political parties cast ballots at the \u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/06/2020-election-reveals-two-broad-voting-coalitions-fundamentally-at-odds/\">highest rate since 1908\u003c/a> with almost \u003ca href=\"https://www.nytimes.com/2020/11/07/us/politics/election-voting-challenges.html\">no problems reported\u003c/a>. When Democrats Joe Biden and Kamala Harris were declared the winners, an analysis showed that young voters ages 18-29, especially young voters of color, made a difference in \u003ca href=\"https://circle.tufts.edu/latest-research/election-week-2020#young-voters,-especially-youth-of-color,-powered-joe-biden's-victory\">several key states\u003c/a>. Harris will become the first woman vice president and the first Black and Asian American to hold that office.\u003c/p>\n\u003cp>Ask your students to join the ongoing \u003ca href=\"https://learn.kqed.org/discussions/83\">special\u003c/a>\u003ca href=\"https://learn.kqed.org/discussions/83\"> election\u003c/a>\u003ca href=\"https://learn.kqed.org/discussions/83\"> discussion\u003c/a> on KQED Learn to share what it’s like to live through this moment in history. Or join KQED’s \u003ca href=\"https://learn.kqed.org/challenges/election2020\">Youth Media Challenge, Let’s Talk About Election 2020\u003c/a> where students can share the issues they want the Biden administration to focus on.\u003c/p>\n\u003ch2>Vice-President Elect Kamala Harris Makes History\u003c/h2>\n\u003cp>In \u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\">H\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\">ow\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> San\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> Fr\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\">ancisco\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> Shaped\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> VP\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> Nominee\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> Kamala\u003c/a>\u003ca href=\"https://www.kqed.org/news/11832968/how-san-francisco-shaped-vice-presidential-nominee-kamala-harris\"> Harris\u003c/a> from KQED, students can learn more about Kamala Harris, from her roots in the Bay Area to her journey to the U.S. Senate and primary bid for the Democratic presidential nomination before becoming Joe Biden’s running mate in August. Learn more about the \u003ca href=\"https://www.poynter.org/reporting-editing/2020/kamala-harris-carries-many-firsts-with-her-into-the-vice-presidency/\">many ‘firsts’ \u003c/a>she represents, including the first child of immigrants and the first graduate of a historically Black university to be elected vice president.\u003c/p>\n\u003ch2>What’s Next?\u003c/h2>\n\u003cp>Between an election and a presidential transition is traditionally a time to reflect on the outgoing president’s term and examine the plans of the incoming administration. \u003ca href=\"https://www.nytimes.com/2020/11/08/learning/lesson-of-the-day-biden-wins-presidency-ending-four-tumultuous-years-under-trump.html\">This\u003c/a>\u003ca href=\"https://www.nytimes.com/2020/11/08/learning/lesson-of-the-day-biden-wins-presidency-ending-four-tumultuous-years-under-trump.html\"> lesson\u003c/a>\u003ca href=\"https://www.nytimes.com/2020/11/08/learning/lesson-of-the-day-biden-wins-presidency-ending-four-tumultuous-years-under-trump.html\"> plan\u003c/a> from the New York Times Learning Network asks students to look back at the last four years and forward to a Biden presidency.\u003c/p>\n\u003cp>But few aspects of politics have been typical during the Trump administration. President Trump has refused to concede the election and has leveled accusations of voter fraud, which have so far been dismissed by both \u003ca href=\"https://www.cnn.com/2020/11/09/politics/geoff-duncan-georgia-election-fraud-cnntv/index.html\">Democrat and GOP state leaders\u003c/a> and in the courts. And while the election went to Biden and Harris, Donald Trump received the second-highest number of votes cast in any election. Students can investigate the results and examine a state-by-state breakdown with\u003ca href=\"https://www.nytimes.com/interactive/2020/11/03/us/elections/results-president.html\"> these\u003c/a>\u003ca href=\"https://www.nytimes.com/interactive/2020/11/03/us/elections/results-president.html\"> data\u003c/a>\u003ca href=\"https://www.nytimes.com/interactive/2020/11/03/us/elections/results-president.html\"> visualizations\u003c/a> from \u003cem>The\u003c/em> \u003cem>New York Times\u003c/em>. Both senate races in Georgia remain undecided. Learn more about these run-off elections and their implications for which party will control Congress with \u003ca href=\"https://www.usatoday.com/story/news/politics/elections/2020/11/08/georgia-senate-runoff-elections-races-carry-national-implications/6215850002/\">this article\u003c/a> from \u003cem>USA Today\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Get students involved more generally in evaluating and reflecting on the post-election process with \u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/explainer/free-fair-elections\">Free and Fair Elections \u003c/a>from Facing History and Ourselves. The News Literacy Project also has \u003ca href=\"https://newslit.org/educators/resources/\">classroom resources\u003c/a> for grades 4-12 on evaluating news and fighting misinformation.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After days of nonstop coverage of the blue-and-red election map, students may have questions about the Electoral College, which meets on December 14 this year. KQED’s Above the Noise video series invites students to consider the pros and cons of this very American institution with \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/45\">The Electoral College: Why Such a Big Debate?\u003c/a> This video from PBS SoCal provides a \u003ca href=\"https://www.pbslearningmedia.org/resource/electoral-college-video/ballot-brief/\">quick overview of the electoral college\u003c/a>.\u003c/p>\n\u003ch2>Voting Made a Difference This Election\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Voter turnout is key part of the 2020 election story. This episode from KQED’s Above the Noise, \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/81\">Is Voting Too Hard?\u003c/a> takes a look at voter access and suppression. This new report from PBS Frontline asks \u003ca href=\"https://www.pbs.org/wgbh/frontline/film/whose-vote-counts/\">Whose Vote Counts\u003c/a>?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do your students feel about voting now that the 2020 election is over? T\u003c/span>\u003cspan style=\"font-weight: 400\">his article from \u003c/span>\u003ci>Education Week\u003c/i> offers \u003ca href=\"https://www.edweek.org/ew/articles/2020/10/10/six-ways-to-prepare-students-for-voting.html\">Six Ways to Prepare Students for Voting\u003c/a>\u003cspan style=\"font-weight: 400\">. Dive deeper into the power of young voters this election with this\u003ca href=\"https://circle.tufts.edu/latest-research/election-week-2020#young-voters,-especially-youth-of-color,-powered-joe-biden's-victory\"> infographic-rich report\u003c/a> from the Center for Information and Research about Civic Learning and Engagement. \u003c/span>\u003c/p>\n\u003ch2>Explore “Down Ballot” Races\u003c/h2>\n\u003cp>Explore \u003ca href=\"https://www.tolerance.org/classroom-resources/student-tasks/do-something/voting-in-your-town\" target=\"_blank\" rel=\"noopener noreferrer\">Voting in Your Town\u003c/a> from Teaching Tolerance to help students make sense of their state’s process. This \u003ca href=\"https://www.bitesmedia.com/articles/vote-by-mail\" target=\"_blank\" rel=\"noopener noreferrer\">remote-friendly video lesson\u003c/a> by Bites Media unpacks the pros and cons of voting by mail, including research showing that voter fraud is almost nonexistent in the United States. If you need a break from national news, this PBS NewsHour explainer about \u003ca href=\"https://www.pbs.org/newshour/extra/lessons-plans/down-ballot-voting-lesson-plan/\" target=\"_blank\" rel=\"noopener noreferrer\">the role of “down ballot” elections\u003c/a> brings politics closer to home. This video from PBS SoCal about \u003ca href=\"https://www.pbslearningmedia.org/resource/california-state-elected-offices/ballot-brief/\">California’s state elected officials\u003c/a> can also apply to many other states.\u003c/p>\n\u003cp>Even the most typical U.S. elections feature ongoing debates about who can vote and how votes are counted. The \u003ca href=\"https://learn.kqed.org/discussions?subject-areas%5BElection%202020%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">election 2020 playlist\u003c/a> from KQED’s Above the Noise video series for middle and high schoolers includes one of the biggest issues people are talking about: \u003ca href=\"https://learn.kqed.org/discussions/44\" target=\"_blank\" rel=\"noopener noreferrer\">Gerrymandering and Your Right to Vote\u003c/a>. This video from PBS SoCal provides a \u003ca href=\"https://www.pbslearningmedia.org/resource/electoral-college-video/ballot-brief/\">quick overview of the electoral college\u003c/a>. Another resource-rich lesson from Facing History and Ourselves examines \u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/voting-rights-united-states\" target=\"_blank\" rel=\"noopener noreferrer\">historic and current voting rights\u003c/a>, as well as barriers to voting. Accusations of voter suppression aren’t new to this election, but they are front and center in 2020. This lesson from PBS NewsHour unpacks \u003ca href=\"https://sharemylesson.com/todays-news-tomorrows-lesson/monitoring-midterms-voter-id-laws-and-america%E2%80%99s-history-voter\" target=\"_blank\" rel=\"noopener noreferrer\">voter ID laws and America’s history of voter suppression\u003c/a>.\u003c/p>\n\u003ch2>Revisit Other Unusual Election Years\u003c/h2>\n\u003cp>Students are too young to remember the 2000 election, but most educators recall when a too-close-to-call vote count in the swing state of Florida went all the way to the Supreme Court, which decided in favor of George W. Bush. (This student-friendly \u003ca href=\"https://www.youtube.com/watch?v=D-nR_hmS6V0\" target=\"_blank\" rel=\"noopener noreferrer\">History Channel video\u003c/a> will take you back to the time of “hanging chads.”)\u003c/p>\n\u003cp>\u003ca href=\"https://billofrightsinstitute.org/educate/educator-resources/lessons-plans/current-events/contentious-elections/\" target=\"_blank\" rel=\"noopener noreferrer\">This lesson from the Bill of Rights Institute\u003c/a> explores other controversial elections, including the 1876 contest between Samuel Tilden and Rutherford B. Hayes, which also took place in a highly partisan environment where the civil rights of Black Americans played a central role. This segment from WNYC’s On the Media breaks down \u003ca href=\"https://www.wnycstudios.org/podcasts/otm/segments/lessons-contentious-election-1876\" target=\"_blank\" rel=\"noopener noreferrer\">the parallels between 1876 and now\u003c/a>. Students can also explore the Electoral College breakdown of every presidential election in U.S. history with \u003ca href=\"https://www.pbslearningmedia.org/resource/pbs-electoral-decoder/pbs-electoral-decoder/\" target=\"_blank\" rel=\"noopener noreferrer\">this interactive election map\u003c/a> from PBS.\u003c/p>\n\u003ch2>Support Student Civic Participation\u003c/h2>\n\u003cp>Connect students to opportunities to learn about American democracy by directly taking part. Explore \u003ca href=\"https://circle.tufts.edu/latest-research/growing-voters-18-ways-youth-under-18-can-contribute-elections\" target=\"_blank\" rel=\"noopener noreferrer\">18 Ways Youth Under 18 Can Contribute to Elections\u003c/a> to get ideas. \u003ca href=\"https://www.digitalcivicstoolkit.org\" target=\"_blank\" rel=\"noopener noreferrer\">The Digital Civics Toolkit\u003c/a> from Common Sense supports students in online civic engagement.\u003c/p>\n\u003ch2> Check Back for Updates\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bookmark this page and check back. Given how quickly things change, we’ll be posting updates with new resources through Inauguration Day.\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"title": "Hear From Students on Crucial Election 2020 Issues",
"headTitle": "Hear From Students on Crucial Election 2020 Issues | KQED",
"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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"headline": "Hear From Students on Crucial Election 2020 Issues",
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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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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"politicalbreakdown": {
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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