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"title": "Engage the Issues with Your Students by Creating an Interactive Election Guide",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Elections are one of the best ways to teach politics and government. I also tell my students that my government class is a user’s guide on how to make the best use of the government. Every two years in the fall, I combine these two ideas by having my class create an interactive voters guide. This year however, our principal upped the ante by challenging every student to be involved in our school’s Fall Showcase.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me back up a bit. This is my eighth year teaching at Minarets High School in the Sierra Foothills just outside of Yosemite. We were founded as a project-based, 1:1 laptop school. Another difference with our school is that we have a Fall Showcase instead of Back to School Night. Normally, select students present their best projects of the new school year to the parents and other adults attending the Showcase. It’s a great way for the students to make their projects public. Usually, the Showcase was scheduled earlier in the year, but this year with our principal’s challenge to involve every student in the Showcase it was scheduled close to election day. There was only one thing to do: roll out our election guide for the Showcase!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step in our process of preparing the election guide is to get a good understanding of the parties and issues. I start by giving my students a couple of different interactive surveys to give them a taste of all the different issues and how the different parties align themselves with those issues. Our first survey is the \u003c/span>\u003ca href=\"http://www.people-press.org/quiz/political-typology/\">\u003cspan style=\"font-weight: 400\">Pew Center for the People and the Press Political Typology Survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It asks questions across a wide range of issues, but survey-takers only have two choices and are supposed to select the answer that is closest to their view. Many students complain that they’d like more choices \u003c/span>\u003cspan style=\"font-weight: 400\">and that their views are not being represented. I tell them that they often have only two choices in American politics and they need to make what they feel is the better choice. At the end of the survey they are given a label of their political type that explains where they fit on the political spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-530881\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/political-typology-quiz.png\" alt=\"\" width=\"1069\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz.png 1069w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-800x427.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-768x410.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-1020x545.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-960x513.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-240x128.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-375x200.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-520x278.png 520w\" sizes=\"(max-width: 1069px) 100vw, 1069px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once they have been categorized, I have my students answer a set of writing prompts to help them reflect and make sense of the results of the survey, which includes questions like: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How accurate is your label? Why?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Were there any particular questions that were hard to answer with the choices given? Which ones were they? Why were they hard?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The quiz also provides a breakdown of all the questions and how they fit into the major current issues, which allows my students to understand how and why they were typed.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From there we move on to \u003c/span>\u003ca href=\"https://www.isidewith.com/political-quiz\">\u003cspan style=\"font-weight: 400\">I Side With\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is a much more detailed and nuanced survey with multiple answers to each question and the ability for students to create their own answers. Each question also has links beneath it to “Learn More,” “Discuss,” “Stats” and “News,” which allows students to research their own answers and develop a greater understanding of the issues. There is also a slider under each set of choices to allow the students to rate how important this question is to them. There are 13 different sets of issues like National Security, Transportation, Environmental and Local with questions on our state and federal races. Once the students have answered the questions they get a rating that matches them by percentage with \u003c/span>\u003cspan style=\"font-weight: 400\">eight different parties. From there the students can see how their answers and the different parties fall on a spectrum in relation to the different sets of political issues included in the quiz. Students can also see their answers in the context of other political spectrums, ideologies or classification systems like Keynesian versus Laissez-Faire and Left Wing versus Right Wing.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-530878\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/I-Side-With-2.png\" alt=\"\" width=\"953\" height=\"368\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2.png 953w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-160x62.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-800x309.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-768x297.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-240x93.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-375x145.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-520x201.png 520w\" sizes=\"(max-width: 953px) 100vw, 953px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After taking the “I Side With” survey, students answer another set of questions to help them make sense of what what this all means:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How did this survey compare to the other survey?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Did you like these questions better or worse than the other survey? Why?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you agree or disagree with the ideology you were matched with? Why?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The two surveys and responding to the writing prompts take the bulk of one class period.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From there we turn to the issues. I am of the firm belief that students and adults need to be aware of which issues are most important to them so that they can use those issues as a prism through which to view different candidates and propositions. With a greater understanding of the political landscape and how they fit into it under their belt from the previous day’s quizzes and discussions, my AP Government students used \u003c/span>\u003ca href=\"https://www.kqed.org/elections/props\">\u003cspan style=\"font-weight: 400\">KQED’s Voter Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a template and built \u003ca href=\"https://sites.google.com/mychawanakee.org/2018minaretselectionguideissue/home\">our own major issues guide\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/mychawanakee.org/2018minaretselectionguideissue/climate-change\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530877 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/Issues-Guide.png\" width=\"1618\" height=\"835\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide.png 1618w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-800x413.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-768x396.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-1020x526.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-1200x619.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-1180x609.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-960x495.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-240x124.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-375x194.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-520x268.png 520w\" sizes=\"(max-width: 1618px) 100vw, 1618px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For ten issues, my students created a quick definition of each issue, found the “official” Democratic and Republican stances on that issue, wrote a quick summary of that stance and included a graphic which illustrated how the United States viewed that issue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the guide they created, students then choose their three most important issues through which to judge the candidates and the propositions in the election on November 6. One more set of writing prompts helps them clarify their choice of issues and their stance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now that we have our issue guide created, it’s time to work on the \u003ca href=\"https://sites.google.com/mychawanakee.org/2018-minarets-interactive-elec/home\">local election guide\u003c/a>, which gives a breakdown of the candidates and propositions on our local ballot. We create a website with a page for each candidate or proposition on the ballot. For each page, my students need to find the official website for each candidate or the pro and con site for the propositions. They are also asked to find endorsements from the Fresno Bee, the San Francisco Chronicle and KQED. Finally, they are asked to find as much multimedia as they can. They are to look for mailers, print or internet ads, as well as TV ads and link it all to the website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do we decide who does what? I put three people in charge of each ballot issue and have students divide themselves up into writer/editor, producer and researcher roles with clear responsibilities. The writer/editor is in charge of all the text and proofreading. The producer is in charge of the visuals, multimedia and how the page fits the template. The researcher is the main go-getter in finding text, images and media while also putting together the bibliography. There are always a few issues that are left over and I give those out to kids who want extra credit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past, the students were encouraged to share the website with their families, and they used the guide themselves when we conducted our own mock election at school for the seniors. Of course the handful of students who are eligible to vote are expected to use it! I use it, too. I remember pulling out my phone in the polling booth in 2016 to make sure I was voting correctly on a proposition!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year with our Fall Showcase we are going to have laptops set up around the perimeter of the room displaying different pages from our website. At each laptop one of the students who created that page will be there to present and explain the proposition or candidate it focuses on, and the different media on the page. We will have about 80 students involved in our part of the Showcase, and we’ll be helping our community vote in an educated manner. We are also going to put the guide up on the school’s Facebook page to help the public at large when it comes time to vote.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Editor’s Note:\u003c/strong> For more about about how young people can get involved in the political process, see our blog post on \u003ca href=\"https://ww2.kqed.org/education/2018/10/24/election-2018-resources-for-teaching-and-learning/\">Election Resources for Teaching and Learning\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Elections are one of the best ways to teach politics and government. I also tell my students that my government class is a user’s guide on how to make the best use of the government. Every two years in the fall, I combine these two ideas by having my class create an interactive voters guide.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Elections are one of the best ways to teach politics and government. I also tell my students that my government class is a user’s guide on how to make the best use of the government. Every two years in the fall, I combine these two ideas by having my class create an interactive voters guide. This year however, our principal upped the ante by challenging every student to be involved in our school’s Fall Showcase.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let me back up a bit. This is my eighth year teaching at Minarets High School in the Sierra Foothills just outside of Yosemite. We were founded as a project-based, 1:1 laptop school. Another difference with our school is that we have a Fall Showcase instead of Back to School Night. Normally, select students present their best projects of the new school year to the parents and other adults attending the Showcase. It’s a great way for the students to make their projects public. Usually, the Showcase was scheduled earlier in the year, but this year with our principal’s challenge to involve every student in the Showcase it was scheduled close to election day. There was only one thing to do: roll out our election guide for the Showcase!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step in our process of preparing the election guide is to get a good understanding of the parties and issues. I start by giving my students a couple of different interactive surveys to give them a taste of all the different issues and how the different parties align themselves with those issues. Our first survey is the \u003c/span>\u003ca href=\"http://www.people-press.org/quiz/political-typology/\">\u003cspan style=\"font-weight: 400\">Pew Center for the People and the Press Political Typology Survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It asks questions across a wide range of issues, but survey-takers only have two choices and are supposed to select the answer that is closest to their view. Many students complain that they’d like more choices \u003c/span>\u003cspan style=\"font-weight: 400\">and that their views are not being represented. I tell them that they often have only two choices in American politics and they need to make what they feel is the better choice. At the end of the survey they are given a label of their political type that explains where they fit on the political spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-530881\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/political-typology-quiz.png\" alt=\"\" width=\"1069\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz.png 1069w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-800x427.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-768x410.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-1020x545.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-960x513.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-240x128.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-375x200.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/political-typology-quiz-520x278.png 520w\" sizes=\"(max-width: 1069px) 100vw, 1069px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once they have been categorized, I have my students answer a set of writing prompts to help them reflect and make sense of the results of the survey, which includes questions like: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How accurate is your label? Why?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Were there any particular questions that were hard to answer with the choices given? Which ones were they? Why were they hard?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The quiz also provides a breakdown of all the questions and how they fit into the major current issues, which allows my students to understand how and why they were typed.\u003c/span>\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\">From there we move on to \u003c/span>\u003ca href=\"https://www.isidewith.com/political-quiz\">\u003cspan style=\"font-weight: 400\">I Side With\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is a much more detailed and nuanced survey with multiple answers to each question and the ability for students to create their own answers. Each question also has links beneath it to “Learn More,” “Discuss,” “Stats” and “News,” which allows students to research their own answers and develop a greater understanding of the issues. There is also a slider under each set of choices to allow the students to rate how important this question is to them. There are 13 different sets of issues like National Security, Transportation, Environmental and Local with questions on our state and federal races. Once the students have answered the questions they get a rating that matches them by percentage with \u003c/span>\u003cspan style=\"font-weight: 400\">eight different parties. From there the students can see how their answers and the different parties fall on a spectrum in relation to the different sets of political issues included in the quiz. Students can also see their answers in the context of other political spectrums, ideologies or classification systems like Keynesian versus Laissez-Faire and Left Wing versus Right Wing.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-530878\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/I-Side-With-2.png\" alt=\"\" width=\"953\" height=\"368\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2.png 953w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-160x62.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-800x309.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-768x297.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-240x93.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-375x145.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/I-Side-With-2-520x201.png 520w\" sizes=\"(max-width: 953px) 100vw, 953px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After taking the “I Side With” survey, students answer another set of questions to help them make sense of what what this all means:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How did this survey compare to the other survey?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Did you like these questions better or worse than the other survey? Why?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you agree or disagree with the ideology you were matched with? Why?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The two surveys and responding to the writing prompts take the bulk of one class period.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From there we turn to the issues. I am of the firm belief that students and adults need to be aware of which issues are most important to them so that they can use those issues as a prism through which to view different candidates and propositions. With a greater understanding of the political landscape and how they fit into it under their belt from the previous day’s quizzes and discussions, my AP Government students used \u003c/span>\u003ca href=\"https://www.kqed.org/elections/props\">\u003cspan style=\"font-weight: 400\">KQED’s Voter Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a template and built \u003ca href=\"https://sites.google.com/mychawanakee.org/2018minaretselectionguideissue/home\">our own major issues guide\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/mychawanakee.org/2018minaretselectionguideissue/climate-change\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530877 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/11/Issues-Guide.png\" width=\"1618\" height=\"835\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide.png 1618w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-800x413.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-768x396.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-1020x526.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-1200x619.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-1180x609.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-960x495.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-240x124.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-375x194.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/11/Issues-Guide-520x268.png 520w\" sizes=\"(max-width: 1618px) 100vw, 1618px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For ten issues, my students created a quick definition of each issue, found the “official” Democratic and Republican stances on that issue, wrote a quick summary of that stance and included a graphic which illustrated how the United States viewed that issue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the guide they created, students then choose their three most important issues through which to judge the candidates and the propositions in the election on November 6. One more set of writing prompts helps them clarify their choice of issues and their stance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now that we have our issue guide created, it’s time to work on the \u003ca href=\"https://sites.google.com/mychawanakee.org/2018-minarets-interactive-elec/home\">local election guide\u003c/a>, which gives a breakdown of the candidates and propositions on our local ballot. We create a website with a page for each candidate or proposition on the ballot. For each page, my students need to find the official website for each candidate or the pro and con site for the propositions. They are also asked to find endorsements from the Fresno Bee, the San Francisco Chronicle and KQED. Finally, they are asked to find as much multimedia as they can. They are to look for mailers, print or internet ads, as well as TV ads and link it all to the website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How do we decide who does what? I put three people in charge of each ballot issue and have students divide themselves up into writer/editor, producer and researcher roles with clear responsibilities. The writer/editor is in charge of all the text and proofreading. The producer is in charge of the visuals, multimedia and how the page fits the template. The researcher is the main go-getter in finding text, images and media while also putting together the bibliography. There are always a few issues that are left over and I give those out to kids who want extra credit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past, the students were encouraged to share the website with their families, and they used the guide themselves when we conducted our own mock election at school for the seniors. Of course the handful of students who are eligible to vote are expected to use it! I use it, too. I remember pulling out my phone in the polling booth in 2016 to make sure I was voting correctly on a proposition!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year with our Fall Showcase we are going to have laptops set up around the perimeter of the room displaying different pages from our website. At each laptop one of the students who created that page will be there to present and explain the proposition or candidate it focuses on, and the different media on the page. We will have about 80 students involved in our part of the Showcase, and we’ll be helping our community vote in an educated manner. We are also going to put the guide up on the school’s Facebook page to help the public at large when it comes time to vote.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Editor’s Note:\u003c/strong> For more about about how young people can get involved in the political process, see our blog post on \u003ca href=\"https://ww2.kqed.org/education/2018/10/24/election-2018-resources-for-teaching-and-learning/\">Election Resources for Teaching and Learning\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Does Texting Spell the Death of Students' Grammar?",
"headTitle": "Does Texting Spell the Death of Students’ Grammar? | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Other than grammarians, I have never met a teacher who was gnawing at the bit to teach their students grammar (present company excluded). At the very least, it can be frustrating, boring and students generally don’t seem to retain any of the information we teach them. So, what are the best instructional practices to reach more of our students when it comes to grammar? This question has puzzled educators for the last 100 years. Even in the late 1800’s educators knew that students might memorize grammar rules long enough for a test but then not really know how to apply it. Today, though we have experts like \u003c/span>\u003ca href=\"https://www.heinemann.com/authors/753.aspx\">\u003cspan style=\"font-weight: 400\">Constance Weaver\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.writeguy.net/\">\u003cspan style=\"font-weight: 400\">Jeff Anderson \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to help guide us through some best practices, it still feels like we are losing ground in the grammar world with our students.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Spaces in Which Students Write\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is no doubt students today are much different than when I went to middle school 27 years ago. Cell phones and technology are a huge part of their lives and it’s no secret…it isn’t going away. I have always been fascinated with the implementation of technology and how students can use their devices without it being a distraction in the classroom. So why not approach grammar using students’ own experiences with digital spaces? The first concept that I wanted my students to understand was the difference between formal and informal writing. I also wanted to communicate respect for the spaces my students write in everyday. To help with this, I created a grammar template that my students could use to differentiate between the spaces they write in everyday and that I could use to teach them the necessary grammar skills they needed to be successful in high school and beyond. \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/186Kuc6vIU88w9T11EOnWlkLIPZ7YfrS4WVKKElvZu9I/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">This template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is free to use and you can find more information on it in \u003c/span>\u003ca href=\"https://www.routledge.com/From-Texting-to-Teaching-Grammar-Instruction-in-a-Digital-Age/Hyler-Hicks/p/book/9781138949287\">\u003ci>\u003cspan style=\"font-weight: 400\">From Texting to Teaching: Grammar Instruction in a Digital Age\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Grammar-Template.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530848 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Grammar-Template.png\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Grammar-Template.png 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Grammar-Template-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Grammar-Template-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Grammar-Template-375x211.png 375w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I always begin our grammar instruction process by having an informal conversation with my students about their writing spaces and their existing grammar skills. This past school year was no different. However, as my students worked on the grammar template throughout the year, I found myself having more and more conversations about what students actually do know about grammar. You can see an example of a completed template below where students used a sentence from \u003c/span>\u003ca href=\"https://www.amazon.com/Behind-Rebel-Lines-Incredible-Edmonds/dp/0152164278/ref=sr_1_1?ie=UTF8&qid=1538873878&sr=8-1&keywords=behind+rebel+lines\">\u003ci>\u003cspan style=\"font-weight: 400\">Behind Rebel Lines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Seymour Reit.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Template-2.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530849 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Template-2.png\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Template-2.png 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Template-2-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Template-2-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Template-2-375x211.png 375w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Student Takeaways\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I was discovering through my conversations with my students was that students have a lot of knowledge about grammar. I remember specifically one day asking students, “Why don’t you use correct grammar?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Mr. Hyler, we do use correct grammar. I actually get mad at my friends when they don’t use the right kind of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">your\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> when they text me\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">” responded Cassidy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Wait, so if you your friend doesn’t reply with \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">you’re\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> as in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">you are,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> that makes you upset?” I replied.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cassidy followed up, “Yes, it’s annoying!” Her classmates echoed her response as students began talking about it amongst themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The conversation continued on for about 20 minutes and although some teachers may see this as a waste of time, I wanted to understand where my student were coming from and what was going on in their world. As they talked about different issues with grammar and different ideas associated with texting, I feverishly wrote down their thoughts on sticky notes. Here is what else I learned from my students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My students don’t like the response “K” after they have written a long text. In fact, it angers them that they don’t get a thoughtful response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My students can differentiate between formal and informal writing and they know it depends on the audience of their writing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It is evident students have their own “language” when it comes to texting in my school district. They may have shared abbreviations when responding to their friends, which may vary from terms used by another group of students of the same age.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Mixing up “your” and “you’re” isn’t the only grammar mistake that frustrates students. Mixing up too, two, and to can also get under some students’ skin. I found that many students don’t like the fact that their peers use the symbol 2 instead of writing it out. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Final Thoughts\u003c/span>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The more and more I talk with my students about using correct grammar without preaching to them or assigning some boring, out-of-touch lesson, I start to realize that students do know correct grammar. Furthermore, they do know the difference between formal and informal writing. Finally, technology is not to blame for the grammar issues that may face our students today. After all, I can barely remember grammar in middle school or what lessons and activities I participated in. Today, with devices in all of our hands, the question about how best to teach grammar to our students may be asked for another 100 years. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Other than grammarians, I have never met a teacher who was gnawing at the bit to teach their students grammar (present company excluded). At the very least, it can be frustrating, boring and students generally don’t seem to retain any of the information we teach them. So, what are the best instructional practices to reach more of our students when it comes to grammar? This question has puzzled educators for the last 100 years. Even in the late 1800’s educators knew that students might memorize grammar rules long enough for a test but then not really know how to apply it. Today, though we have experts like \u003c/span>\u003ca href=\"https://www.heinemann.com/authors/753.aspx\">\u003cspan style=\"font-weight: 400\">Constance Weaver\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.writeguy.net/\">\u003cspan style=\"font-weight: 400\">Jeff Anderson \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to help guide us through some best practices, it still feels like we are losing ground in the grammar world with our students.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Spaces in Which Students Write\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is no doubt students today are much different than when I went to middle school 27 years ago. Cell phones and technology are a huge part of their lives and it’s no secret…it isn’t going away. I have always been fascinated with the implementation of technology and how students can use their devices without it being a distraction in the classroom. So why not approach grammar using students’ own experiences with digital spaces? The first concept that I wanted my students to understand was the difference between formal and informal writing. I also wanted to communicate respect for the spaces my students write in everyday. To help with this, I created a grammar template that my students could use to differentiate between the spaces they write in everyday and that I could use to teach them the necessary grammar skills they needed to be successful in high school and beyond. \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/186Kuc6vIU88w9T11EOnWlkLIPZ7YfrS4WVKKElvZu9I/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">This template\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is free to use and you can find more information on it in \u003c/span>\u003ca href=\"https://www.routledge.com/From-Texting-to-Teaching-Grammar-Instruction-in-a-Digital-Age/Hyler-Hicks/p/book/9781138949287\">\u003ci>\u003cspan style=\"font-weight: 400\">From Texting to Teaching: Grammar Instruction in a Digital Age\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Grammar-Template.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530848 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Grammar-Template.png\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Grammar-Template.png 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Grammar-Template-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Grammar-Template-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Grammar-Template-375x211.png 375w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I always begin our grammar instruction process by having an informal conversation with my students about their writing spaces and their existing grammar skills. This past school year was no different. However, as my students worked on the grammar template throughout the year, I found myself having more and more conversations about what students actually do know about grammar. You can see an example of a completed template below where students used a sentence from \u003c/span>\u003ca href=\"https://www.amazon.com/Behind-Rebel-Lines-Incredible-Edmonds/dp/0152164278/ref=sr_1_1?ie=UTF8&qid=1538873878&sr=8-1&keywords=behind+rebel+lines\">\u003ci>\u003cspan style=\"font-weight: 400\">Behind Rebel Lines\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Seymour Reit.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Template-2.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530849 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Template-2.png\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Template-2.png 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Template-2-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Template-2-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Template-2-375x211.png 375w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Student Takeaways\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What I was discovering through my conversations with my students was that students have a lot of knowledge about grammar. I remember specifically one day asking students, “Why don’t you use correct grammar?”\u003c/span>\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\">“Mr. Hyler, we do use correct grammar. I actually get mad at my friends when they don’t use the right kind of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">your\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> when they text me\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">” responded Cassidy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Wait, so if you your friend doesn’t reply with \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">you’re\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> as in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">you are,\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> that makes you upset?” I replied.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cassidy followed up, “Yes, it’s annoying!” Her classmates echoed her response as students began talking about it amongst themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The conversation continued on for about 20 minutes and although some teachers may see this as a waste of time, I wanted to understand where my student were coming from and what was going on in their world. As they talked about different issues with grammar and different ideas associated with texting, I feverishly wrote down their thoughts on sticky notes. Here is what else I learned from my students:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My students don’t like the response “K” after they have written a long text. In fact, it angers them that they don’t get a thoughtful response.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My students can differentiate between formal and informal writing and they know it depends on the audience of their writing.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">It is evident students have their own “language” when it comes to texting in my school district. They may have shared abbreviations when responding to their friends, which may vary from terms used by another group of students of the same age.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Mixing up “your” and “you’re” isn’t the only grammar mistake that frustrates students. Mixing up too, two, and to can also get under some students’ skin. I found that many students don’t like the fact that their peers use the symbol 2 instead of writing it out. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Final Thoughts\u003c/span>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The more and more I talk with my students about using correct grammar without preaching to them or assigning some boring, out-of-touch lesson, I start to realize that students do know correct grammar. Furthermore, they do know the difference between formal and informal writing. Finally, technology is not to blame for the grammar issues that may face our students today. After all, I can barely remember grammar in middle school or what lessons and activities I participated in. Today, with devices in all of our hands, the question about how best to teach grammar to our students may be asked for another 100 years. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Election 2018 Resources for Teaching and Learning",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Young people are making their voices heard this election season whether they are old enough to vote or not. Explore how students are leading, organizing and participating with these resources from KQED Education. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2018/10/08/how-youth-can-make-their-voices-heard/\">\u003cspan style=\"font-weight: 400\">“How Youth Can Make Their Voices Heard”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an article written for young people by a (relatively) young person passionate about getting herself (and others) involved. Read her story and find suggestions for ways students can make sure their voices are heard. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2017/02/07/local-election-toolkit/\">\u003cspan style=\"font-weight: 400\">The Local Election Toolkit for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has all the tools teachers need to support their students in being civically engaged. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=p25BMBVGd0E\">This Above the Noise video\u003c/a> explores ideas on how to get students politically active beyond the ballot box.\u003c/span>\u003c/p>\n\u003cp>After watching that Above the Noise video, use \u003ca href=\"https://learn.kqed.org/topics/15\">this KQED Learn discussion\u003c/a> to get your students talking about how we can get more young people to vote.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Read about how students are pre-registering 16 and 17 year olds to vote using Google Slides in this \u003ca href=\"https://ww2.kqed.org/education/2018/10/11/students-lead-voter-pre-registration-drive-with-google-slides/\">In the Classroom blog post\u003c/a> from teacher Peter Paccone. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Learn how you can help students become familiar with the issues by creating an interactive election guide, in this \u003ca href=\"https://ww2.kqed.org/education/2018/11/01/engage-the-issues-with-your-students-by-creating-an-interactive-election-guide/\">In the Classroom blog post\u003c/a> from teacher Bob Kelly.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Young people are making their voices heard this election season whether they are old enough to vote or not. Explore how students are leading, organizing and participating with these resources from KQED Education. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2018/10/08/how-youth-can-make-their-voices-heard/\">\u003cspan style=\"font-weight: 400\">“How Youth Can Make Their Voices Heard”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an article written for young people by a (relatively) young person passionate about getting herself (and others) involved. Read her story and find suggestions for ways students can make sure their voices are heard. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/2017/02/07/local-election-toolkit/\">\u003cspan style=\"font-weight: 400\">The Local Election Toolkit for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has all the tools teachers need to support their students in being civically engaged. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/watch?v=p25BMBVGd0E\">This Above the Noise video\u003c/a> explores ideas on how to get students politically active beyond the ballot box.\u003c/span>\u003c/p>\n\u003cp>After watching that Above the Noise video, use \u003ca href=\"https://learn.kqed.org/topics/15\">this KQED Learn discussion\u003c/a> to get your students talking about how we can get more young people to vote.\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\">Read about how students are pre-registering 16 and 17 year olds to vote using Google Slides in this \u003ca href=\"https://ww2.kqed.org/education/2018/10/11/students-lead-voter-pre-registration-drive-with-google-slides/\">In the Classroom blog post\u003c/a> from teacher Peter Paccone. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Learn how you can help students become familiar with the issues by creating an interactive election guide, in this \u003ca href=\"https://ww2.kqed.org/education/2018/11/01/engage-the-issues-with-your-students-by-creating-an-interactive-election-guide/\">In the Classroom blog post\u003c/a> from teacher Bob Kelly.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Furrowed brows, quizzical, tilted heads fraught with concern. These are the students who were enrolled in a design lab I taught last year called Graphic Novel Design before they were introduced to an amazing app called Storyboard That.\u003c/p>\n\u003cp>On the first day of class last semester, some students who had chosen this elective because they love graphic novels were full of trepidation at the thought of having to create their own drawings. When asked to brainstorm ideas for potential stories, one group of seventh grade girls came up with many compelling ideas; however, they froze at the thought of drawing out their ideas. Though they loved graphic novels, they weren’t interested in developing the drawing skills necessary to create these works.\u003c/p>\n\u003cp>I had to come up with a solution to get them moving. Fortunately, I had been to SXSWEdu the year before and had been introduced to \u003ca href=\"https://www.storyboardthat.com/\">Storyboard That\u003c/a> as a tool for my English/Language Arts class. With Storyboard That, students can make their own comic strips by choosing from a selection of characters, settings, fonts and other tools within the app. Instead of being hindered by their drawing skills, students are able to access storytelling in a new way.\u003c/p>\n\u003cp>Once I introduced them to Storyboard That, the girls took their outlines, ventured on the web-based app and straightaway began making their stories come alive. One of the girls had decided to write about a family threatened to be torn apart by immigration. There were several children who feared they’d be separated and the parents would be sent back to Mexico. Another young person wrote about a character running away from home. It was heartbreaking to see their fears and concerns played out in the graphic novel, but heartwarming to see them open up and feel strengthened by their artistic expression.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/BlogImageEdited.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530815 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/BlogImageEdited.png\" width=\"1164\" height=\"1057\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited.png 1164w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-160x145.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-800x726.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-768x697.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-1020x926.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-960x872.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-240x218.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-375x341.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-520x472.png 520w\" sizes=\"(max-width: 1164px) 100vw, 1164px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>Pay for the App or Not?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The basic version of the app is free, but further options are available with a paid subscription. I paid $54 for 30 users for one year. Students were totally loving the basic version, but they eventually wanted more templates, characters and scene options. The cost for my class seemed reasonable considering my design lab had 30 students. Not all the students in the class wanted or needed to use the app, so I was able to offer it to students in my English/Language Arts class as well. The ELA students used the app to help with the narrative unit we were doing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ease of Use for Students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students hopped on the site and were immediately able to begin creating their storyboards after having brainstormed their ideas on paper prior to using the app. With a simple drag and drop, students can create their storyboards. The layout of the page is also easy to use because each category is clearly identified across of the top of the home page. The freedom of exploration gives students the ability to experiment with seemingly unlimited options for creativity. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Options for Characters and Settings\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Selecting characters is simple and the app offers a large variety of choices for everything from hairstyle, face shape, clothing color, etc. Students have the option of selecting the characters’ gender (or no gender!), age and skin color. Kids can choose to create people who look like them, which is powerful for students who are not typically represented in graphic novels. A wide variety of professions are also available for selection–from doctors and police officers to clowns and astronauts. Each of the characters are completely customizable. My students loved having so many choices. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The background settings are similarly diverse, including options that are historical, mythical, futuristic or academic. Each one of the scenes is customizable by time of day and weather conditions. Scenes in nature can be altered to look authentic or incredibly otherworldly. Students have the liberty to be as realistic or fantastical as they would like to be. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Other Interesting Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Textables” or word bubbles for character dialogue are available in over 20 shapes, and may be customized for size, color and font. A wide variety of web and technology icons are accessible, ranging from infographics and emojis to gestures and wireframes. Students even have the ability to upload their own photos or images off the web. With the paid option, students are able to add up to 100 cells in a single storyboard. The free version offers 3-6 cells in a single storyboard.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What I Would Do Differently\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since I purchased the app package with more features, I should have used the options available to teachers, like maintaining a gradebook and using the teacher dashboard. Sadly, I cannot speak in great detail about the features of the dashboard. I do know adding students is super simple and monitoring their work is also easy. In the future, I might also utilize their pre-created storyboard ideas that are based on books, to help illustrate works of literature we study in our English classes. This is an untapped area of the app that looks like it could be useful and fun for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This app gave ALL my students the opportunity to become amazing story designers, and I would recommend teachers have their students experiment with it. I would LOVE to hear your ideas about creative tools for story writers\u003c/span>—\u003ca href=\"https://twitter.com/KimKriedeman\">\u003cspan style=\"font-weight: 400\">let me know \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">what tools you use!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make digital comics in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-digital-comics?utm_source=ITC&utm_medium=blog\">Making Digital Comics\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Furrowed brows, quizzical, tilted heads fraught with concern. These are the students who were enrolled in a design lab I taught last year called Graphic Novel Design before they were introduced to an amazing app called Storyboard That.\u003c/p>\n\u003cp>On the first day of class last semester, some students who had chosen this elective because they love graphic novels were full of trepidation at the thought of having to create their own drawings. When asked to brainstorm ideas for potential stories, one group of seventh grade girls came up with many compelling ideas; however, they froze at the thought of drawing out their ideas. Though they loved graphic novels, they weren’t interested in developing the drawing skills necessary to create these works.\u003c/p>\n\u003cp>I had to come up with a solution to get them moving. Fortunately, I had been to SXSWEdu the year before and had been introduced to \u003ca href=\"https://www.storyboardthat.com/\">Storyboard That\u003c/a> as a tool for my English/Language Arts class. With Storyboard That, students can make their own comic strips by choosing from a selection of characters, settings, fonts and other tools within the app. Instead of being hindered by their drawing skills, students are able to access storytelling in a new way.\u003c/p>\n\u003cp>Once I introduced them to Storyboard That, the girls took their outlines, ventured on the web-based app and straightaway began making their stories come alive. One of the girls had decided to write about a family threatened to be torn apart by immigration. There were several children who feared they’d be separated and the parents would be sent back to Mexico. Another young person wrote about a character running away from home. It was heartbreaking to see their fears and concerns played out in the graphic novel, but heartwarming to see them open up and feel strengthened by their artistic expression.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/BlogImageEdited.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530815 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/BlogImageEdited.png\" width=\"1164\" height=\"1057\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited.png 1164w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-160x145.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-800x726.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-768x697.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-1020x926.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-960x872.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-240x218.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-375x341.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/BlogImageEdited-520x472.png 520w\" sizes=\"(max-width: 1164px) 100vw, 1164px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>Pay for the App or Not?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The basic version of the app is free, but further options are available with a paid subscription. I paid $54 for 30 users for one year. Students were totally loving the basic version, but they eventually wanted more templates, characters and scene options. The cost for my class seemed reasonable considering my design lab had 30 students. Not all the students in the class wanted or needed to use the app, so I was able to offer it to students in my English/Language Arts class as well. The ELA students used the app to help with the narrative unit we were doing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ease of Use for Students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students hopped on the site and were immediately able to begin creating their storyboards after having brainstormed their ideas on paper prior to using the app. With a simple drag and drop, students can create their storyboards. The layout of the page is also easy to use because each category is clearly identified across of the top of the home page. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The background settings are similarly diverse, including options that are historical, mythical, futuristic or academic. Each one of the scenes is customizable by time of day and weather conditions. Scenes in nature can be altered to look authentic or incredibly otherworldly. Students have the liberty to be as realistic or fantastical as they would like to be. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Other Interesting Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Textables” or word bubbles for character dialogue are available in over 20 shapes, and may be customized for size, color and font. A wide variety of web and technology icons are accessible, ranging from infographics and emojis to gestures and wireframes. Students even have the ability to upload their own photos or images off the web. With the paid option, students are able to add up to 100 cells in a single storyboard. The free version offers 3-6 cells in a single storyboard.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What I Would Do Differently\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since I purchased the app package with more features, I should have used the options available to teachers, like maintaining a gradebook and using the teacher dashboard. Sadly, I cannot speak in great detail about the features of the dashboard. I do know adding students is super simple and monitoring their work is also easy. In the future, I might also utilize their pre-created storyboard ideas that are based on books, to help illustrate works of literature we study in our English classes. This is an untapped area of the app that looks like it could be useful and fun for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This app gave ALL my students the opportunity to become amazing story designers, and I would recommend teachers have their students experiment with it. I would LOVE to hear your ideas about creative tools for story writers\u003c/span>—\u003ca href=\"https://twitter.com/KimKriedeman\">\u003cspan style=\"font-weight: 400\">let me know \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">what tools you use!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make digital comics in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-digital-comics?utm_source=ITC&utm_medium=blog\">Making Digital Comics\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Students Lead Voter Pre-Registration Drive with Google Slides",
"headTitle": "Students Lead Voter Pre-Registration Drive with Google Slides | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Google Slides (part of the Google DriveSuite) was first released to the world in 2006 and in the twelve years since, I was certain that I had seen every imaginable classroom use of that program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But just recently, two San Marino High School juniors, Jacob and John Chon, presented me with a simple yet innovative civic-minded use of the program: these two students wanted to give a 10-minute Google Slides presentation entitled “The Elections of Tomorrow and How to Get Involved” to all of the students enrolled in my fall 2018 US History class. The presentation’s main goal would be to inform the 16 and 17 year-olds in my class how to pre-register to vote for any upcoming election, particularly the upcoming 2020 presidential election.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530800\" class=\"wp-caption alignnone\" style=\"max-width: 618px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-530800\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/chon1.png\" alt=\"\" width=\"618\" height=\"511\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon1.png 618w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon1-160x132.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon1-240x198.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon1-375x310.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon1-520x430.png 520w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003cfigcaption class=\"wp-caption-text\">John Chon teaching Peter Paccone’s 11th grade US History students how to pre-register. \u003ccite>(Peter Paccone)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Chons decided to produce this slideshow after having heard in 2017 that California Secretary of State Alex Padilla had \u003c/span>\u003ca href=\"http://www.sos.ca.gov/elections/pre-register-16-vote-18/\">\u003cspan style=\"font-weight: 400\">launched an online pre-registration opportunity for 16 and 17 year-olds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-registering, \u003c/span>\u003ca href=\"https://www.sos.ca.gov/administration/news-releases-and-advisories/2018-news-releases-and-advisories/secretary-padilla-announces-200000-california-16-and-17-year-olds-have-pre-registered-vote/\">\u003cspan style=\"font-weight: 400\">said Padilla\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “will help more young people vote as soon as they are eligible. Whether they’re at school or at home or hanging out with friends, young Californians can pre-register to vote in just minutes on their smartphone, tablet or laptop.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He then also pointed out that pre-registration does not change the voting age, which is still 18. Instead, it allows eligible Californians ages 16 or 17 to complete the online voter registration form, so that they will be automatically registered to vote as soon as they turn 18. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Chons’ very well designed Google Slides presentation addressed the following questions:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is Voter Pre-registration?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Why Should 16-17 Year Olds Pre-register?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Who Can Pre-register?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How Do I Pre-register?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On Election Day, Can I Work the Polls?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How Can I Administer a Mock Election at My School?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How Can I Host an Election Eve Party?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Chons’ slideshow also included a short TED-Ed video called “\u003c/span>\u003ca href=\"https://www.youtube.com/redirect?q=http%3A%2F%2Fed.ted.com%2Flessons%2Fthe-fight-for-the-right-to-vote-in-the-united-states-nicki-beaman-griffin&redir_token=1-GoWmV2s7o-wUBDSilbdOanC9d8MTUzOTE5MDk1OEAxNTM5MTA0NTU4&event=video_description&v=P9VdyPbbzlI\">\u003cspan style=\"font-weight: 400\">The Fight for the Right to Vote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and an accompanying script, which was placed in the notes section found beneath each slide. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/presentation/d/1Gom3mAR3XWXExwwEfuPwLINhKg4uOUt7RuzpGEQscaw/edit#slide=id.g39a892eb3a_3_1\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view the slideshow in its entirety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Chons gave their slideshow presentation to the students in my US Government classes on September 25th, \u003c/span>\u003ca href=\"https://nationalvoterregistrationday.org\">\u003cspan style=\"font-weight: 400\">National Voter Registration Day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and by the end of the day, the Chons had pre-registered many of the 140 students enrolled in my classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their presentation also resulted in twelve students signing up to \u003c/span>\u003ca href=\"https://medium.com/@ppaccone/the-student-poll-worker-program-4eab5d2a3d8b\">\u003cspan style=\"font-weight: 400\">work the 2018 midterm election polls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, another four students agreeing to sponsor the school’s upcoming midterm \u003c/span>\u003ca href=\"https://medium.com/@ppaccone/the-california-student-mock-election-664c340d59df\">\u003cspan style=\"font-weight: 400\">mock election\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and two more students agreeing to host a midterm election eve party.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530801\" class=\"wp-caption alignnone\" style=\"max-width: 480px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-530801\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/chon2.jpg\" alt=\"\" width=\"480\" height=\"640\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon2.jpg 480w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon2-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon2-375x500.jpg 375w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003cfigcaption class=\"wp-caption-text\">Jacob Chon assisting one of Peter Paccone’s US History students with the online pre-registration process. \u003ccite>(Peter Paccone)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In May, just before the school year ends, the Chons will present their Google Slides presentation to two SMHS sophomores. The hope and expectation is that in the Fall of 2019, these two students will use the Chons’ slideshow to teach the next group of 11th graders enrolled in my US History courses how to preregister for the 2022 midterm elections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And thus a new and all-important civic learning opportunity is launched!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about using presentations in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/designing-presentations?utm_source=ITC&utm_medium=blog\" target=\"_blank\" rel=\"noopener\">Designing Presentations\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Google Slides (part of the Google DriveSuite) was first released to the world in 2006 and in the twelve years since, I was certain that I had seen every imaginable classroom use of that program. But just recently, two San Marino High School juniors, Jacob and John Chon, presented me with a simple yet innovative",
"title": "Students Lead Voter Pre-Registration Drive with Google Slides | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Google Slides (part of the Google DriveSuite) was first released to the world in 2006 and in the twelve years since, I was certain that I had seen every imaginable classroom use of that program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But just recently, two San Marino High School juniors, Jacob and John Chon, presented me with a simple yet innovative civic-minded use of the program: these two students wanted to give a 10-minute Google Slides presentation entitled “The Elections of Tomorrow and How to Get Involved” to all of the students enrolled in my fall 2018 US History class. The presentation’s main goal would be to inform the 16 and 17 year-olds in my class how to pre-register to vote for any upcoming election, particularly the upcoming 2020 presidential election.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530800\" class=\"wp-caption alignnone\" style=\"max-width: 618px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-530800\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/chon1.png\" alt=\"\" width=\"618\" height=\"511\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon1.png 618w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon1-160x132.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon1-240x198.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon1-375x310.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon1-520x430.png 520w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003cfigcaption class=\"wp-caption-text\">John Chon teaching Peter Paccone’s 11th grade US History students how to pre-register. \u003ccite>(Peter Paccone)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Chons decided to produce this slideshow after having heard in 2017 that California Secretary of State Alex Padilla had \u003c/span>\u003ca href=\"http://www.sos.ca.gov/elections/pre-register-16-vote-18/\">\u003cspan style=\"font-weight: 400\">launched an online pre-registration opportunity for 16 and 17 year-olds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pre-registering, \u003c/span>\u003ca href=\"https://www.sos.ca.gov/administration/news-releases-and-advisories/2018-news-releases-and-advisories/secretary-padilla-announces-200000-california-16-and-17-year-olds-have-pre-registered-vote/\">\u003cspan style=\"font-weight: 400\">said Padilla\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “will help more young people vote as soon as they are eligible. Whether they’re at school or at home or hanging out with friends, young Californians can pre-register to vote in just minutes on their smartphone, tablet or laptop.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He then also pointed out that pre-registration does not change the voting age, which is still 18. Instead, it allows eligible Californians ages 16 or 17 to complete the online voter registration form, so that they will be automatically registered to vote as soon as they turn 18. \u003c/span>\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\">The Chons’ very well designed Google Slides presentation addressed the following questions:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is Voter Pre-registration?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Why Should 16-17 Year Olds Pre-register?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Who Can Pre-register?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How Do I Pre-register?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">On Election Day, Can I Work the Polls?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How Can I Administer a Mock Election at My School?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How Can I Host an Election Eve Party?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Chons’ slideshow also included a short TED-Ed video called “\u003c/span>\u003ca href=\"https://www.youtube.com/redirect?q=http%3A%2F%2Fed.ted.com%2Flessons%2Fthe-fight-for-the-right-to-vote-in-the-united-states-nicki-beaman-griffin&redir_token=1-GoWmV2s7o-wUBDSilbdOanC9d8MTUzOTE5MDk1OEAxNTM5MTA0NTU4&event=video_description&v=P9VdyPbbzlI\">\u003cspan style=\"font-weight: 400\">The Fight for the Right to Vote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and an accompanying script, which was placed in the notes section found beneath each slide. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/presentation/d/1Gom3mAR3XWXExwwEfuPwLINhKg4uOUt7RuzpGEQscaw/edit#slide=id.g39a892eb3a_3_1\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to view the slideshow in its entirety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Chons gave their slideshow presentation to the students in my US Government classes on September 25th, \u003c/span>\u003ca href=\"https://nationalvoterregistrationday.org\">\u003cspan style=\"font-weight: 400\">National Voter Registration Day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and by the end of the day, the Chons had pre-registered many of the 140 students enrolled in my classes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their presentation also resulted in twelve students signing up to \u003c/span>\u003ca href=\"https://medium.com/@ppaccone/the-student-poll-worker-program-4eab5d2a3d8b\">\u003cspan style=\"font-weight: 400\">work the 2018 midterm election polls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, another four students agreeing to sponsor the school’s upcoming midterm \u003c/span>\u003ca href=\"https://medium.com/@ppaccone/the-california-student-mock-election-664c340d59df\">\u003cspan style=\"font-weight: 400\">mock election\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and two more students agreeing to host a midterm election eve party.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530801\" class=\"wp-caption alignnone\" style=\"max-width: 480px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-530801\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/chon2.jpg\" alt=\"\" width=\"480\" height=\"640\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon2.jpg 480w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon2-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/chon2-375x500.jpg 375w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003cfigcaption class=\"wp-caption-text\">Jacob Chon assisting one of Peter Paccone’s US History students with the online pre-registration process. \u003ccite>(Peter Paccone)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In May, just before the school year ends, the Chons will present their Google Slides presentation to two SMHS sophomores. The hope and expectation is that in the Fall of 2019, these two students will use the Chons’ slideshow to teach the next group of 11th graders enrolled in my US History courses how to preregister for the 2022 midterm elections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And thus a new and all-important civic learning opportunity is launched!\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about using presentations in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/designing-presentations?utm_source=ITC&utm_medium=blog\" target=\"_blank\" rel=\"noopener\">Designing Presentations\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Youth Can Make Their Voices Heard",
"headTitle": "How Youth Can Make Their Voices Heard | KQED",
"content": "\u003cfigure id=\"attachment_530786\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 id=11543 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530786\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-800x600.jpg\" alt=\"two UC Berkeley students registering people to vote for the upcoming midterm election\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Voting is a citizen’s most important civic responsibility, but what else can they do beyond voting?\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">On one of my first nights at college, my new friends and I gathered in the common area, playing board games while CSPAN blared on the grainy, old TV in the background. During lulls in the game, we would watch as legislation made its way through Congress. I couldn’t help but notice that none of the people on the screen looked like us. Amongst other things, they were old, and that sort of age gap makes it easy to leave youth interests out of their decisions. On top of that, many of us weren’t even old enough to vote yet, so we couldn’t even let these representatives know what we want from them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In that moment, I truly believed my voice did not matter. For starters, voting is abstract. How can marking choices on a form possibly be important enough to determine who is going to represent me and my views in the future? And how could that be guaranteed? (It can’t.) On top of that, are young people who can’t vote simply powerless, since they are incapable of doing the one small thing that connects us to our democratic society? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This last question sounds disheartening, but it ended up energizing me. Here’s what I mean: Voting is a crucial part of our jobs as citizens, but voting is the bare minimum that we can do. And for those of us who cannot vote yet, this means that we aren’t helpless when it comes to civic participation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of these notable examples: #BlackLivesMatter movement on social media, the Freedom Riders, who were an indispensable part of the Civil Rights Movement and the students who participated in the Tiananmen Square protests of 1989. All of these youth groups helped shape history outside of the polling place or ballot boxes. Their actions made a difference.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, the question is this: How can you do the same? Here are three ideas to get you started. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Social Media Campaigns\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">From #MeToo to #MAGA, hashtags have become their own form of activism, allowing a topic to reach audiences never reached before, sparking discussions among folks with a range of viewpoints and bringing more attention to an issue.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is particularly pertinent when it comes to getting youth involved, because we are so active on social media platforms. In fact, \u003c/span>\u003ca href=\"http://www.pewinternet.org/2018/07/11/public-attitudes-toward-political-engagement-on-social-media/\">\u003cspan style=\"font-weight: 400\">34% of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are a part of a social media group that addresses an issue that is important to them, and 32% have encouraged others to become involved in issues that are important to them. Hashtag use \u003c/span>\u003ca href=\"http://www.pewinternet.org/2018/07/11/an-analysis-of-blacklivesmatter-and-other-twitter-hashtags-related-to-political-or-social-issues/\">\u003cspan style=\"font-weight: 400\">goes up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in response to major news events– evidence of both its societal impact and how much impact people think it has. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s how to get started:\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Focus on a specific issue. \u003c/strong>\u003cspan style=\"font-weight: 400\">What is important to you? What are you trying to tell other people? What are you trying to get people to talk about?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a personal example: I noticed there were a lot of clubs at my school that emphasized technological progress. But I couldn’t help but think: who is that progress really helping? How can I make sure that technological progress can lead to social progress as well? That was the inspiration for the club I created called Conscious and Responsible Engineering and Science. It combined a community I was already a part of (students involved with technology and engineering) and an issue I care a lot about (making sure already disenfranchised communities don’t get left behind with the rapid, profit-driven technological innovations). \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>What is your call to action? \u003c/strong>\u003cspan style=\"font-weight: 400\">Be intentional about what you want your outcome to be. With social media, especially with its wide reach, you have to be careful about not having your message misconstrued, and the only way to do that is to know the issue you want to focus on and what you want to outcome to be. Better yet, include that in the title of your movement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students in Parkland, Florida, organized around stopping gun violence, they went right to the point: March for Our Lives. This name says exactly why they are passionate advocates for change. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Create a plan and make it happen!\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Build your team. It’s useful to be able to bounce ideas off of others when you’re getting started. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Brainstorm and create a specific plan of action. What’s the timeline for this project? What impact do you want it to have, and by when? What goals do you want to accomplish? \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Assign roles and responsibilities to your group members. Who needs to do what for your project to run smoothly? \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">At set times, check in on everyone’s progress (including your own). Is everything going to plan? If it is, then great job! If it’s not, then reconvene and talk about what’s not going right, and then re-adjust your timelines. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Reflect and repeat\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of your project, meet up with your team and have one last meeting to decide how well this project went. How many people did it reach? How can it reach more people? What went well, and what didn’t? How can different aspects be improved? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Great job! You’ve organized and carried out a social media campaign, perhaps the form of youth activism that has highest potential to reach other youth and other audiences. For a deeper dive into youth organizing, check out \u003c/span>\u003ca href=\"http://www.advocatesforyouth.org/publications/publications-a-z/2229-youth-activists-toolkit\">\u003cspan style=\"font-weight: 400\">this toolkit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Advocates for Youth. And, if you’re looking for another form of activism that has a more direct impact, then perhaps joining a grassroots organization is another option.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Joining a Grassroots Organization\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grassroots organizations, like grass, sprout from the ground up. This means that they, unlike larger organizations, are formed for community members by community members. They come together to make a change, prioritizing the needs of the local community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting involved with grassroots is also a great way to get the most out of your efforts. According to \u003c/span>\u003ca href=\"http://congressfoundation.org/projects/communicating-with-congress/citizen-centric-advocacy-2017\">\u003cspan style=\"font-weight: 400\">this study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Congressional Management Foundation, “direct constituent interactions” are effective, perhaps more than any other advocacy strategy because lawmakers are more able to connect their decisions with the lives that they’ll impact. Over the past decade, over 90% of undecided lawmakers have said that direct citizen contact influences their decisions. Youth experiences have as much impact and are as valid as the experiences of older adults, and our policies should reflect that. Grassroots organizations make sure that local stories are heard and used to form future policies. This is good news, because getting involved is easy. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Think about an issue you want to change close to home, then search online for organizations that advocate for your issue. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Sign up to volunteer. Often, there’s a form right on the website. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">If not, visit their office and ask! Many grassroots organizations are small and appreciate any help they can get. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Working in your community is a way to get a firsthand feel of local needs, and volunteering directly helps a cause you care about. However, if you’d like to expand your reach a little more, calling local representatives may be the right option for you.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530787\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 name=\"Angie Wong\" align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530787\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-800x1067.jpg\" alt=\"students holding up voter registration forms\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-900x1200.jpg 900w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-1920x2560.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-1180x1573.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-960x1280.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-375x500.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-520x693.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Students at The University of California, Berkeley, registering potential voters, which is another excellent way of increasing your (and overall) civic engagement. \u003ccite>(Dana Alpert)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Contacting Your Representatives\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you want to make sure your views are heard by the people in charge, what better way than to contact your representatives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not sure who to call? Find your representatives using these websites: \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://explorer.naco.org/\">\u003cspan style=\"font-weight: 400\">Contact your county representatives\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usmayors.org/meetmayors/mayorsatglance.asp\">\u003cspan style=\"font-weight: 400\">Contact your mayor \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.congress.gov/state-legislature-websites\">\u003cspan style=\"font-weight: 400\">Contact your state representatives\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usa.gov/state-governor\">\u003cspan style=\"font-weight: 400\">Contact your state governor\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.senate.gov/senators/index.htm\">\u003cspan style=\"font-weight: 400\">Contact your US senator \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.house.gov/representatives/find-your-representative\">\u003cspan style=\"font-weight: 400\">Contact your US Representative\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best way to make a difference is to call an elected official, rather than write or email them. According to \u003c/span>\u003ca href=\"https://www.nytimes.com/2016/11/22/us/politics/heres-why-you-should-call-not-email-your-legislators.html\">\u003cspan style=\"font-weight: 400\">this New York Times article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, calling is the most effective way to bring an important issue to your representative’s mind. Emails can be easily ignored. Phone calls, on the other hand, are more personal. There’s also a better chance of being heard by the right person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not easy to just pick up the phone and talk about the issues with your mayor, Congressperson or even their political aides, so I’ve included a phone call template (created by the Associated Students of the University of California, Berkeley and used tirelessly by students across many student organizations to protest or support policies). Feel free to edit and adjust to your needs. \u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">“Hello, my name is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">________\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and I am a constituent in the member’s jurisdiction. My zip code is [ZIP CODE]. I am calling to express my support/opposition to [BILL NAME/POLICY]. I hope that the member (congressperson/assembly member/councilman/senator) will support/oppose this policy.”\u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are just a few of the ways the youth can be civically engaged aside from voting. Keep in mind that these projects all follow the same general pattern: identify an issue, find out what you can do about it, create a plan for how you can proceed and then carry it out. The possibilities are endless! \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Youth voices matter, and it’s up to us to make sure we’re being heard.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_530786\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 id=11543 align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530786\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-800x600.jpg\" alt=\"two UC Berkeley students registering people to vote for the upcoming midterm election\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-1-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Voting is a citizen’s most important civic responsibility, but what else can they do beyond voting?\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">On one of my first nights at college, my new friends and I gathered in the common area, playing board games while CSPAN blared on the grainy, old TV in the background. During lulls in the game, we would watch as legislation made its way through Congress. I couldn’t help but notice that none of the people on the screen looked like us. Amongst other things, they were old, and that sort of age gap makes it easy to leave youth interests out of their decisions. On top of that, many of us weren’t even old enough to vote yet, so we couldn’t even let these representatives know what we want from them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In that moment, I truly believed my voice did not matter. For starters, voting is abstract. How can marking choices on a form possibly be important enough to determine who is going to represent me and my views in the future? And how could that be guaranteed? (It can’t.) On top of that, are young people who can’t vote simply powerless, since they are incapable of doing the one small thing that connects us to our democratic society? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This last question sounds disheartening, but it ended up energizing me. Here’s what I mean: Voting is a crucial part of our jobs as citizens, but voting is the bare minimum that we can do. And for those of us who cannot vote yet, this means that we aren’t helpless when it comes to civic participation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think of these notable examples: #BlackLivesMatter movement on social media, the Freedom Riders, who were an indispensable part of the Civil Rights Movement and the students who participated in the Tiananmen Square protests of 1989. All of these youth groups helped shape history outside of the polling place or ballot boxes. Their actions made a difference.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now, the question is this: How can you do the same? Here are three ideas to get you started. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Social Media Campaigns\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">From #MeToo to #MAGA, hashtags have become their own form of activism, allowing a topic to reach audiences never reached before, sparking discussions among folks with a range of viewpoints and bringing more attention to an issue.\u003c/span>\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\">This is particularly pertinent when it comes to getting youth involved, because we are so active on social media platforms. In fact, \u003c/span>\u003ca href=\"http://www.pewinternet.org/2018/07/11/public-attitudes-toward-political-engagement-on-social-media/\">\u003cspan style=\"font-weight: 400\">34% of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are a part of a social media group that addresses an issue that is important to them, and 32% have encouraged others to become involved in issues that are important to them. Hashtag use \u003c/span>\u003ca href=\"http://www.pewinternet.org/2018/07/11/an-analysis-of-blacklivesmatter-and-other-twitter-hashtags-related-to-political-or-social-issues/\">\u003cspan style=\"font-weight: 400\">goes up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in response to major news events– evidence of both its societal impact and how much impact people think it has. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s how to get started:\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Focus on a specific issue. \u003c/strong>\u003cspan style=\"font-weight: 400\">What is important to you? What are you trying to tell other people? What are you trying to get people to talk about?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a personal example: I noticed there were a lot of clubs at my school that emphasized technological progress. But I couldn’t help but think: who is that progress really helping? How can I make sure that technological progress can lead to social progress as well? That was the inspiration for the club I created called Conscious and Responsible Engineering and Science. It combined a community I was already a part of (students involved with technology and engineering) and an issue I care a lot about (making sure already disenfranchised communities don’t get left behind with the rapid, profit-driven technological innovations). \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>What is your call to action? \u003c/strong>\u003cspan style=\"font-weight: 400\">Be intentional about what you want your outcome to be. With social media, especially with its wide reach, you have to be careful about not having your message misconstrued, and the only way to do that is to know the issue you want to focus on and what you want to outcome to be. Better yet, include that in the title of your movement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students in Parkland, Florida, organized around stopping gun violence, they went right to the point: March for Our Lives. This name says exactly why they are passionate advocates for change. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Create a plan and make it happen!\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Build your team. It’s useful to be able to bounce ideas off of others when you’re getting started. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Brainstorm and create a specific plan of action. What’s the timeline for this project? What impact do you want it to have, and by when? What goals do you want to accomplish? \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Assign roles and responsibilities to your group members. Who needs to do what for your project to run smoothly? \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">At set times, check in on everyone’s progress (including your own). Is everything going to plan? If it is, then great job! If it’s not, then reconvene and talk about what’s not going right, and then re-adjust your timelines. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Reflect and repeat\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of your project, meet up with your team and have one last meeting to decide how well this project went. How many people did it reach? How can it reach more people? What went well, and what didn’t? How can different aspects be improved? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Great job! You’ve organized and carried out a social media campaign, perhaps the form of youth activism that has highest potential to reach other youth and other audiences. For a deeper dive into youth organizing, check out \u003c/span>\u003ca href=\"http://www.advocatesforyouth.org/publications/publications-a-z/2229-youth-activists-toolkit\">\u003cspan style=\"font-weight: 400\">this toolkit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Advocates for Youth. And, if you’re looking for another form of activism that has a more direct impact, then perhaps joining a grassroots organization is another option.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Joining a Grassroots Organization\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grassroots organizations, like grass, sprout from the ground up. This means that they, unlike larger organizations, are formed for community members by community members. They come together to make a change, prioritizing the needs of the local community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting involved with grassroots is also a great way to get the most out of your efforts. According to \u003c/span>\u003ca href=\"http://congressfoundation.org/projects/communicating-with-congress/citizen-centric-advocacy-2017\">\u003cspan style=\"font-weight: 400\">this study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Congressional Management Foundation, “direct constituent interactions” are effective, perhaps more than any other advocacy strategy because lawmakers are more able to connect their decisions with the lives that they’ll impact. Over the past decade, over 90% of undecided lawmakers have said that direct citizen contact influences their decisions. Youth experiences have as much impact and are as valid as the experiences of older adults, and our policies should reflect that. Grassroots organizations make sure that local stories are heard and used to form future policies. This is good news, because getting involved is easy. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Think about an issue you want to change close to home, then search online for organizations that advocate for your issue. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Sign up to volunteer. Often, there’s a form right on the website. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">If not, visit their office and ask! Many grassroots organizations are small and appreciate any help they can get. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Working in your community is a way to get a firsthand feel of local needs, and volunteering directly helps a cause you care about. However, if you’d like to expand your reach a little more, calling local representatives may be the right option for you.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_530787\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 name=\"Angie Wong\" align=\"aligncenter\" width=\"800\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530787\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-800x1067.jpg\" alt=\"students holding up voter registration forms\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-900x1200.jpg 900w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-1920x2560.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-1180x1573.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-960x1280.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-375x500.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/Image-from-iOS-2-520x693.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Students at The University of California, Berkeley, registering potential voters, which is another excellent way of increasing your (and overall) civic engagement. \u003ccite>(Dana Alpert)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Contacting Your Representatives\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you want to make sure your views are heard by the people in charge, what better way than to contact your representatives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not sure who to call? Find your representatives using these websites: \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://explorer.naco.org/\">\u003cspan style=\"font-weight: 400\">Contact your county representatives\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usmayors.org/meetmayors/mayorsatglance.asp\">\u003cspan style=\"font-weight: 400\">Contact your mayor \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.congress.gov/state-legislature-websites\">\u003cspan style=\"font-weight: 400\">Contact your state representatives\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.usa.gov/state-governor\">\u003cspan style=\"font-weight: 400\">Contact your state governor\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.senate.gov/senators/index.htm\">\u003cspan style=\"font-weight: 400\">Contact your US senator \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.house.gov/representatives/find-your-representative\">\u003cspan style=\"font-weight: 400\">Contact your US Representative\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best way to make a difference is to call an elected official, rather than write or email them. According to \u003c/span>\u003ca href=\"https://www.nytimes.com/2016/11/22/us/politics/heres-why-you-should-call-not-email-your-legislators.html\">\u003cspan style=\"font-weight: 400\">this New York Times article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, calling is the most effective way to bring an important issue to your representative’s mind. Emails can be easily ignored. Phone calls, on the other hand, are more personal. There’s also a better chance of being heard by the right person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not easy to just pick up the phone and talk about the issues with your mayor, Congressperson or even their political aides, so I’ve included a phone call template (created by the Associated Students of the University of California, Berkeley and used tirelessly by students across many student organizations to protest or support policies). Feel free to edit and adjust to your needs. \u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">“Hello, my name is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">________\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and I am a constituent in the member’s jurisdiction. My zip code is [ZIP CODE]. I am calling to express my support/opposition to [BILL NAME/POLICY]. I hope that the member (congressperson/assembly member/councilman/senator) will support/oppose this policy.”\u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are just a few of the ways the youth can be civically engaged aside from voting. Keep in mind that these projects all follow the same general pattern: identify an issue, find out what you can do about it, create a plan for how you can proceed and then carry it out. The possibilities are endless! \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">From self-paced media production courses for educators to compelling art videos, explore KQED resources for enhancing art education teaching and learning. Use these art video collections from PBS LearningMedia in your classroom and continue to explore other resources from partner organizations. \u003c/span>\u003c/p>\n\u003cp>\u003cb>VIDEO COLLECTIONS\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/elements-of-art\">\u003cspan style=\"font-weight: 400\">Elements of Art\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> video collection explores the seven basic elements of art including Line, Shape, Form, Texture, Value, Space and Color. These are the building blocks of all art and are a good place to start when making, looking at or analyzing works of art.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/art-and-the-environment\">\u003cspan style=\"font-weight: 400\">Art and the Environment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> video collection focuses on artists whose environmental concerns are apparent in their work. Integrate the arts into eco-literacy, and discover different ways that artists address environmental issues through their art practice.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/outdoor-art\">\u003cspan style=\"font-weight: 400\">Outdoor Art \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a collection that showcases artists that incorporate nature into their works, from building rock sculptures to creating collages made from organic materials. With these videos, encourage your students to explore the elements of art while in the great outdoors. Learn about line, shape, color and texture while painting with water on the sidewalk, making flower collages and creating sculptures on the playground.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/drawing-ideas\">\u003cspan style=\"font-weight: 400\">Drawing Ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and illustration are often the foundation for creation. Artists often sketch ideas and flesh them out into detailed, 2D works, or they use sketching as a tool for building 3D or digital objects. Meet some of the most exciting artists around, and discover different ways that artists use drawing and illustration to communicate messages.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/animation\">\u003cspan style=\"font-weight: 400\">Animation, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in all its forms, is one of the most popular creative careers these days, especially with students who are interested in film. From hand-drawn animation to animation used to create videos games, there are endless possibilities when it comes to studying this dynamic art form. Learn about the many aspects of animation through this collection of videos highlighting a range of animation artists. With this collection, you can learn about the history of animation in popular culture and get tips on how to start your career as an animator.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/social-studies-and-world-history-through-music-and-dance\">\u003cspan style=\"font-weight: 400\">Social Studies and World History through Music and Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students are learning about world cultures and global issues, infuse some engaging art content into your lessons with this collection of videos that focus on folk music and dance, from around the globe, that either maintains a tradition or adapts customary traditions with contemporary styling.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/art-and-social-studies\">\u003cspan style=\"font-weight: 400\">Art and Social Studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provide an opportunity for students to learn about world history, cultures, and geography while engaging creativity. Use this video collection to give students a sense of the role art has played in Chinese, African, Mexican, Iranian and Native American cultures and how contemporary artists interpret such global art traditions. Use the first two videos as a foundation for introducing students to a digestible timeline of art throughout history. Next, dive into this collection of short videos that reveal the intentions of today’s artists, and how they are inspired by historical works of art.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/culture-creates-community\">\u003cspan style=\"font-weight: 400\">Culture Create Community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a collection of short, classroom-ready videos about artists and arts organizations that maintain or adapt traditional art forms and build a sense of community through their art practices. Use this collection to illustrate content covered in World History and Social Studies classes and to inspire meaningful visual and performing arts projects.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/art_socialjustice\">\u003cspan style=\"font-weight: 400\">Art and Social Justice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explores how artists create work that intersects with political activism and social justice causes. Throughout history, art has been used as an accessible tool for communication, raising awareness about social issues and affecting positive change. This video collection will introduce students to artists who create work that inspires dialogue about problems faced by communities around the world, and will provide inspiration for classroom projects with a social, public or political purpose.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/digitalmobile-art\">\u003cspan style=\"font-weight: 400\">Digital/ Mobile Art\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the digital age, artists have acquired new tools for creation including computers and mobile devices. This collection provides engaging background information about digital artists and art made using apps, computer graphics, and other digital tools.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/kqed-art-school-visual-arts\">\u003cspan style=\"font-weight: 400\">Visual Arts with Art School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provides resources for learning how to draw comic strips, create animations and much more. Empower folks of all ages to engage with contemporary art and discover new ideas for creativity from a variety of professional artists through this fun and engaging series.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/kqed-art-school-dance\">\u003cspan style=\"font-weight: 400\">Dance with Art School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provides resources for learning how to breakdance, beatbox and vogue. Learn how to express yourself with nothing but your own body. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/kqed-arts-school-music\">\u003cspan style=\"font-weight: 400\">Music with Art School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provides resources for learning how to make a beat, skratch like a DJ, use music for social justice and much more. Learn how different types of music can help heal some communities and create hope for others.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a free \u003c/b>\u003ca href=\"http://ca.pbslearningmedia.org/\">\u003cb>PBS LearningMedia account\u003c/b>\u003c/a>\u003cb> to save resources, create folders and build interactive lessons.\u003c/b>\u003c/p>\n\u003cp>\u003cb>PROFESSIONAL LEARNING \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Teach Sample Courses: Self Paced Professional Learning for Educators\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(Find \u003c/span>\u003ca href=\"http://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">complete online courses offering here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/communicating-with-photography\">\u003cspan style=\"font-weight: 400\">Communicating with Photography\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">In this online, self paced professional learning course for educators you will:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Understand how photos communicate\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn the basics of photo composition\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Explore how lighting, perspective and filters change an image’s story\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create your own photo essay\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cspan style=\"font-weight: 400\">Digital Portfolios with Maker Ed\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">In this online, self paced professional learning course for educators you will:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn how to make and support youth-designed portfolios\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn about \u003c/span>\u003ca href=\"http://makered.org/opp/\">\u003cspan style=\"font-weight: 400\">Maker Ed’s Open Portfolio Project\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Practice the documentation process and explore digital portfolios tools\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create your own digital portfolio.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/making-digital-comics\">\u003cspan style=\"font-weight: 400\">Making Digital Comics\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">In this online, self paced professional learning course for educators you will:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn how you might use digital comics in the classroom\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Explore different styles and genres of comics\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn the basic elements of the comic form\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>ADDITIONAL RESOURCES FROM PARTNERS\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explore \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1KUjIGzOYBvlC1KYiHEE5Engu79zOSZwQomjfnnEKpvE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">art resources for educators and learners in this comprehensive working doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where you can find lesson plans, presentations, from California partners.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/drawing-ideas\">\u003cspan style=\"font-weight: 400\">Drawing Ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and illustration are often the foundation for creation. Artists often sketch ideas and flesh them out into detailed, 2D works, or they use sketching as a tool for building 3D or digital objects. Meet some of the most exciting artists around, and discover different ways that artists use drawing and illustration to communicate messages.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/animation\">\u003cspan style=\"font-weight: 400\">Animation, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">in all its forms, is one of the most popular creative careers these days, especially with students who are interested in film. From hand-drawn animation to animation used to create videos games, there are endless possibilities when it comes to studying this dynamic art form. Learn about the many aspects of animation through this collection of videos highlighting a range of animation artists. With this collection, you can learn about the history of animation in popular culture and get tips on how to start your career as an animator.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/social-studies-and-world-history-through-music-and-dance\">\u003cspan style=\"font-weight: 400\">Social Studies and World History through Music and Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students are learning about world cultures and global issues, infuse some engaging art content into your lessons with this collection of videos that focus on folk music and dance, from around the globe, that either maintains a tradition or adapts customary traditions with contemporary styling.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/art-and-social-studies\">\u003cspan style=\"font-weight: 400\">Art and Social Studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provide an opportunity for students to learn about world history, cultures, and geography while engaging creativity. Use this video collection to give students a sense of the role art has played in Chinese, African, Mexican, Iranian and Native American cultures and how contemporary artists interpret such global art traditions. Use the first two videos as a foundation for introducing students to a digestible timeline of art throughout history. Next, dive into this collection of short videos that reveal the intentions of today’s artists, and how they are inspired by historical works of art.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/culture-creates-community\">\u003cspan style=\"font-weight: 400\">Culture Create Community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a collection of short, classroom-ready videos about artists and arts organizations that maintain or adapt traditional art forms and build a sense of community through their art practices. Use this collection to illustrate content covered in World History and Social Studies classes and to inspire meaningful visual and performing arts projects.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/art_socialjustice\">\u003cspan style=\"font-weight: 400\">Art and Social Justice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explores how artists create work that intersects with political activism and social justice causes. Throughout history, art has been used as an accessible tool for communication, raising awareness about social issues and affecting positive change. This video collection will introduce students to artists who create work that inspires dialogue about problems faced by communities around the world, and will provide inspiration for classroom projects with a social, public or political purpose.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/digitalmobile-art\">\u003cspan style=\"font-weight: 400\">Digital/ Mobile Art\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the digital age, artists have acquired new tools for creation including computers and mobile devices. This collection provides engaging background information about digital artists and art made using apps, computer graphics, and other digital tools.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/kqed-art-school-visual-arts\">\u003cspan style=\"font-weight: 400\">Visual Arts with Art School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provides resources for learning how to draw comic strips, create animations and much more. Empower folks of all ages to engage with contemporary art and discover new ideas for creativity from a variety of professional artists through this fun and engaging series.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/kqed-art-school-dance\">\u003cspan style=\"font-weight: 400\">Dance with Art School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provides resources for learning how to breakdance, beatbox and vogue. Learn how to express yourself with nothing but your own body. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/kqed-arts-school-music\">\u003cspan style=\"font-weight: 400\">Music with Art School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provides resources for learning how to make a beat, skratch like a DJ, use music for social justice and much more. Learn how different types of music can help heal some communities and create hope for others.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a free \u003c/b>\u003ca href=\"http://ca.pbslearningmedia.org/\">\u003cb>PBS LearningMedia account\u003c/b>\u003c/a>\u003cb> to save resources, create folders and build interactive lessons.\u003c/b>\u003c/p>\n\u003cp>\u003cb>PROFESSIONAL LEARNING \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Teach Sample Courses: Self Paced Professional Learning for Educators\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">(Find \u003c/span>\u003ca href=\"http://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">complete online courses offering here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/communicating-with-photography\">\u003cspan style=\"font-weight: 400\">Communicating with Photography\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">In this online, self paced professional learning course for educators you will:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Understand how photos communicate\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn the basics of photo composition\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Explore how lighting, perspective and filters change an image’s story\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create your own photo essay\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/digital-portfolios-with-maker-ed\">\u003cspan style=\"font-weight: 400\">Digital Portfolios with Maker Ed\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">In this online, self paced professional learning course for educators you will:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn how to make and support youth-designed portfolios\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn about \u003c/span>\u003ca href=\"http://makered.org/opp/\">\u003cspan style=\"font-weight: 400\">Maker Ed’s Open Portfolio Project\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Practice the documentation process and explore digital portfolios tools\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create your own digital portfolio.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/making-digital-comics\">\u003cspan style=\"font-weight: 400\">Making Digital Comics\u003c/span>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">In this online, self paced professional learning course for educators you will:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn how you might use digital comics in the classroom\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Explore different styles and genres of comics\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Learn the basic elements of the comic form\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>ADDITIONAL RESOURCES FROM PARTNERS\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explore \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1KUjIGzOYBvlC1KYiHEE5Engu79zOSZwQomjfnnEKpvE/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">art resources for educators and learners in this comprehensive working doc\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where you can find lesson plans, presentations, from California partners.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Real-World Data Connects the Classroom to Future Careers",
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"content": "\u003cp>Remember in elementary school when you came back from summer vacation and your teacher had you write an essay on what you did that summer? Well, here goes! This summer I participated in the \u003ca href=\"https://www.napalearns.org/napa-teachers-get-summer-jobs-via-industry-externships/\">NapaLearns-Hospitality Industry Partnership Externship\u003c/a>, which placed 18 teachers from the Napa Valley at various hotels and resorts in the region to learn about the hospitality industry and what type of skills they need in their team members.\u003c/p>\n\u003cp>According to the \u003ca href=\"https://napavalleyregister.com/business/napastat-that-s-the-current-number-of-leisure-and-hospitality/article_124b2790-04b3-5dc2-9dbe-9e668ee51f97.html\">Napa Valley Register\u003c/a>, there are currently 14,000 leisure and hospitality jobs in Napa County. And there are hundreds of hospitality and leisure jobs that need to be filled: chefs, housekeepers, architects, engineers, electricians, plumbers, carpenters, IT specialists…you name it. Many of these jobs are ones my students will apply for. The reason I wanted to be part of this externship was to help develop a working relationship between education and industry partners in order to make sure that my students are getting the education they need to be successful in their future careers.\u003c/p>\n\u003ch4>Day One: Back of the House\u003c/h4>\n\u003cp>I shadowed two sous chefs at the \u003ca href=\"https://meritagecollection.com/meritage-resort\">Meritage Resort and Spa\u003c/a> as they went through their daily routine. I learned that there is so much more that goes into running a kitchen than just cooking: creating menus, ordering ingredients, prepping for the next day’s menus, managing personnel and keeping (sometimes very large) groups of guests happy.\u003c/p>\n\u003cfigure id=\"attachment_530761\" class=\"wp-caption alignnone\" style=\"max-width: 4608px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530761 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/sous-chefs.jpg\" width=\"4608\" height=\"3456\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs.jpg 4608w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-520x390.jpg 520w\" sizes=\"(max-width: 4608px) 100vw, 4608px\">\u003cfigcaption class=\"wp-caption-text\">Daniel Garcia, Dan Rosales, and Jose Mejia \u003ccite>(Dan Rosales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sous chef Daniel Garcia was born in the United States, but at age five his family moved to Spain so his mother could work as a human resource director for Hilton Hotels and Resorts. You could say that hospitality is in his blood. Jose Mejia was born in Florida and has worked his way across the country. Both went to culinary school to obtain their skill sets.\u003c/p>\n\u003cp>Jose stated that when he was in school learning spreadsheets, he thought to himself that he would never use this again. Not true! The kitchen uses at least six different software programs, all of which rely on spreadsheets to organize data such as ingredients, food, equipment, clothing, guest rooms, restaurant seating, employee scheduling and payroll. As someone who teaches spreadsheet skills to my own students in my computer science and physics classes, this really hit home for me. I have many students who may not see the long-term benefit of working with this tool and knowing how to communicate effectively using spreadsheets. I immediately started thinking about how I would modify my data assignments to reflect this real-world application.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each sous chef has their own responsibilities, but they are always helping each other. Daniel stated that they try to keep the kitchen a friendly environment because sometimes they work very long hours together. Teamwork and communication seemed like the other important skills necessary for this work that I would take back to my students.\u003c/p>\n\u003ch4>Day Two: Front of the House\u003c/h4>\n\u003cfigure id=\"attachment_530768\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530768\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/hotel-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Auberge du Soleil\u003c/figcaption>\u003c/figure>\n\u003cp>I shadowed Sharon Wyatt, Director of Guest Services for \u003ca href=\"https://aubergedusoleil.aubergeresorts.com/\">Auberge du Soleil\u003c/a>, who reminds me of my Air Force Chief Master Sergeant who always had the pulse of the squadron. Sharon has the same air about her: she knows everything that is going on in all departments at all times and takes detailed notes that she puts in a database when time permits.\u003c/p>\n\u003cp>Every morning the supervisors of the all departments get together to go over what events are happening that day: how many rooms need to be turned, how many guests are checking in, and the number of restaurant reservations. I also observed the concierge uses database software to manage the details involved in planning a guest’s stay: from arranging spa time and wine tasting, to making reservations and transportation arrangements for dinner. The emphasis on communication between team-members and tracking via databases strongly reminded me of my back-of-the-house experience from the day before.\u003c/p>\n\u003cp>You only think of hospitality when you go on vacation, but when disaster strikes (such as a fire or an earthquake) the local hotels use their databases to keep track of guests that are evacuees and coordinate with local and state authorities to make sure that everyone gets shelter. Jeffrey Parungao, the manager of \u003ca href=\"https://www.napawineryinn.com/\">Napa Winery Inn\u003c/a>, helped us when we were evacuated for the Snell fire.\u003c/p>\n\u003ch4>Classroom Application\u003c/h4>\n\u003cp>The main takeaway I brought back to my students as a result of this externship: Find something you have a passion for, and get the training and skills that will enable you to make it a career. I learned how the industries in the Napa Valley use databases and information to run and promote their industries, and what skills they are looking for in their team members. They need people with strong communication skills and people that are fluent in computer software, which indicates the importance of beginning computer science classes for high school students.\u003c/p>\n\u003cp>I also developed an assignment based on this experience for my AP Computer Science Principles course that will support their AP requirements as well as build connections between computer science and real-world industry. Here is the assignment: Choose and research an industry of the Napa Valley, then use free infographic software like \u003ca href=\"https://www.canva.com/\">Canva\u003c/a> and \u003ca href=\"https://piktochart.com/\">Piktochart\u003c/a> to create a infographic on that industry. When my students learn how to build databases as a part of the assignment, they will build them based on a real-world situation that is related to their industry of choice. As a possible extension to the assignment, we can provide these databases to students in the financial algebra course to use for their own projects. It is my hope that the infographics the students created will also be used by the resorts on their websites.\u003c/p>\n\u003cfigure id=\"attachment_530769\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/infographic.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530769\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/infographic.png\" width=\"400\" height=\"2073\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/infographic.png 754w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/infographic-160x829.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/infographic-240x1244.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/infographic-375x1943.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/infographic-520x2694.png 520w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Infographic created by one of Dan’s students. \u003ccite>(Dan Rosales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch4>What’s Next\u003c/h4>\n\u003cp>Next year NapaLearns-Hospitality Industry Partnership plans to add more of the valley’s industries to its membership (wineries, hospitals, doctors and dentists’ offices, retail, auto, etc.), and to offer summer externships to 100 teachers from the Napa Valley. Colleagues, I highly recommend you apply next year in order to take back ideas on how to better prepare your students to integrate into the real world. I personally want to see how technology is being applied in these industries. I can’t wait to write next year’s summer vacation essay!\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cem>Editor’s Note:\u003c/em>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make infographics in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-infographics?utm_source=ITC&utm_medium=blog\">Making Infographics\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Remember in elementary school when you came back from summer vacation and your teacher had you write an essay on what you did that summer? Well, here goes! This summer I participated in the \u003ca href=\"https://www.napalearns.org/napa-teachers-get-summer-jobs-via-industry-externships/\">NapaLearns-Hospitality Industry Partnership Externship\u003c/a>, which placed 18 teachers from the Napa Valley at various hotels and resorts in the region to learn about the hospitality industry and what type of skills they need in their team members.\u003c/p>\n\u003cp>According to the \u003ca href=\"https://napavalleyregister.com/business/napastat-that-s-the-current-number-of-leisure-and-hospitality/article_124b2790-04b3-5dc2-9dbe-9e668ee51f97.html\">Napa Valley Register\u003c/a>, there are currently 14,000 leisure and hospitality jobs in Napa County. And there are hundreds of hospitality and leisure jobs that need to be filled: chefs, housekeepers, architects, engineers, electricians, plumbers, carpenters, IT specialists…you name it. Many of these jobs are ones my students will apply for. The reason I wanted to be part of this externship was to help develop a working relationship between education and industry partners in order to make sure that my students are getting the education they need to be successful in their future careers.\u003c/p>\n\u003ch4>Day One: Back of the House\u003c/h4>\n\u003cp>I shadowed two sous chefs at the \u003ca href=\"https://meritagecollection.com/meritage-resort\">Meritage Resort and Spa\u003c/a> as they went through their daily routine. I learned that there is so much more that goes into running a kitchen than just cooking: creating menus, ordering ingredients, prepping for the next day’s menus, managing personnel and keeping (sometimes very large) groups of guests happy.\u003c/p>\n\u003cfigure id=\"attachment_530761\" class=\"wp-caption alignnone\" style=\"max-width: 4608px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530761 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/sous-chefs.jpg\" width=\"4608\" height=\"3456\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs.jpg 4608w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/sous-chefs-520x390.jpg 520w\" sizes=\"(max-width: 4608px) 100vw, 4608px\">\u003cfigcaption class=\"wp-caption-text\">Daniel Garcia, Dan Rosales, and Jose Mejia \u003ccite>(Dan Rosales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sous chef Daniel Garcia was born in the United States, but at age five his family moved to Spain so his mother could work as a human resource director for Hilton Hotels and Resorts. You could say that hospitality is in his blood. Jose Mejia was born in Florida and has worked his way across the country. Both went to culinary school to obtain their skill sets.\u003c/p>\n\u003cp>Jose stated that when he was in school learning spreadsheets, he thought to himself that he would never use this again. Not true! The kitchen uses at least six different software programs, all of which rely on spreadsheets to organize data such as ingredients, food, equipment, clothing, guest rooms, restaurant seating, employee scheduling and payroll. As someone who teaches spreadsheet skills to my own students in my computer science and physics classes, this really hit home for me. I have many students who may not see the long-term benefit of working with this tool and knowing how to communicate effectively using spreadsheets. I immediately started thinking about how I would modify my data assignments to reflect this real-world application.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each sous chef has their own responsibilities, but they are always helping each other. Daniel stated that they try to keep the kitchen a friendly environment because sometimes they work very long hours together. Teamwork and communication seemed like the other important skills necessary for this work that I would take back to my students.\u003c/p>\n\u003ch4>Day Two: Front of the House\u003c/h4>\n\u003cfigure id=\"attachment_530768\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-530768\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/hotel-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-1200x800.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/hotel-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Auberge du Soleil\u003c/figcaption>\u003c/figure>\n\u003cp>I shadowed Sharon Wyatt, Director of Guest Services for \u003ca href=\"https://aubergedusoleil.aubergeresorts.com/\">Auberge du Soleil\u003c/a>, who reminds me of my Air Force Chief Master Sergeant who always had the pulse of the squadron. Sharon has the same air about her: she knows everything that is going on in all departments at all times and takes detailed notes that she puts in a database when time permits.\u003c/p>\n\u003cp>Every morning the supervisors of the all departments get together to go over what events are happening that day: how many rooms need to be turned, how many guests are checking in, and the number of restaurant reservations. I also observed the concierge uses database software to manage the details involved in planning a guest’s stay: from arranging spa time and wine tasting, to making reservations and transportation arrangements for dinner. The emphasis on communication between team-members and tracking via databases strongly reminded me of my back-of-the-house experience from the day before.\u003c/p>\n\u003cp>You only think of hospitality when you go on vacation, but when disaster strikes (such as a fire or an earthquake) the local hotels use their databases to keep track of guests that are evacuees and coordinate with local and state authorities to make sure that everyone gets shelter. Jeffrey Parungao, the manager of \u003ca href=\"https://www.napawineryinn.com/\">Napa Winery Inn\u003c/a>, helped us when we were evacuated for the Snell fire.\u003c/p>\n\u003ch4>Classroom Application\u003c/h4>\n\u003cp>The main takeaway I brought back to my students as a result of this externship: Find something you have a passion for, and get the training and skills that will enable you to make it a career. I learned how the industries in the Napa Valley use databases and information to run and promote their industries, and what skills they are looking for in their team members. They need people with strong communication skills and people that are fluent in computer software, which indicates the importance of beginning computer science classes for high school students.\u003c/p>\n\u003cp>I also developed an assignment based on this experience for my AP Computer Science Principles course that will support their AP requirements as well as build connections between computer science and real-world industry. Here is the assignment: Choose and research an industry of the Napa Valley, then use free infographic software like \u003ca href=\"https://www.canva.com/\">Canva\u003c/a> and \u003ca href=\"https://piktochart.com/\">Piktochart\u003c/a> to create a infographic on that industry. When my students learn how to build databases as a part of the assignment, they will build them based on a real-world situation that is related to their industry of choice. As a possible extension to the assignment, we can provide these databases to students in the financial algebra course to use for their own projects. It is my hope that the infographics the students created will also be used by the resorts on their websites.\u003c/p>\n\u003cfigure id=\"attachment_530769\" class=\"wp-caption alignnone\" style=\"max-width: 400px\">\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/infographic.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-530769\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/10/infographic.png\" width=\"400\" height=\"2073\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/infographic.png 754w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/infographic-160x829.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/infographic-240x1244.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/infographic-375x1943.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/10/infographic-520x2694.png 520w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Infographic created by one of Dan’s students. \u003ccite>(Dan Rosales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch4>What’s Next\u003c/h4>\n\u003cp>Next year NapaLearns-Hospitality Industry Partnership plans to add more of the valley’s industries to its membership (wineries, hospitals, doctors and dentists’ offices, retail, auto, etc.), and to offer summer externships to 100 teachers from the Napa Valley. Colleagues, I highly recommend you apply next year in order to take back ideas on how to better prepare your students to integrate into the real world. I personally want to see how technology is being applied in these industries. I can’t wait to write next year’s summer vacation essay!\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cem>Editor’s Note:\u003c/em>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make infographics in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-infographics?utm_source=ITC&utm_medium=blog\">Making Infographics\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How to Get Your Students to Read More? Peer Recommendations.",
"headTitle": "How to Get Your Students to Read More? Peer Recommendations. | KQED",
"content": "\u003cp>In my ongoing efforts to build a culture of reading in my classroom, I often overlook the best way to inspire a student to pick up a book: recommendations from a peer. How can my book talks ever hope to compete with a teenager enthusiastically pushing a book into a classmate’s hands? And while it used to be a struggle to find efficient ways for my students to share book recommendations with each other, today’s classroom offers myriad options.\u003c/p>\n\u003cp>Top of my list is the \u003ca href=\"https://ww2.kqed.org/pressroom/2018/03/22/kqed-education-launches-kqed-learn/\">KQED Learn platform from KQED\u003c/a>. Just in time for \u003ca href=\"https://www.pbs.org/the-great-american-read/home/\">PBS’s Great American Read\u003c/a> series, \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a> has launched a discussion about our favorite books. Students are invited to watch an \u003ca href=\"https://youtu.be/NdZiMGcHF_g\">Above the Noise video\u003c/a> about how technology might be affecting our reading habits, and then they are encouraged to post a recommendation of one of the best books they have read. Some of my students were proud to be included in the launch of the discussion:\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530726 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png\" width=\"1092\" height=\"635\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png 1092w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-800x465.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-1020x593.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-960x558.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-375x218.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-520x302.png 520w\" sizes=\"(max-width: 1092px) 100vw, 1092px\">\u003c/a>\u003c/p>\n\u003cp>Joining KQED Learn and creating a class is a \u003ca href=\"https://docs.google.com/presentation/d/1StbDNzPtJJ_Uy1RuiQnIWCzj2_Y9TK4BM6L_ASeMMfM/present?slide=id.p\">quick and easy process\u003c/a>, allowing students to get started on the site right away. After registering their accounts and adding a profile picture, my students wrote and posted recommendations of their favorite books. Then they started reading and replying to recommendations from other students, and adding to their growing list of “great books to read someday.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-530728\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Someday-list-800x444.png\" alt=\"\" width=\"800\" height=\"444\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-800x444.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-768x426.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1020x566.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1200x665.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1180x654.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-960x532.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1038x576.png 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-240x133.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-375x208.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-520x288.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list.png 1558w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One great feature of KQED Learn is that my students are able to learn from, investigate with and respond to students from all over the country. While most of our online work is done within a “walled garden,” where they only encounter students in our class or school domain, KQED Learn opens the door to students of any teachers on the Learn site. When my students interact with students there, they are exposed to lives, experiences and beliefs beyond their immediate community, which broadens their world view and deepens their empathy. This expansive walled garden helps my students build valuable digital citizenship skills as they learn to work online for academic purposes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the power of sharing good books with one another goes well beyond simply adding to a good book list. When students write about and read book reviews, they begin to engage in literary analysis for the most meaningful reason possible: because they love the stories. For instance, in Janessa’s recommendation of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Harry Potter\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> series, she commented that “\u003c/span>\u003cspan style=\"font-weight: 400\">Hermione is the main reason that they succeeded.” While that wasn’t the focus of her writing, a few classmates honed in on it and challenged her opinion:\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530730 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Janessas-book-rec.png\" width=\"1804\" height=\"798\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec.png 1804w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-800x354.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-768x340.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1020x451.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1200x531.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1180x522.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-960x425.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-240x106.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-375x166.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-520x230.png 520w\" sizes=\"(max-width: 1804px) 100vw, 1804px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530732 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa.png\" width=\"636\" height=\"892\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa.png 636w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-160x224.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-240x337.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-375x526.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-520x729.png 520w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because Janessa was writing about a beloved book, she didn’t hesitate to jump back into the discussion, defend her opinion, and even offer some evidence to backup her claim. If we want our students to tackle academic literary analysis, we should take cues from students like Janessa who wade right in when the topic is near and dear to their heart. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another benefit of moving discussions to an online space is that students are able to read, think about and respond more thoughtfully than they might in a traditional, face-to-face discussion. And since these conversations are stored on the KQED Learn site, we can return to them throughout the year, adding more good books, replying to more recommendations, and deciding once and for all if Hermione really was the main reason that she, Harry and Ron succeeded.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In my ongoing efforts to build a culture of reading in my classroom, I often overlook the best way to inspire a student to pick up a book: recommendations from a peer. How can my book talks ever hope to compete with a teenager enthusiastically pushing a book into a classmate’s hands? And while it used to be a struggle to find efficient ways for my students to share book recommendations with each other, today’s classroom offers myriad options.\u003c/p>\n\u003cp>Top of my list is the \u003ca href=\"https://ww2.kqed.org/pressroom/2018/03/22/kqed-education-launches-kqed-learn/\">KQED Learn platform from KQED\u003c/a>. Just in time for \u003ca href=\"https://www.pbs.org/the-great-american-read/home/\">PBS’s Great American Read\u003c/a> series, \u003ca href=\"https://learn.kqed.org/\">KQED Learn\u003c/a> has launched a discussion about our favorite books. Students are invited to watch an \u003ca href=\"https://youtu.be/NdZiMGcHF_g\">Above the Noise video\u003c/a> about how technology might be affecting our reading habits, and then they are encouraged to post a recommendation of one of the best books they have read. Some of my students were proud to be included in the launch of the discussion:\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530726 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png\" width=\"1092\" height=\"635\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students.png 1092w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-800x465.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-768x447.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-1020x593.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-960x558.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-240x140.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-375x218.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Kenilworth-students-520x302.png 520w\" sizes=\"(max-width: 1092px) 100vw, 1092px\">\u003c/a>\u003c/p>\n\u003cp>Joining KQED Learn and creating a class is a \u003ca href=\"https://docs.google.com/presentation/d/1StbDNzPtJJ_Uy1RuiQnIWCzj2_Y9TK4BM6L_ASeMMfM/present?slide=id.p\">quick and easy process\u003c/a>, allowing students to get started on the site right away. After registering their accounts and adding a profile picture, my students wrote and posted recommendations of their favorite books. Then they started reading and replying to recommendations from other students, and adding to their growing list of “great books to read someday.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-530728\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Someday-list-800x444.png\" alt=\"\" width=\"800\" height=\"444\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-800x444.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-768x426.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1020x566.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1200x665.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1180x654.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-960x532.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-1038x576.png 1038w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-240x133.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-375x208.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list-520x288.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Someday-list.png 1558w\" sizes=\"(max-width: 800px) 100vw, 800px\">\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\">One great feature of KQED Learn is that my students are able to learn from, investigate with and respond to students from all over the country. While most of our online work is done within a “walled garden,” where they only encounter students in our class or school domain, KQED Learn opens the door to students of any teachers on the Learn site. When my students interact with students there, they are exposed to lives, experiences and beliefs beyond their immediate community, which broadens their world view and deepens their empathy. This expansive walled garden helps my students build valuable digital citizenship skills as they learn to work online for academic purposes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the power of sharing good books with one another goes well beyond simply adding to a good book list. When students write about and read book reviews, they begin to engage in literary analysis for the most meaningful reason possible: because they love the stories. For instance, in Janessa’s recommendation of the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Harry Potter\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> series, she commented that “\u003c/span>\u003cspan style=\"font-weight: 400\">Hermione is the main reason that they succeeded.” While that wasn’t the focus of her writing, a few classmates honed in on it and challenged her opinion:\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530730 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Janessas-book-rec.png\" width=\"1804\" height=\"798\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec.png 1804w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-160x71.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-800x354.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-768x340.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1020x451.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1200x531.png 1200w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-1180x522.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-960x425.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-240x106.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-375x166.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Janessas-book-rec-520x230.png 520w\" sizes=\"(max-width: 1804px) 100vw, 1804px\">\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-530732 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa.png\" width=\"636\" height=\"892\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa.png 636w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-160x224.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-240x337.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-375x526.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/09/Replies-to-Janessa-520x729.png 520w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because Janessa was writing about a beloved book, she didn’t hesitate to jump back into the discussion, defend her opinion, and even offer some evidence to backup her claim. If we want our students to tackle academic literary analysis, we should take cues from students like Janessa who wade right in when the topic is near and dear to their heart. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another benefit of moving discussions to an online space is that students are able to read, think about and respond more thoughtfully than they might in a traditional, face-to-face discussion. And since these conversations are stored on the KQED Learn site, we can return to them throughout the year, adding more good books, replying to more recommendations, and deciding once and for all if Hermione really was the main reason that she, Harry and Ron succeeded.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"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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"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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"title": "PRI's The World: Latest Edition",
"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",
"title": "Radiolab",
"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": {
"id": "reveal",
"title": "Reveal",
"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.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
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