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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The students in my English classes read some of the best in nonfiction literature — Bryan Stevenson’s \u003c/span>\u003ca href=\"http://bryanstevenson.com/the-book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Just Mercy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Ta-Nehisi Coates’ \u003c/span>\u003ca href=\"http://ta-nehisicoates.com/books/between-the-world-and-me/\">\u003ci>\u003cspan style=\"font-weight: 400\">Between the World and Me\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Rebecca Skloot’s \u003c/span>\u003ca href=\"http://rebeccaskloot.com/the-immortal-life/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and to demonstrate their understanding of these texts, I recently decided to have them make a podcast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the students were skeptical, even fearful, at the thought of having to plan and produce this kind of work. And who could blame them? We all know how cringeworthy it can be to listen to our own voice. But the end results were inspiring and worthwhile.\u003c/span>\u003cspan style=\"font-weight: 400\">To listen to one particularly well-done, student produced podcast, click \u003c/span>\u003ca href=\"https://m.soundcloud.com/corinne-jackson-454043261/henrietta-lacks-podcast-52917\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11284 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529278\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png\" width=\"640\" height=\"340\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png 714w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-240x127.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-375x199.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-520x276.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For starters, the students read the book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">This book\u003c/span> \u003cspan style=\"font-weight: 400\">tells the story of how an African-American woman becomes an unwitting pioneer for medical breakthroughs when her cells were used without her consent to create the first immortal human cell line in the early 1950s\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading the book, I encouraged my students to work in groups and start “low-tech” by using the voice memo apps on their cell phones. Some groups conducted campus-wide polls. Others interviewed fellow students. Still others wrote scripts and then staged reenactments. After recording all of their content, I had them edit their podcasts in class using \u003c/span>\u003ca href=\"https://www.apple.com/mac/garageband/\">\u003cspan style=\"font-weight: 400\">GarageBand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.audacityteam.org/\">\u003cspan style=\"font-weight: 400\">Audacity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the editing phase was over, I asked each group to upload their podcast to \u003c/span>\u003ca href=\"https://soundcloud.com/\">\u003cspan style=\"font-weight: 400\">SoundCloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and then send me the link (consider using a hashtag for searchability). That way, I could easily share the links with their peers as well as any other interested party — colleagues, parents, the community at large.\u003c/span>\u003c/p>\n\u003ch4>Skills Demonstrated\u003c/h4>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Mastery of content: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">First off, they had to know the content well enough to be able to discuss it at length. I required that they reference a minimum of two passages from their books, which ultimately resulted in a kind of on-air close reading. Their discussions spanned everything from a rhetorical analysis to a conversation about the nuances of the political and social implications of their issue. Bottom line: they couldn’t fake their way through this assignment.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Tone development: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Inevitably, after listening to hours of professionally-produced podcasts, my students began to develop a mature tone for discussions. They spoke with fewer sentence fillers and more substance. They maintained focus on a particular question or passage until coming to a natural conclusion. And, it helped that they knew they would have listeners — their peers — who were both familiar with the medium and the content of the episode.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Group dynamics:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> I realize that group projects often result in some students getting stuck doing the work of three or four when other group members ditch them. Producing a podcast can escape this common problem if group members are asked to speak for an equal amount of time during the recording. The real fairness comes at the editing phase. If you have students edit their podcasts outside of class, it is not unlikely that one student will get stuck doing all the work, like adding intro music and cutting out all the “ums.” I tried to avoid this by giving students a significant amount of in-class editing time, as well as stressing that I didn’t expect the production aspect to be professional on their very first podcast. If you partner with an audiovisual class, though, you might make the editing more important. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Problem-solving:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Because this assignment requires students to engage with some form of technology, the problem-solving learning curve is always going to be steep. I tell my students that most professionals record and edit about four or five “trashed” podcasts before sharing their final product with the world,so they have realistic expectations for their final product. I try my best to remove the pressure by emphasizing that their final products might not sound like something on the iTunes Top 100. Experimenting with the tools is a lesson in itself.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Risk taking: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once students start hitting the record\u003c/span> \u003cspan style=\"font-weight: 400\">button, their creative fears seem to dwindle and the number of creative risks that they were willing to take became extremely satisfying to see. I’m not sure how many other projects would have resulted in (no joke) a group actually calling up the \u003c/span>\u003ca href=\"https://www.eji.org/\">\u003cspan style=\"font-weight: 400\">Equal Justice Initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and trying to schedule an interview with Bryan Stevenson himself (they got an on-air interview with a first-year Stanford law student working for the EJI, which is not a bad consolation prize). \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Putting out a finished product:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Having students create something that “lives” on the internet was both satisfying and terrifying. Sure, we think that this generation is comfortable putting their lives online, but in reality, publishing their final project was pretty intimidating. With the right encouragement, though, this pressure can result in a better product and some equally constructive feedback from peers. Publishing their podcasts to SoundCloud also showed them that they could produce a podcast for mass consumption on their own if they wanted. I realize most of them won’t, but I still like that it puts the idea in their minds … there’s no better reward than watching students learn to creatively and analytically think for themselves.\u003c/span>\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I didn’t care so much if the podcasts were ready for primetime. I was just satisfied that my students were invested in their final project — even proud of the final results — and that they seemed more invested in the texts we had studied. Best part, I got the impression that students would take some aspect of the project away and apply it to other classes and experiences. That for me was a win.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=22lGbAVWhro&vl=en\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.edutopia.org/podcasting-student-broadcasts\">Listening to Themselves: Podcasting Takes Lessons Beyond the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.chronicle.com/blogs/profhacker/four-mistakes-i-made-when-assigning-podcasts/41377\">Four Mistakes I Made When Assigning Podcasts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.readingrockets.org/article/creating-podcasts-your-students\">Creating Podcasts with Your Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">Inspired By Serial, Teens Create Podcasts As A Final Exam\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/10/in-defense-of-podcasting/\">The Power of Podcasting: A New Way for Students to Experience Narrative\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">Employing the ‘Serial’ Podcast as a Primary Text\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://www.usnews.com/education/blogs/high-school-notes/2016/02/29/high-school-teachers-tune-in-students-with-podcasts\">High School Teachers Tune In Students With Podcasts\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/10/how-listening-to-podcasts-helps-students-read-and-learn/\">How Listening to Podcasts Helps Students Read and Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The students in my English classes read some of the best in nonfiction literature — Bryan Stevenson’s \u003c/span>\u003ca href=\"http://bryanstevenson.com/the-book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Just Mercy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Ta-Nehisi Coates’ \u003c/span>\u003ca href=\"http://ta-nehisicoates.com/books/between-the-world-and-me/\">\u003ci>\u003cspan style=\"font-weight: 400\">Between the World and Me\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> and Rebecca Skloot’s \u003c/span>\u003ca href=\"http://rebeccaskloot.com/the-immortal-life/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> — and to demonstrate their understanding of these texts, I recently decided to have them make a podcast.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the students were skeptical, even fearful, at the thought of having to plan and produce this kind of work. And who could blame them? We all know how cringeworthy it can be to listen to our own voice. But the end results were inspiring and worthwhile.\u003c/span>\u003cspan style=\"font-weight: 400\">To listen to one particularly well-done, student produced podcast, click \u003c/span>\u003ca href=\"https://m.soundcloud.com/corinne-jackson-454043261/henrietta-lacks-podcast-52917\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11284 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529278\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png\" width=\"640\" height=\"340\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM.png 714w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-240x127.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-375x199.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/02/Screen-Shot-2018-02-04-at-5.14.20-PM-520x276.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">For starters, the students read the book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Immortal Life of Henrietta Lacks. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">This book\u003c/span> \u003cspan style=\"font-weight: 400\">tells the story of how an African-American woman becomes an unwitting pioneer for medical breakthroughs when her cells were used without her consent to create the first immortal human cell line in the early 1950s\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading the book, I encouraged my students to work in groups and start “low-tech” by using the voice memo apps on their cell phones. Some groups conducted campus-wide polls. Others interviewed fellow students. Still others wrote scripts and then staged reenactments. After recording all of their content, I had them edit their podcasts in class using \u003c/span>\u003ca href=\"https://www.apple.com/mac/garageband/\">\u003cspan style=\"font-weight: 400\">GarageBand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.audacityteam.org/\">\u003cspan style=\"font-weight: 400\">Audacity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the editing phase was over, I asked each group to upload their podcast to \u003c/span>\u003ca href=\"https://soundcloud.com/\">\u003cspan style=\"font-weight: 400\">SoundCloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and then send me the link (consider using a hashtag for searchability). That way, I could easily share the links with their peers as well as any other interested party — colleagues, parents, the community at large.\u003c/span>\u003c/p>\n\u003ch4>Skills Demonstrated\u003c/h4>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Mastery of content: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">First off, they had to know the content well enough to be able to discuss it at length. I required that they reference a minimum of two passages from their books, which ultimately resulted in a kind of on-air close reading. Their discussions spanned everything from a rhetorical analysis to a conversation about the nuances of the political and social implications of their issue. Bottom line: they couldn’t fake their way through this assignment.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Tone development: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Inevitably, after listening to hours of professionally-produced podcasts, my students began to develop a mature tone for discussions. They spoke with fewer sentence fillers and more substance. They maintained focus on a particular question or passage until coming to a natural conclusion. And, it helped that they knew they would have listeners — their peers — who were both familiar with the medium and the content of the episode.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Group dynamics:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> I realize that group projects often result in some students getting stuck doing the work of three or four when other group members ditch them. Producing a podcast can escape this common problem if group members are asked to speak for an equal amount of time during the recording. The real fairness comes at the editing phase. If you have students edit their podcasts outside of class, it is not unlikely that one student will get stuck doing all the work, like adding intro music and cutting out all the “ums.” I tried to avoid this by giving students a significant amount of in-class editing time, as well as stressing that I didn’t expect the production aspect to be professional on their very first podcast. If you partner with an audiovisual class, though, you might make the editing more important. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Problem-solving:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Because this assignment requires students to engage with some form of technology, the problem-solving learning curve is always going to be steep. I tell my students that most professionals record and edit about four or five “trashed” podcasts before sharing their final product with the world,so they have realistic expectations for their final product. I try my best to remove the pressure by emphasizing that their final products might not sound like something on the iTunes Top 100. Experimenting with the tools is a lesson in itself.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Risk taking: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once students start hitting the record\u003c/span> \u003cspan style=\"font-weight: 400\">button, their creative fears seem to dwindle and the number of creative risks that they were willing to take became extremely satisfying to see. I’m not sure how many other projects would have resulted in (no joke) a group actually calling up the \u003c/span>\u003ca href=\"https://www.eji.org/\">\u003cspan style=\"font-weight: 400\">Equal Justice Initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and trying to schedule an interview with Bryan Stevenson himself (they got an on-air interview with a first-year Stanford law student working for the EJI, which is not a bad consolation prize). \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Putting out a finished product:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Having students create something that “lives” on the internet was both satisfying and terrifying. Sure, we think that this generation is comfortable putting their lives online, but in reality, publishing their final project was pretty intimidating. With the right encouragement, though, this pressure can result in a better product and some equally constructive feedback from peers. Publishing their podcasts to SoundCloud also showed them that they could produce a podcast for mass consumption on their own if they wanted. I realize most of them won’t, but I still like that it puts the idea in their minds … there’s no better reward than watching students learn to creatively and analytically think for themselves.\u003c/span>\u003c/p>\n\u003ch4>Conclusion\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I didn’t care so much if the podcasts were ready for primetime. I was just satisfied that my students were invested in their final project — even proud of the final results — and that they seemed more invested in the texts we had studied. Best part, I got the impression that students would take some aspect of the project away and apply it to other classes and experiences. That for me was a win.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/22lGbAVWhro'\n title='//www.youtube.com/embed/22lGbAVWhro'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cul>\n\u003cli>\u003ca href=\"https://www.edutopia.org/podcasting-student-broadcasts\">Listening to Themselves: Podcasting Takes Lessons Beyond the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.chronicle.com/blogs/profhacker/four-mistakes-i-made-when-assigning-podcasts/41377\">Four Mistakes I Made When Assigning Podcasts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.readingrockets.org/article/creating-podcasts-your-students\">Creating Podcasts with Your Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">Inspired By Serial, Teens Create Podcasts As A Final Exam\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/education/2017/10/10/in-defense-of-podcasting/\">The Power of Podcasting: A New Way for Students to Experience Narrative\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/education/2016/08/30/employing-the-serial-podcast-as-a-primary-text/\">Employing the ‘Serial’ Podcast as a Primary Text\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://www.usnews.com/education/blogs/high-school-notes/2016/02/29/high-school-teachers-tune-in-students-with-podcasts\">High School Teachers Tune In Students With Podcasts\u003c/a>\u003c/li>\n\u003cli class=\"entry-title\">\u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/10/how-listening-to-podcasts-helps-students-read-and-learn/\">How Listening to Podcasts Helps Students Read and Learn\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"title": "Interactive Maps Help Students Visualize How 'Frankenstein' Tracked Down His Monster",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Students often struggle with picturing a novel’s characters and plot. Often referred to as “making a mental movie,” this skill is vital to getting through a long and complicated piece of literature. When students struggle to picture what they’re reading, reading itself becomes much more challenging. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every year, I teach \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to my senior English classes, and it is not uncommon for my students to struggle to imagine the story as we read it. Most of them have never been to Europe. Nor are they typically familiar with the streets of Geneva or the weather conditions of the Swiss Alps. How can I expect them to feel the bitter cold of the howling mountain winds as the Creature tracks Victor, if they can’t fathom the distance between Switzerland and the North Pole, or picture the mountain ranges looming over Europe?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address this issue, I have often asked students to do rudimentary contextual research before starting a novel, which I then have them use to produce short presentations using Google Slides. This works pretty well, though it won’t result in their interacting with the material as much as I’d like. When working with Slides, they’ll typically copy and paste the information (and hopefully cite it!), but they won’t \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">work\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with the information in any meaningful way. And if I ask them about their presentations a few days later, they’ll often scramble to pull up their work again, having completely forgotten what they said only a few days before. \u003c/span>\u003c/p>\n\u003ch4>The KQED Making Interactive Maps Course\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a KQED Teacher Ambassador, I’m encouraged to poke around the \u003c/span>\u003ca href=\"https://teach.kqed.org/courses/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform, and to take as many courses as I can. I started with the course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">\u003cspan style=\"font-weight: 400\">Making Interactive Maps \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">chiefly because of the word “interactive” in the title, and because it can easily be applied to context research. It also seemed like it might be able to solve some of the issues I’ve mentioned around helping students connect with the contextual information they need before starting a novel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course clearly lays out the number of modules one needs to complete, and each module has the approximate time commitment listed. I love that you can pick at the course in pieces \u003c/span>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003cspan style=\"font-weight: 400\">in other words, you don’t need to complete everything all at once. You can determine your own pace, and complete the modules and course in whatever time frame works for you. The lessons build on each other, however, so you do need to complete one module before proceeding to the next. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Specifically, Making Interactive Maps has three modules: five lessons on how to make a basic interactive map; seven lessons about adding layers to maps; and three to practice making interactive maps. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course concludes with the teacher making a lesson plan that is then shared on the platform. There’s a very handy template for those of us who are no longer in the habit of writing out formal lesson plans; this can help guide you through the process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The great thing about this KQED Teach course is how the call for a lesson plans forces you to create something based on what you’ve learned, rather than just thinking abstractly about the concepts. (KQED Teach stores these lesson plans in a searchable database accessible by anyone. This allows other teachers to see your brilliant lesson plans, and for you to see theirs!)\u003c/span>\u003c/p>\n\u003ch4>The Mapping Frankenstein Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing the course, I told my students that I had just learned about some new technology and I wanted to try it out with them. I figured the students were familiar with Google Maps, but I learned how limited their comprehension of Maps actually was by the time our new project was completed. Many of my students had no idea that \u003c/span>\u003ca href=\"https://www.google.com/maps/d/u/0/edit?mid=1Ux95dOR27pAi4bwYyffVrw1MjN4&ll=59.09844397263123%2C-3.091425999999956&z=10\">\u003cspan style=\"font-weight: 400\">you can build your own map\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529074 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/1.--1020x570.png\" width=\"640\" height=\"358\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1180x659.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--960x536.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--520x290.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.-.png 1339w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nor did they have an idea that you can \u003c/span>\u003ca href=\"https://drive.google.com/open?id=14ZRdzrd6AByM_FjTGaf1DrRJfgU&usp=sharing\">\u003cspan style=\"font-weight: 400\">populate \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">it with whatever information you have.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529075 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png\" width=\"640\" height=\"353\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-800x441.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-768x423.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1180x650.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-960x529.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-375x207.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-520x287.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM.png 1343w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we added each layer of information, it was fun to hear their conversations about how they might use this technology for non-school-related things, like building a map of San Jose to share with visitors. Most importantly, they learned a great deal about the various locations in the novel, which helped them form more accurate “mental movies” as they read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The KQED Teach course on interactive maps recommends that students begin with a base map and then add layers of information. For \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I broke my class into small groups and assigned each group a specific location from the story. I asked that each group include a certain amount of mapping per contextual layer of information. If distances are important to what you are teaching, you can ask students to create a layer that includes walking routes, which can be fun: how far did Victor have to walk to reach the North Pole?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps/making-interactive-maps-pt-2/lesson-plan-making-interactive-maps?id=1&type=lesson_plan&dml=1\">\u003cspan style=\"font-weight: 400\">Click here to view my lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the Mapping \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> assignment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I noticed that my students were much more engaged in processing, collecting, analyzing and interpreting contextual information in the novel as they put together the maps. Rather than simply copying and pasting information into a slideshow, they considered each piece of information, and how to include it in a relevant and informative way. There was a slightly larger time commitment upfront, as I had to lead the students through this new technology, but I consider it an investment, as they can now use both the maps for any other book or project we undertake.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\n\u003cp>https://www.youtube.com/watch?v=hAVXbop_kWs\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=dtDeZfffxWo\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=JNmfI2iCx-M\u003c/p>\n\u003ch4>\u003c/h4>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make interactive maps in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps\" target=\"_blank\" rel=\"noopener\">Making Interactive Maps\u003c/a> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Students often struggle with picturing a novel’s characters and plot. Often referred to as “making a mental movie,” this skill is vital to getting through a long and complicated piece of literature. When students struggle to picture what they’re reading, reading itself becomes much more challenging. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every year, I teach \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to my senior English classes, and it is not uncommon for my students to struggle to imagine the story as we read it. Most of them have never been to Europe. Nor are they typically familiar with the streets of Geneva or the weather conditions of the Swiss Alps. How can I expect them to feel the bitter cold of the howling mountain winds as the Creature tracks Victor, if they can’t fathom the distance between Switzerland and the North Pole, or picture the mountain ranges looming over Europe?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address this issue, I have often asked students to do rudimentary contextual research before starting a novel, which I then have them use to produce short presentations using Google Slides. This works pretty well, though it won’t result in their interacting with the material as much as I’d like. When working with Slides, they’ll typically copy and paste the information (and hopefully cite it!), but they won’t \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">work\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with the information in any meaningful way. And if I ask them about their presentations a few days later, they’ll often scramble to pull up their work again, having completely forgotten what they said only a few days before. \u003c/span>\u003c/p>\n\u003ch4>The KQED Making Interactive Maps Course\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a KQED Teacher Ambassador, I’m encouraged to poke around the \u003c/span>\u003ca href=\"https://teach.kqed.org/courses/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> platform, and to take as many courses as I can. I started with the course \u003c/span>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps-1\">\u003cspan style=\"font-weight: 400\">Making Interactive Maps \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">chiefly because of the word “interactive” in the title, and because it can easily be applied to context research. It also seemed like it might be able to solve some of the issues I’ve mentioned around helping students connect with the contextual information they need before starting a novel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course clearly lays out the number of modules one needs to complete, and each module has the approximate time commitment listed. I love that you can pick at the course in pieces \u003c/span>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003cspan style=\"font-weight: 400\">in other words, you don’t need to complete everything all at once. You can determine your own pace, and complete the modules and course in whatever time frame works for you. The lessons build on each other, however, so you do need to complete one module before proceeding to the next. \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\">Specifically, Making Interactive Maps has three modules: five lessons on how to make a basic interactive map; seven lessons about adding layers to maps; and three to practice making interactive maps. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The course concludes with the teacher making a lesson plan that is then shared on the platform. There’s a very handy template for those of us who are no longer in the habit of writing out formal lesson plans; this can help guide you through the process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The great thing about this KQED Teach course is how the call for a lesson plans forces you to create something based on what you’ve learned, rather than just thinking abstractly about the concepts. (KQED Teach stores these lesson plans in a searchable database accessible by anyone. This allows other teachers to see your brilliant lesson plans, and for you to see theirs!)\u003c/span>\u003c/p>\n\u003ch4>The Mapping Frankenstein Assignment\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">After completing the course, I told my students that I had just learned about some new technology and I wanted to try it out with them. I figured the students were familiar with Google Maps, but I learned how limited their comprehension of Maps actually was by the time our new project was completed. Many of my students had no idea that \u003c/span>\u003ca href=\"https://www.google.com/maps/d/u/0/edit?mid=1Ux95dOR27pAi4bwYyffVrw1MjN4&ll=59.09844397263123%2C-3.091425999999956&z=10\">\u003cspan style=\"font-weight: 400\">you can build your own map\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529074 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/1.--1020x570.png\" width=\"640\" height=\"358\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--1180x659.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--960x536.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--240x134.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--375x209.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.--520x290.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/1.-.png 1339w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nor did they have an idea that you can \u003c/span>\u003ca href=\"https://drive.google.com/open?id=14ZRdzrd6AByM_FjTGaf1DrRJfgU&usp=sharing\">\u003cspan style=\"font-weight: 400\">populate \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">it with whatever information you have.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11402 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-529075 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png\" width=\"640\" height=\"353\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1020x562.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-160x88.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-800x441.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-768x423.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-1180x650.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-960x529.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-672x372.png 672w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-240x132.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-375x207.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM-520x287.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-24-at-4.57.45-PM.png 1343w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we added each layer of information, it was fun to hear their conversations about how they might use this technology for non-school-related things, like building a map of San Jose to share with visitors. Most importantly, they learned a great deal about the various locations in the novel, which helped them form more accurate “mental movies” as they read.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The KQED Teach course on interactive maps recommends that students begin with a base map and then add layers of information. For \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I broke my class into small groups and assigned each group a specific location from the story. I asked that each group include a certain amount of mapping per contextual layer of information. If distances are important to what you are teaching, you can ask students to create a layer that includes walking routes, which can be fun: how far did Victor have to walk to reach the North Pole?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/making-interactive-maps/making-interactive-maps-pt-2/lesson-plan-making-interactive-maps?id=1&type=lesson_plan&dml=1\">\u003cspan style=\"font-weight: 400\">Click here to view my lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the Mapping \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Frankenstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> assignment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the end, I noticed that my students were much more engaged in processing, collecting, analyzing and interpreting contextual information in the novel as they put together the maps. Rather than simply copying and pasting information into a slideshow, they considered each piece of information, and how to include it in a relevant and informative way. There was a slightly larger time commitment upfront, as I had to lead the students through this new technology, but I consider it an investment, as they can now use both the maps for any other book or project we undertake.\u003c/span>\u003c/p>\n\u003ch4>Additional Resources\u003c/h4>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hAVXbop_kWs'\n title='//www.youtube.com/embed/hAVXbop_kWs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>https://www.youtube.com/watch?v=dtDeZfffxWo\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/JNmfI2iCx-M'\n title='//www.youtube.com/embed/JNmfI2iCx-M'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>\u003c/h4>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make interactive maps in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-interactive-maps\" target=\"_blank\" rel=\"noopener\">Making Interactive Maps\u003c/a> on \u003ca href=\"https://teach.kqed.org/\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Influential Leaders, Past and Present: 20 Black History Month Resources",
"headTitle": "Influential Leaders, Past and Present: 20 Black History Month Resources | KQED",
"content": "\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">For Black History Month, explore the contributions of prominent individuals beginning with this resource list highlighting influential black leaders of the past and present. These public media videos, images, and articles shed light on the significant achievements of both notable and lesser-known African American artists, scientists, innovators, educators, and activists. Use this list to consider the enduring legacy of inequality in the United States, both this month and throughout the year.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After introducing students to influential African American leaders in society, encourage them to think critically about the origins and observance of Black History Month by watching Shukree Hassan Tilghman’s documentary \u003c/span>\u003ca href=\"http://www.pbs.org/independentlens/films/more-than-a-month/\">\u003ci>\u003cspan style=\"font-weight: 400\">More than a Month\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Art and Culture\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">These painters, musicians, and photographers use art to drive social change, showcasing their work in a variety of contexts, from jazz clubs to Instagram. Explore these resources to learn more about how artistic expression helps individuals develop their personal and collective identities.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/pa11.vhssocst.us.indust.business.lawpury/picturing-america-jacob-lawrence-and-martin-puryear/#.WmDqsLenHIU\">Picturing America on Screen: Jacob Lawrence and Martin Puryear\u003c/a> (Video, Grades 6-12)\u003c/p>\n\u003cp>This video centers on the paintings of two influential artists, Jacob Lawrence and Martin Puryear. Lawrence’s \u003ci>Migration\u003c/i> series depicts the northern migration of African Americans and Puryear’s \u003ci>Ladder for Booker T. Washington\u003c/i>\u003cspan style=\"font-weight: 400\"> highlights the different phases of black history, from the Jim Crow period to integration and beyond.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to research a black artist of their choice and share their findings with the class. Were students familiar with the artists? What does their research illuminate about the appreciation and representation of black artists in the media?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.duke/duke/#.WmDqoLenHIU\">\u003cspan style=\"font-weight: 400\">Duke Ellington: The Piano Prince and His Orchestra\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 1-4)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video tells the story of Duke Ellington, influential jazz giant who toured the world as a performer and composer for almost fifty years. He made a huge impact on contemporary music by transcending traditional musical conventions.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Use Duke Ellington’s music as a jumping off point to discuss the Harlem Renaissance, a period of artistic innovation for writers, artists, and musicians. Show students a \u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.whatharlem/what-was-the-harlem-renaissance/#.WmeBy7enHIU\">short video\u003c/a> about the Harlem Renaissance or use this \u003ca href=\"https://ca.pbslearningmedia.org/resource/pbs_org14_fillmore_soc_2/the-fillmore-classroom-content-harlem-renaissance/#.WmeCY7enHIU\">lesson plan\u003c/a> to examine how San Francisco’s Fillmore District became a cultural center for the black community during the 1950s, much like Harlem during the 1920s.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/27c37b07-9d05-45a7-862d-3413f700c679/27c37b07-9d05-45a7-862d-3413f700c679/#.WmeAVLenHIV\">\u003cspan style=\"font-weight: 400\">Langston Hughes’ “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Primary Source Documents, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Langston Hughes, one of the greatest poets of the 20th century and a key figure in the Harlem Renaissance, by reading several of his poems, including “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students learn about the writing process by reading the five different drafts of “The Ballad of Booker T.” Afterwards, use other primary source documents from the Library of Congress to delve deeper into the art, music, and literature of the Harlem Renaissance. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/arts/2016/02/25/black-as-ink-revisiting-black-history-through-sf-artists-work/\">\u003cspan style=\"font-weight: 400\">Black as Ink: Revisiting Black History through SF Artist’s Work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Artwork, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These Instagram portraits created by Bay Area art director George McCalman honor black artists, activists, and educators, such as Kathleen Cleaver and Alain LeRoy Locke, who are often left out of history books.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to produce their own pieces of art, music, or writing to publish on Instagram.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/independentlens/films/through-a-lens-darkly/\">\u003cspan style=\"font-weight: 400\">Through a Lens Darkly: Black Photographers and the Emergence of a People\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying article \u003c/span>\u003ca href=\"https://ww2.kqed.org/arts/2015/02/06/celebrating-black-love-and-reclaiming-a-place-in-history/\">\u003cspan style=\"font-weight: 400\">Celebrating Black Love and Reclaiming a Place in History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch clips from Thomas Allen Harris’ documentary \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Through a Lens Darkly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which explores the role of photography in shaping the personal and cultural identities of African Americans.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students use the photographs to examine the role of art in constructing both identity and social change. Encourage them to take a photograph that represents their own cultural identity. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Science and Innovation \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether participating in climate change research, designing a jewelry business, working in aerospace engineering, or discovering hundreds of uses for the peanut, all of these individuals have contributed significantly to science and innovation. Use these resources to learn about the work of influential black scientists, engineers, and innovators. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-vid-george-w-carver/video/#.Wmd3Y7enHIU\">\u003cspan style=\"font-weight: 400\">George Washington Carver: Scientist, Inventor, and Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-lp-george-w-carver/george-w-carver/#.Wmd3bbenHIU\">\u003cspan style=\"font-weight: 400\">Primary Source Documents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video/Lesson Plan, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about the life and work of George Washington Carver, an influential botanist and agricultural chemist. After growing up in slavery and fighting to receive a basic education, he went on to revolutionize agriculture by pioneering the practice of crop rotation.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Introduce students to primary source documents, including a photograph of Carver outside the Tuskegee Institute and a transcript of his 1921 testimony to Congress. Encourage students to use these primary sources to analyze the intersectionality of science, education, and politics. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/arct14.sci.nvbarrier/barriers-for-black-scientists/#.WmEP27enHIU\">\u003cspan style=\"font-weight: 400\">Barriers for Black Scientists\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and excerpts from the film \u003c/span>\u003ca href=\"http://www.pbs.org/wgbh/nova/physics/forgotten-genius.html\">\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003c/a>\u003cb>\u003ci> (\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">Article and Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The film \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> centers on chemist Percy Julian and the discrimination he faced as an African American scientist.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to examine the lingering challenges faced by African Americans in STEM by talking to a scientist in the community. Help them represent their findings using quantitative methods, much like the article uses data to help portray the experiences of black scientists. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/2016/02/22/celebrating-bay-area-black-engineers/\">\u003cspan style=\"font-weight: 400\">Celebrating Bay Area Black Engineers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black engineers are underrepresented in engineering fields, making up less than seven percent of the engineering workforce. Learn about African American engineers in the San Francisco Bay Area who have helped increase diversity in engineering and other STEM fields.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to discuss diversity in STEM with an engineer in their community and share those findings with the class.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/bayareabites/2017/02/16/meet-freda-deknight-a-hidden-figure-and-titan-of-african-american-food/\">\u003cspan style=\"font-weight: 400\">Meet Freda DeKnight, a “Hidden Figure” and Titan of African American Food\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Freda DeKnight, a chef and culinary writer responsible for challenging stereotypes about African American food. Her cookbook brought widespread attention to African American cooking and culture, but she remains an “hidden figure” in United States history.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the article as a starting point to research other “hidden figures” who have been left out of U.S. history narratives because of their race, class, or gender. Why is it important that these individuals be recognized?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2017/06/16/black-bay-area-businesswomen-strive-to-beat-odds/\">\u003cspan style=\"font-weight: 400\">Bay Area Black Businesswomen Strive to Beat Odds\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">(Radio Segment and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This KQED report reveals the challenges faced by black businesswomen in San Francisco, such as Candice Cox, the owner of a profitable jewelry business.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to reflect on the social, economic, and political factors that limit the success of many black entrepreneurs.\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Education and Social Justice\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout history, African Americans have fought for racial equality against unimaginable odds. Engage with these resources to learn about educators and activists who have resisted slavery, segregation, and policy brutality in their collective fight for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/#.WmDqtbenHIU\">\u003cspan style=\"font-weight: 400\">Remembering Civil Rights Leader Dorothy Height, PBS NewsHour\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/?#.WmDtPrenHIU\">\u003cspan style=\"font-weight: 400\">Lesson Plan\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video highlights the accomplishments of Dorothy Height, a lifelong activist who played a key role in both the Civil Rights and Women’s Rights Movements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the lesson plan to help students think about how they can contribute to the fight for racial and gender equality. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.parks/rosa-parks/#.WmER1benHIU\">\u003cspan style=\"font-weight: 400\">Interview with Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosa Parks describes her role in the Montgomery Bus Boycott, where she refused to give up her seat to a white man. Her actions sparked a massive bus boycott that ended when the Supreme Court ruled that racial segregation on city buses was unconstitutional.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to consider the role of other women in both the Civil Rights Movement and current social movements. Facilitate a class discussion about the intersectionality of race and gender in the fight for social change.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.lucylaney/lucy-laney/#.WmDqubenHIU\">\u003cspan style=\"font-weight: 400\">The Rise and Fall of Jim Crow: Lucy Laney\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Lucy Laney, an influential educator who founded the Haines Normal and Industrial School during the Jim Crow era. She provided young, black women with the opportunity to become teachers and educate the next generation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to think about how the leadership of Laney and other women-of-color shaped the educational system by asking students to research another educator. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/885da785-598d-4037-8ce4-1a935ce6a788/the-black-panther-party-through-a-kqed-lens/#.WmDUC7enHIU\">\u003cspan style=\"font-weight: 400\">The Black Panther Party: Through a KQED Lens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These videos from the late 1960s and early 1970s showcase the political, artistic, and cultural influence of the Black Panther Party. Watch interviews with prominent party members including Huey Newton, Stokely Carmichael, and Eldridge and Kathleen Cleaver.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to research a member of the Black Panther Party in greater detail using these \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/dpla-pss-051/primary-source-set-the-black-power-movement/#.Wme0HLenHIU\">\u003cspan style=\"font-weight: 400\">primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/ruby-bridges-goes-to-school/\">\u003cspan style=\"font-weight: 400\">Ruby Bridges Goes to School \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(Video, Grades 2-6)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch footage of 6-year-old Ruby Bridges on her first day at an all-white elementary school and listen to her reflect on her experiences with desegregation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After watching the video, show students Norman Rockwell’s painting “The Problem We All Live With” and ask whether the expression of the girl in the painting seems to match Ruby Bridges’ personal account of her experiences. Encourage students to search for another pivotal moment that has been captured through art.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/03/09/bryan-stevenson-on-why-we-cant-forget-americas-troubled-racial-history/\">\u003cspan style=\"font-weight: 400\">Bryan Stevenson: On Teaching America’s Long History of Racial Injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with accompanying video \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=OY88OkjnPQ0\">\u003cspan style=\"font-weight: 400\">The Lynching of Private James Neely\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article/Interview/Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this interview with KQED, Bryan Stevenson discusses his work with the Equal Justice Initiative and stresses the importance of confronting the racial violence of America’s past and present.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Educate students about the horrors of lynching by showing a short video detailing the 1898 lynching of veteran Private James Neely. After watching the video, discuss the legacy of racism and violence against African Americans in the United States. Consider using this \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/arts/this-flag-once-protested-lynching-now-its-an-artists-response-to-police-violence\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to situate modern-day police violence in the context of history.\u003c/span>\u003c/p>\n\n",
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"description": "For Black History Month, explore the contributions of prominent individuals beginning with this resource list highlighting influential black leaders of the past and present. These public media videos, images, and articles shed light on the significant achievements of both notable and lesser-known African American artists, scientists, innovators, educators, and activists. Use this list to consider",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">For Black History Month, explore the contributions of prominent individuals beginning with this resource list highlighting influential black leaders of the past and present. These public media videos, images, and articles shed light on the significant achievements of both notable and lesser-known African American artists, scientists, innovators, educators, and activists. Use this list to consider the enduring legacy of inequality in the United States, both this month and throughout the year.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After introducing students to influential African American leaders in society, encourage them to think critically about the origins and observance of Black History Month by watching Shukree Hassan Tilghman’s documentary \u003c/span>\u003ca href=\"http://www.pbs.org/independentlens/films/more-than-a-month/\">\u003ci>\u003cspan style=\"font-weight: 400\">More than a Month\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Art and Culture\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">These painters, musicians, and photographers use art to drive social change, showcasing their work in a variety of contexts, from jazz clubs to Instagram. Explore these resources to learn more about how artistic expression helps individuals develop their personal and collective identities.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/pa11.vhssocst.us.indust.business.lawpury/picturing-america-jacob-lawrence-and-martin-puryear/#.WmDqsLenHIU\">Picturing America on Screen: Jacob Lawrence and Martin Puryear\u003c/a> (Video, Grades 6-12)\u003c/p>\n\u003cp>This video centers on the paintings of two influential artists, Jacob Lawrence and Martin Puryear. Lawrence’s \u003ci>Migration\u003c/i> series depicts the northern migration of African Americans and Puryear’s \u003ci>Ladder for Booker T. Washington\u003c/i>\u003cspan style=\"font-weight: 400\"> highlights the different phases of black history, from the Jim Crow period to integration and beyond.\u003cbr>\n\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\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to research a black artist of their choice and share their findings with the class. Were students familiar with the artists? What does their research illuminate about the appreciation and representation of black artists in the media?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.duke/duke/#.WmDqoLenHIU\">\u003cspan style=\"font-weight: 400\">Duke Ellington: The Piano Prince and His Orchestra\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 1-4)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video tells the story of Duke Ellington, influential jazz giant who toured the world as a performer and composer for almost fifty years. He made a huge impact on contemporary music by transcending traditional musical conventions.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Use Duke Ellington’s music as a jumping off point to discuss the Harlem Renaissance, a period of artistic innovation for writers, artists, and musicians. Show students a \u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.whatharlem/what-was-the-harlem-renaissance/#.WmeBy7enHIU\">short video\u003c/a> about the Harlem Renaissance or use this \u003ca href=\"https://ca.pbslearningmedia.org/resource/pbs_org14_fillmore_soc_2/the-fillmore-classroom-content-harlem-renaissance/#.WmeCY7enHIU\">lesson plan\u003c/a> to examine how San Francisco’s Fillmore District became a cultural center for the black community during the 1950s, much like Harlem during the 1920s.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/27c37b07-9d05-45a7-862d-3413f700c679/27c37b07-9d05-45a7-862d-3413f700c679/#.WmeAVLenHIV\">\u003cspan style=\"font-weight: 400\">Langston Hughes’ “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Primary Source Documents, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Langston Hughes, one of the greatest poets of the 20th century and a key figure in the Harlem Renaissance, by reading several of his poems, including “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students learn about the writing process by reading the five different drafts of “The Ballad of Booker T.” Afterwards, use other primary source documents from the Library of Congress to delve deeper into the art, music, and literature of the Harlem Renaissance. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/arts/2016/02/25/black-as-ink-revisiting-black-history-through-sf-artists-work/\">\u003cspan style=\"font-weight: 400\">Black as Ink: Revisiting Black History through SF Artist’s Work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Artwork, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These Instagram portraits created by Bay Area art director George McCalman honor black artists, activists, and educators, such as Kathleen Cleaver and Alain LeRoy Locke, who are often left out of history books.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to produce their own pieces of art, music, or writing to publish on Instagram.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/independentlens/films/through-a-lens-darkly/\">\u003cspan style=\"font-weight: 400\">Through a Lens Darkly: Black Photographers and the Emergence of a People\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying article \u003c/span>\u003ca href=\"https://ww2.kqed.org/arts/2015/02/06/celebrating-black-love-and-reclaiming-a-place-in-history/\">\u003cspan style=\"font-weight: 400\">Celebrating Black Love and Reclaiming a Place in History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch clips from Thomas Allen Harris’ documentary \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Through a Lens Darkly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which explores the role of photography in shaping the personal and cultural identities of African Americans.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students use the photographs to examine the role of art in constructing both identity and social change. Encourage them to take a photograph that represents their own cultural identity. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Science and Innovation \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether participating in climate change research, designing a jewelry business, working in aerospace engineering, or discovering hundreds of uses for the peanut, all of these individuals have contributed significantly to science and innovation. Use these resources to learn about the work of influential black scientists, engineers, and innovators. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-vid-george-w-carver/video/#.Wmd3Y7enHIU\">\u003cspan style=\"font-weight: 400\">George Washington Carver: Scientist, Inventor, and Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-lp-george-w-carver/george-w-carver/#.Wmd3bbenHIU\">\u003cspan style=\"font-weight: 400\">Primary Source Documents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video/Lesson Plan, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about the life and work of George Washington Carver, an influential botanist and agricultural chemist. After growing up in slavery and fighting to receive a basic education, he went on to revolutionize agriculture by pioneering the practice of crop rotation.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Introduce students to primary source documents, including a photograph of Carver outside the Tuskegee Institute and a transcript of his 1921 testimony to Congress. Encourage students to use these primary sources to analyze the intersectionality of science, education, and politics. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/arct14.sci.nvbarrier/barriers-for-black-scientists/#.WmEP27enHIU\">\u003cspan style=\"font-weight: 400\">Barriers for Black Scientists\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and excerpts from the film \u003c/span>\u003ca href=\"http://www.pbs.org/wgbh/nova/physics/forgotten-genius.html\">\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003c/a>\u003cb>\u003ci> (\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">Article and Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The film \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> centers on chemist Percy Julian and the discrimination he faced as an African American scientist.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to examine the lingering challenges faced by African Americans in STEM by talking to a scientist in the community. Help them represent their findings using quantitative methods, much like the article uses data to help portray the experiences of black scientists. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/2016/02/22/celebrating-bay-area-black-engineers/\">\u003cspan style=\"font-weight: 400\">Celebrating Bay Area Black Engineers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black engineers are underrepresented in engineering fields, making up less than seven percent of the engineering workforce. Learn about African American engineers in the San Francisco Bay Area who have helped increase diversity in engineering and other STEM fields.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to discuss diversity in STEM with an engineer in their community and share those findings with the class.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/bayareabites/2017/02/16/meet-freda-deknight-a-hidden-figure-and-titan-of-african-american-food/\">\u003cspan style=\"font-weight: 400\">Meet Freda DeKnight, a “Hidden Figure” and Titan of African American Food\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Freda DeKnight, a chef and culinary writer responsible for challenging stereotypes about African American food. Her cookbook brought widespread attention to African American cooking and culture, but she remains an “hidden figure” in United States history.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the article as a starting point to research other “hidden figures” who have been left out of U.S. history narratives because of their race, class, or gender. Why is it important that these individuals be recognized?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2017/06/16/black-bay-area-businesswomen-strive-to-beat-odds/\">\u003cspan style=\"font-weight: 400\">Bay Area Black Businesswomen Strive to Beat Odds\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">(Radio Segment and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This KQED report reveals the challenges faced by black businesswomen in San Francisco, such as Candice Cox, the owner of a profitable jewelry business.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to reflect on the social, economic, and political factors that limit the success of many black entrepreneurs.\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Education and Social Justice\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout history, African Americans have fought for racial equality against unimaginable odds. Engage with these resources to learn about educators and activists who have resisted slavery, segregation, and policy brutality in their collective fight for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/#.WmDqtbenHIU\">\u003cspan style=\"font-weight: 400\">Remembering Civil Rights Leader Dorothy Height, PBS NewsHour\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/?#.WmDtPrenHIU\">\u003cspan style=\"font-weight: 400\">Lesson Plan\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video highlights the accomplishments of Dorothy Height, a lifelong activist who played a key role in both the Civil Rights and Women’s Rights Movements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the lesson plan to help students think about how they can contribute to the fight for racial and gender equality. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.parks/rosa-parks/#.WmER1benHIU\">\u003cspan style=\"font-weight: 400\">Interview with Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosa Parks describes her role in the Montgomery Bus Boycott, where she refused to give up her seat to a white man. Her actions sparked a massive bus boycott that ended when the Supreme Court ruled that racial segregation on city buses was unconstitutional.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to consider the role of other women in both the Civil Rights Movement and current social movements. Facilitate a class discussion about the intersectionality of race and gender in the fight for social change.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.lucylaney/lucy-laney/#.WmDqubenHIU\">\u003cspan style=\"font-weight: 400\">The Rise and Fall of Jim Crow: Lucy Laney\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Lucy Laney, an influential educator who founded the Haines Normal and Industrial School during the Jim Crow era. She provided young, black women with the opportunity to become teachers and educate the next generation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to think about how the leadership of Laney and other women-of-color shaped the educational system by asking students to research another educator. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/885da785-598d-4037-8ce4-1a935ce6a788/the-black-panther-party-through-a-kqed-lens/#.WmDUC7enHIU\">\u003cspan style=\"font-weight: 400\">The Black Panther Party: Through a KQED Lens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These videos from the late 1960s and early 1970s showcase the political, artistic, and cultural influence of the Black Panther Party. Watch interviews with prominent party members including Huey Newton, Stokely Carmichael, and Eldridge and Kathleen Cleaver.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to research a member of the Black Panther Party in greater detail using these \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/dpla-pss-051/primary-source-set-the-black-power-movement/#.Wme0HLenHIU\">\u003cspan style=\"font-weight: 400\">primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/ruby-bridges-goes-to-school/\">\u003cspan style=\"font-weight: 400\">Ruby Bridges Goes to School \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(Video, Grades 2-6)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch footage of 6-year-old Ruby Bridges on her first day at an all-white elementary school and listen to her reflect on her experiences with desegregation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After watching the video, show students Norman Rockwell’s painting “The Problem We All Live With” and ask whether the expression of the girl in the painting seems to match Ruby Bridges’ personal account of her experiences. Encourage students to search for another pivotal moment that has been captured through art.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/03/09/bryan-stevenson-on-why-we-cant-forget-americas-troubled-racial-history/\">\u003cspan style=\"font-weight: 400\">Bryan Stevenson: On Teaching America’s Long History of Racial Injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with accompanying video \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=OY88OkjnPQ0\">\u003cspan style=\"font-weight: 400\">The Lynching of Private James Neely\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article/Interview/Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this interview with KQED, Bryan Stevenson discusses his work with the Equal Justice Initiative and stresses the importance of confronting the racial violence of America’s past and present.\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\">\u003cstrong>Teaching Tip:\u003c/strong> Educate students about the horrors of lynching by showing a short video detailing the 1898 lynching of veteran Private James Neely. After watching the video, discuss the legacy of racism and violence against African Americans in the United States. Consider using this \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/arts/this-flag-once-protested-lynching-now-its-an-artists-response-to-police-violence\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to situate modern-day police violence in the context of history.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>[media-credit name=\"Alain McLaughlin\" align=\"alignnone\" width=\"690\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528973\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-800x532.jpg\" width=\"690\" height=\"459\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-960x638.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-375x249.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-520x346.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021.jpg 1000w\" sizes=\"(max-width: 690px) 100vw, 690px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Friends, family, and community members filled our Silicon Valley Bureau on January 17 to help celebrate the work of seven student media makers from our Stepping Up Youth Media Challenge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were chosen from a number of local and national submissions to last fall’s challenge in which we asked students to share\u003c/span> \u003cspan style=\"font-weight: 400\">a story about how they’ve ‘stepped up’ to take action on an issue they’re passionate about.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bureau Chief and Senior Editor Tonya Mosley offered opening remarks, encouraging the youth media makers to continue telling their stories and the stories of their communities.\u003c/span>\u003c/p>\n\u003cp>[gallery type=\"slideshow\" link=\"none\" ids=\"528973,528974,528975,528980,528976,528977,528978,528979,528981,528982,528971\"]\u003c/p>\n\u003ch6 style=\"text-align: right\">\u003cem>Photo credit: Alain McLaughlin\u003c/em>\u003c/h6>\n\u003cp>\u003cspan style=\"font-weight: 400\">In panels and readings, the students shared how their videos and written pieces captured just a snapshot of the work they’re doing, and told us more about their hopes for the year ahead. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Areeta Wong and Judy Ng from San Mateo High School shared their inspiration for \u003c/span>\u003ca href=\"http://superposition.tech/#header\">\u003cspan style=\"font-weight: 400\">Superposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a hack-a-thon created for girls to combat the large gender disparity in the tech industry. At the showcase, they were able to connect with the parent of another student who works in the tech industry about attending their upcoming event. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gursimran Singh Panesar from Mills High School \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1eUC41q-fdIWwAPwwgqQWMyI6PeadJqqLe5bc3xmN4Q4/edit\">\u003cspan style=\"font-weight: 400\">raised money\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help rebuild the playground at The Anova Center for Education in Santa Rosa after it was destroyed by the Northern California fires last fall. So far he has raised over $3,000 for the school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To view the entire collection of student selections, check out this \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2018/01/22/these-high-school-students-are-stepping-up-for-change-in-their-communities/\">\u003cspan style=\"font-weight: 400\">curated list\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from The Lowdown.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>[media-credit name=\"Alain McLaughlin\" align=\"alignnone\" width=\"690\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528973\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-800x532.jpg\" width=\"690\" height=\"459\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-960x638.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-375x249.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021-520x346.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/KQED18YMC-021.jpg 1000w\" sizes=\"(max-width: 690px) 100vw, 690px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Friends, family, and community members filled our Silicon Valley Bureau on January 17 to help celebrate the work of seven student media makers from our Stepping Up Youth Media Challenge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students were chosen from a number of local and national submissions to last fall’s challenge in which we asked students to share\u003c/span> \u003cspan style=\"font-weight: 400\">a story about how they’ve ‘stepped up’ to take action on an issue they’re passionate about.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bureau Chief and Senior Editor Tonya Mosley offered opening remarks, encouraging the youth media makers to continue telling their stories and the stories of their communities.\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\">Areeta Wong and Judy Ng from San Mateo High School shared their inspiration for \u003c/span>\u003ca href=\"http://superposition.tech/#header\">\u003cspan style=\"font-weight: 400\">Superposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a hack-a-thon created for girls to combat the large gender disparity in the tech industry. At the showcase, they were able to connect with the parent of another student who works in the tech industry about attending their upcoming event. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gursimran Singh Panesar from Mills High School \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1eUC41q-fdIWwAPwwgqQWMyI6PeadJqqLe5bc3xmN4Q4/edit\">\u003cspan style=\"font-weight: 400\">raised money\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help rebuild the playground at The Anova Center for Education in Santa Rosa after it was destroyed by the Northern California fires last fall. So far he has raised over $3,000 for the school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To view the entire collection of student selections, check out this \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2018/01/22/these-high-school-students-are-stepping-up-for-change-in-their-communities/\">\u003cspan style=\"font-weight: 400\">curated list\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from The Lowdown.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Using Flipgrid in the High School U.S. History Class",
"headTitle": "Using Flipgrid in the High School U.S. History Class | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I am a high school U.S. History teacher and since 2016 have been using \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a video discussion platform designed to further K-12 student classroom conversation in a fun and interactive way. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s how it works.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_A-pbE9qXD4&t=145s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since first coming onto the educational scene in 2015, Flipgrid has exploded in popularity and for very good reason. In the high school U.S. History class alone, it’s an especially great teaching, learning and assessment tool. Better yet, it can be used in a variety of ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a Fligrid Ambassador, I’ve seen it used mostly to assess students’ factual knowledge. (How did the Spanish colonies differ from the colonies of the French and the British?; What was the most important turning point in the Vietnam War?) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fligrid also provides students with an opportunity to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reveal where they stand on a modern day, all-important issue \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at the same time hear where adults stand on the issue (as with this Flipgrid video: “\u003c/span>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">Do you think that statues located in a public space and honoring leaders of the Confederacy should be permitted to remain as a historical symbol or should they be removed because they are offensive to some people\u003c/span>\u003c/a>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take on a persona of a historical figure no longer alive and then, on Flipgrid, offer up comments as if that figure were to come back to life today. (What would Theodore Roosevelt say about President Trump? What would Thomas Jefferson say about the state of our democracy? What would John Dewey say about Common Core?)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give three reasons why the U.S. was justified, or not justified, to engage in some action. (for example: the entry into the Cuban War of Independence; the annexation of Hawaii; the internment of the Japanese during World War II.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a diary entry recorded at the end of some all-important day in American history with each student in the class being called upon to take on a different role. (The Great Chicago Fire \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a fireman, a student walking home from school and seeing the flames for the first time, a shop owner about to lose his business, etc.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, yes, of course Flipgrid is also used to assess students’ public speaking and listening skills.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet for as popular and versatile as Flipgrid is, teachers using Flipgrid will probably experience a learning curve before being able to master the platform. The below offers six ways to minimize that learning curve. \u003c/span>\u003c/p>\n\u003ch4>1. Use One Flipgrid Per Period\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This makes viewing, grading and evaluating the student videos easier. I open one window for Flipgrid and one window for my gradebook. With only one grid, you will waste time tabbing between the class periods in your gradebook as you view individual responses and try to remember which period that student is in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is hard to record in a class of 36, so most of my students record their videos at home. Since some do not have reliable access to the internet, I give students a range of days to complete their Flipgrids. This teaches students to be problem solvers. They figure out a way to get their work done whether they use the computer lab after school, go to a friend’s house or visit the public library. Don’t make all five classes turn in their Flipgrids at the same time! You just gave yourself 180-200+ videos to review. Make period one due on Monday, period two due on Wednesday, and so on. This makes it much easier for you to provide timely feedback without going crazy. \u003c/span>\u003c/p>\n\u003ch4>2. Provide Some Choice in What Students Are Recording\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you ask all of your students to summarize how the Panama Canal was built, you are going to get 180 plus videos that say the same thing. Your feedback will be repetitive, monotonous and you will want to stab yourself before you are halfway done. \u003c/span>\u003c/p>\n\u003ch4>3. Try to Give Students Some Video Feedback, Even if it Is Only 10-20 Seconds\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://youtu.be/hh72Mf8l9ps\">\u003cspan style=\"font-weight: 400\">reply \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that appears below was to a student who mispronounced key names practicing his speech on Flipgrid before giving the speech live in front of the class. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hh72Mf8l9ps&feature=youtu.be\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, Elvis was the student’s real name. Don’t be cruel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I like to use Erik Palmer’s \u003c/span>\u003ca href=\"http://pvlegs.com/effectiverubrics/\">\u003cspan style=\"font-weight: 400\">PVLEGS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework and evaluate student speaking one element at a time. Flipgrid’s feedback tool allows you to quickly assess student ideas and performances along a five-point scale. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Require that students provide their email address when recording a response. Otherwise, they will never see or hear your brilliant advice. I was able to correct this student’s error in the number of men killed in the Civil War before he printed out his paper. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528932\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528932\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png\" width=\"640\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png 449w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-240x146.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-375x228.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The feedback box reads: “Not really close to 1 million. 640K is beleived to be the more accurate total.”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://twitter.com/seanjfahey/status/907330228032294912?lang=en\">\u003cspan style=\"font-weight: 400\">Flipgrid Emoji Reaction Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created by @seanjfahey, is another pretty awesome way to provide students with some feedback.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528934\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg\" width=\"640\" height=\"866\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg 379w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-160x217.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-240x325.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-375x508.jpg 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>4. Set Participation Norms\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I started using Flipgrid for the first time, it was August and incredibly hot in Southern California. I got videos from 11\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> grade students whom I will call shirtless boy and sports bra girl. Remind your students that Flipgrid is a social platform so their peers, parents and maybe even the principal will be viewing their videos. You should caution students to avoid distracting background music, gum chewing, bad lighting and inappropriate language.\u003c/span>\u003c/p>\n\u003ch4>5. Don’t Go Overboard\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using Flipgrid too frequently will burn out your students on a great tool. When I first started, I got so excited by the tool that I assigned weekly Flipgrid assignments, which stressed out my students and participation plunged. Now I try to make my Flipgrid assignments a thought-processing piece on the way to a bigger project. I only assign them once or twice a month now. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>6. Leverage the Flipgrid community online. \u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Follow \u003c/span>\u003ca href=\"https://twitter.com/flipgrid\">\u003cspan style=\"font-weight: 400\">@Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Twitter. Scroll through the hashtags #Flipgrid, #FlipgridFever and #FlipgridAmbassador. This user base is not shy about sharing its best practices. Check out the \u003c/span>\u003ca href=\"http://blog.flipgrid.com/news/discovery\">\u003cspan style=\"font-weight: 400\">Topic Discovery Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and begin learning from creative teachers on a regular basis. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Conclusion\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the comment section below, I would love to hear about the Flipgrid assignments that you have created to challenge your students. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I am a high school U.S. History teacher and since 2016 have been using \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400\">Flipgrid\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a video discussion platform designed to further K-12 student classroom conversation in a fun and interactive way. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s how it works.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_A-pbE9qXD4'\n title='//www.youtube.com/embed/_A-pbE9qXD4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Since first coming onto the educational scene in 2015, Flipgrid has exploded in popularity and for very good reason. In the high school U.S. History class alone, it’s an especially great teaching, learning and assessment tool. Better yet, it can be used in a variety of ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a Fligrid Ambassador, I’ve seen it used mostly to assess students’ factual knowledge. (How did the Spanish colonies differ from the colonies of the French and the British?; What was the most important turning point in the Vietnam War?) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fligrid also provides students with an opportunity to:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Reveal where they stand on a modern day, all-important issue \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">and\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> at the same time hear where adults stand on the issue (as with this Flipgrid video: “\u003c/span>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">Do you think that statues located in a public space and honoring leaders of the Confederacy should be permitted to remain as a historical symbol or should they be removed because they are offensive to some people\u003c/span>\u003c/a>\u003ca href=\"https://flipgrid.com/c465b2\">\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Take on a persona of a historical figure no longer alive and then, on Flipgrid, offer up comments as if that figure were to come back to life today. (What would Theodore Roosevelt say about President Trump? What would Thomas Jefferson say about the state of our democracy? What would John Dewey say about Common Core?)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Give three reasons why the U.S. was justified, or not justified, to engage in some action. (for example: the entry into the Cuban War of Independence; the annexation of Hawaii; the internment of the Japanese during World War II.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a diary entry recorded at the end of some all-important day in American history with each student in the class being called upon to take on a different role. (The Great Chicago Fire \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> a fireman, a student walking home from school and seeing the flames for the first time, a shop owner about to lose his business, etc.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, yes, of course Flipgrid is also used to assess students’ public speaking and listening skills.\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\">Yet for as popular and versatile as Flipgrid is, teachers using Flipgrid will probably experience a learning curve before being able to master the platform. The below offers six ways to minimize that learning curve. \u003c/span>\u003c/p>\n\u003ch4>1. Use One Flipgrid Per Period\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">This makes viewing, grading and evaluating the student videos easier. I open one window for Flipgrid and one window for my gradebook. With only one grid, you will waste time tabbing between the class periods in your gradebook as you view individual responses and try to remember which period that student is in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is hard to record in a class of 36, so most of my students record their videos at home. Since some do not have reliable access to the internet, I give students a range of days to complete their Flipgrids. This teaches students to be problem solvers. They figure out a way to get their work done whether they use the computer lab after school, go to a friend’s house or visit the public library. Don’t make all five classes turn in their Flipgrids at the same time! You just gave yourself 180-200+ videos to review. Make period one due on Monday, period two due on Wednesday, and so on. This makes it much easier for you to provide timely feedback without going crazy. \u003c/span>\u003c/p>\n\u003ch4>2. Provide Some Choice in What Students Are Recording\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you ask all of your students to summarize how the Panama Canal was built, you are going to get 180 plus videos that say the same thing. Your feedback will be repetitive, monotonous and you will want to stab yourself before you are halfway done. \u003c/span>\u003c/p>\n\u003ch4>3. Try to Give Students Some Video Feedback, Even if it Is Only 10-20 Seconds\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://youtu.be/hh72Mf8l9ps\">\u003cspan style=\"font-weight: 400\">reply \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">that appears below was to a student who mispronounced key names practicing his speech on Flipgrid before giving the speech live in front of the class. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hh72Mf8l9ps'\n title='//www.youtube.com/embed/hh72Mf8l9ps'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Yes, Elvis was the student’s real name. Don’t be cruel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I like to use Erik Palmer’s \u003c/span>\u003ca href=\"http://pvlegs.com/effectiverubrics/\">\u003cspan style=\"font-weight: 400\">PVLEGS\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework and evaluate student speaking one element at a time. Flipgrid’s feedback tool allows you to quickly assess student ideas and performances along a five-point scale. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Require that students provide their email address when recording a response. Otherwise, they will never see or hear your brilliant advice. I was able to correct this student’s error in the number of men killed in the Civil War before he printed out his paper. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_528932\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">[media-credit standalone=0 id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528932\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png\" width=\"640\" height=\"389\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM.png 449w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-240x146.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/Screen-Shot-2018-01-17-at-8.07.18-PM-375x228.png 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">The feedback box reads: “Not really close to 1 million. 640K is beleived to be the more accurate total.”\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://twitter.com/seanjfahey/status/907330228032294912?lang=en\">\u003cspan style=\"font-weight: 400\">Flipgrid Emoji Reaction Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created by @seanjfahey, is another pretty awesome way to provide students with some feedback.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11344 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528934\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg\" width=\"640\" height=\"866\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1.jpg 379w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-160x217.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-240x325.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/DJd7iqgVoAA2EpW-1-375x508.jpg 375w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003ch4>4. Set Participation Norms\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I started using Flipgrid for the first time, it was August and incredibly hot in Southern California. I got videos from 11\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> grade students whom I will call shirtless boy and sports bra girl. Remind your students that Flipgrid is a social platform so their peers, parents and maybe even the principal will be viewing their videos. You should caution students to avoid distracting background music, gum chewing, bad lighting and inappropriate language.\u003c/span>\u003c/p>\n\u003ch4>5. Don’t Go Overboard\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using Flipgrid too frequently will burn out your students on a great tool. When I first started, I got so excited by the tool that I assigned weekly Flipgrid assignments, which stressed out my students and participation plunged. Now I try to make my Flipgrid assignments a thought-processing piece on the way to a bigger project. I only assign them once or twice a month now. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>6. Leverage the Flipgrid community online. \u003c/strong>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Follow \u003c/span>\u003ca href=\"https://twitter.com/flipgrid\">\u003cspan style=\"font-weight: 400\">@Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Twitter. Scroll through the hashtags #Flipgrid, #FlipgridFever and #FlipgridAmbassador. This user base is not shy about sharing its best practices. Check out the \u003c/span>\u003ca href=\"http://blog.flipgrid.com/news/discovery\">\u003cspan style=\"font-weight: 400\">Topic Discovery Library\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and begin learning from creative teachers on a regular basis. \u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Conclusion\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Are there ideals that unite Americans? How can educators help students explore the values we have in common and discuss the differences that divide us?\u003c/p>\n\u003cp>Stanford professors Condoleezza Rice and David Kennedy teamed up across party lines to ask these questions in the new film \u003ca href=\"https://www.americancreed.org/\">\u003ci>American Creed\u003c/i>\u003c/a>. Now, teachers can take a first look and find out how to bring the film to students.\u003c/p>\n\u003cp>KQED is hosting an \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-w-special-guest-david-kennedy-tickets-41436737397\">in-person advanced screening\u003c/a> of \u003ci>American Creed \u003c/i>for Bay Area educators with special guests David Kennedy and filmmakers Sam Ball and Kate Stilley Steiner. There will also be three online screenings for teachers everywhere. All screenings will feature resources to spur conversation, writing and media-making with students based on the film.\u003c/p>\n\u003ch4>\u003cb>Be our guest!\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>Join us in Studio A at KQED from \u003cb>5-8 p.m. on Thursday, Feb. 22, \u003c/b>for an advanced screening of the full film and Q&A with David Kennedy and the filmmakers. There will be food, drink, special giveaways, time to connect with other educators and a chance to hang out at your favorite public media station.\u003c/p>\n\u003cp>Spots are limited. \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-tickets-41436737397\">Sign up now\u003c/a> and feel free to bring a friend!\u003c/p>\n\u003cfigure id=\"attachment_528998\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528998 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-520x293.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Professors David Kennedy and Condoleezza Rice came together across party lines to talk about the American values that unite us.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>American Creed\u003c/em>, a one-hour documentary, features stories of unlikely activists, including baseball manager Joe Maddon, novelist Junot Diaz and others who share ways they’ve created community, connected with fellow citizens and built bridges across political divides. Interspersed among the stories, first-generation college students discuss what an American creed means to them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Young people’s voices are at the heart of \u003ci>American Creed\u003c/i>, and organizations like the National Writing Project and Facing History and Ourselves have teamed up with PBS and Citizen Film to create extensive classroom resources designed to get students talking about these vital issues. Many of the diverse stories in \u003cem>American Creed\u003c/em> can be used in upper elementary classrooms, as well as middle school, high school and beyond.\u003c/p>\n\u003ch4>\u003cb>Can’t make the in-person screening? \u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Join an online OVEE screening\u003c/a> and thematic discussion of select clips from \u003ci>American Creed\u003c/i>. KQED will co-host the screening with educators who will share ideas and resources for using the film with students. The OVEE platform allows viewers to join an online screening from any connected computer.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Sign up\u003c/a> to learn more about attending a screening.\u003c/p>\n\u003ch4>KQED/American Creed OVEE screening dates and discussion themes\u003c/h4>\n\u003cp>\u003cb>Thursday, March 1, 4 p.m. PT: \u003c/b>“What are our American Values?” Dawn Reed, co-director of the Red Cedar Writing Project, Michigan State University and Molly Robbins, Denver Writing Project\u003c/p>\n\u003cp>\u003cb>Tuesday, March 6, 4:30 pm PT: \u003c/b>“Building Bridges Across Differences” with Liana Gamber-Thompson, Educator Innovator\u003c/p>\n\u003cp>\u003cb>Thursday, March 8, 4:00 pm PT:\u003c/b> “What does it mean to be an American?” with Casey Olsen, Montana Writing Project\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>American Creed\u003c/em> airs on KQED at 9 p.m. on February 27.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Are there ideals that unite Americans? How can educators help students explore the values we have in common and discuss the differences that divide us?\u003c/p>\n\u003cp>Stanford professors Condoleezza Rice and David Kennedy teamed up across party lines to ask these questions in the new film \u003ca href=\"https://www.americancreed.org/\">\u003ci>American Creed\u003c/i>\u003c/a>. Now, teachers can take a first look and find out how to bring the film to students.\u003c/p>\n\u003cp>KQED is hosting an \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-w-special-guest-david-kennedy-tickets-41436737397\">in-person advanced screening\u003c/a> of \u003ci>American Creed \u003c/i>for Bay Area educators with special guests David Kennedy and filmmakers Sam Ball and Kate Stilley Steiner. There will also be three online screenings for teachers everywhere. All screenings will feature resources to spur conversation, writing and media-making with students based on the film.\u003c/p>\n\u003ch4>\u003cb>Be our guest!\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>Join us in Studio A at KQED from \u003cb>5-8 p.m. on Thursday, Feb. 22, \u003c/b>for an advanced screening of the full film and Q&A with David Kennedy and the filmmakers. There will be food, drink, special giveaways, time to connect with other educators and a chance to hang out at your favorite public media station.\u003c/p>\n\u003cp>Spots are limited. \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-tickets-41436737397\">Sign up now\u003c/a> and feel free to bring a friend!\u003c/p>\n\u003cfigure id=\"attachment_528998\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528998 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-520x293.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Professors David Kennedy and Condoleezza Rice came together across party lines to talk about the American values that unite us.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>American Creed\u003c/em>, a one-hour documentary, features stories of unlikely activists, including baseball manager Joe Maddon, novelist Junot Diaz and others who share ways they’ve created community, connected with fellow citizens and built bridges across political divides. Interspersed among the stories, first-generation college students discuss what an American creed means to them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Young people’s voices are at the heart of \u003ci>American Creed\u003c/i>, and organizations like the National Writing Project and Facing History and Ourselves have teamed up with PBS and Citizen Film to create extensive classroom resources designed to get students talking about these vital issues. Many of the diverse stories in \u003cem>American Creed\u003c/em> can be used in upper elementary classrooms, as well as middle school, high school and beyond.\u003c/p>\n\u003ch4>\u003cb>Can’t make the in-person screening? \u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Join an online OVEE screening\u003c/a> and thematic discussion of select clips from \u003ci>American Creed\u003c/i>. KQED will co-host the screening with educators who will share ideas and resources for using the film with students. The OVEE platform allows viewers to join an online screening from any connected computer.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Sign up\u003c/a> to learn more about attending a screening.\u003c/p>\n\u003ch4>KQED/American Creed OVEE screening dates and discussion themes\u003c/h4>\n\u003cp>\u003cb>Thursday, March 1, 4 p.m. PT: \u003c/b>“What are our American Values?” Dawn Reed, co-director of the Red Cedar Writing Project, Michigan State University and Molly Robbins, Denver Writing Project\u003c/p>\n\u003cp>\u003cb>Tuesday, March 6, 4:30 pm PT: \u003c/b>“Building Bridges Across Differences” with Liana Gamber-Thompson, Educator Innovator\u003c/p>\n\u003cp>\u003cb>Thursday, March 8, 4:00 pm PT:\u003c/b> “What does it mean to be an American?” with Casey Olsen, Montana Writing Project\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>American Creed\u003c/em> airs on KQED at 9 p.m. on February 27.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>What do your students think of the state of the union? Will they be watching on January 30 when President Trump takes the podium for one of the most-watched political events of the year?\u003c/p>\n\u003cp>Help students discuss the issues, fact-check the speech and evaluate the arguments with these resources for bringing the State of the Union into your classroom, including the ever-popular State of the Union bingo!\u003c/p>\n\u003cp>This year, Bay Area students will join KQED at The Mix at the San Francisco Public Library’s main branch to watch the speech and create media in response to what they hear from the president. The event is one of several media-making “break-a-thons” nationwide inspired by the \u003ca href=\"https://thelamp.org/22x20/\">22×20 campaign\u003c/a>, a national initiative promoting youth civic action. The name 22×20 refers to the 22 million teens who will be eligible to vote in the 2020 general election.\u003c/p>\n\u003cp>If you’re interested in bringing a group of young people (ages 13-18) to the event at The Mix, contact Chanelle Ignant, \u003ca href=\"mailto:cignant@kqed.org\">cignant@kqed.org\u003c/a>\u003c/p>\n\u003cp>Can’t join the break-a-thon in person? Here are some resources and ideas for bringing the State of the Union to your students and connecting them online to other young people during the speech.\u003c/p>\n\u003ch3>\u003cb>Before the speech\u003c/b>\u003c/h3>\n\u003cp>Get your students up to speed on the issues likely to be discussed on January 30. Start with \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown’s advanced coverage\u003c/a> of this year’s State of the Union, which includes a rundown of six key issues and \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-2016-Bingo.pdf\">the promised bingo card\u003c/a>!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For a deeper look at some of the issues, check out previous coverage from The Lowdown:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/immigration/\">Immigration \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/02/how-north-korea-became-one-of-the-americas-biggest-security-threats-a-brief-history-with-lesson-plan/\">North Korea\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/12/20/six-solid-resources-for-making-some-sense-of-the-republican-tax-plan/\">Tax reform\u003c/a> and \u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/money-and-taxes/\">economic policy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/civil-rights-struggles/\">Civil rights and liberties\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-Lesson-Plan.pdf\">This lesson plan\u003c/a> gives ideas for preparing students to watch the speech live. It recommends students choose one issue they feel strongly about, then focus on that topic as they watch the speech.\u003c/p>\n\u003ch3>\u003cb>During the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Connect online: \u003c/b>Students can discuss the speech with peers around the country on social media using the hashtag \u003cb>#22×20 \u003c/b>and \u003cstrong>#SOTU18\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Film a response:\u003c/b> Students can record their thoughts about the issues on our \u003ca href=\"https://flipgrid.com/cct6ej\">State of the Union grid\u003c/a> on Flipgrid, a free video discussion platform.\u003c/p>\n\u003cp>\u003cb>Fact-check:\u003c/b> Students can fact-check statements about an issue they care about or monitor fact-checking sites, like \u003ca href=\"http://www.politifact.com\">Politifact\u003c/a>, which will be posting live updates during the speech.\u003c/p>\n\u003cp>\u003cb>Make a meme:\u003c/b> At KQED’s break-a-thon, we’ll be making memes related to issues that come up in the speech. Memes are short, visual statements that use well-known images to communicate an idea or opinion. Students can create memes using a number of free generators, then share their creations on social media and with the class the next day. Don’t forget the \u003cb>#22×20\u003c/b> hashtag!\u003c/p>\n\u003cp>\u003cb>Democratic response:\u003c/b> Remind students that a response by a Democrat will follow Trump’s speech. The party who is not currently occupying the White House typically gives a televised response in a tradition dating back to 1966. Students can also make memes, share online responses and fact-check the Democratic response.\u003c/p>\n\u003ch3>\u003cb>After the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Debate and annotate:\u003c/b> Discuss the speech and ask students to share what they learned about their chosen issue. The State of the Union transcript will be available shortly after the speech. To spur discussion and allow everyone to share their ideas, students can annotate the speech online as a class using \u003ca href=\"https://web.hypothes.is/education/\">hypothesis\u003c/a>, a free web annotation tool. To learn more about online annotation, check out \u003ca href=\"https://teach.kqed.org/course/digital-annotation-with-hypothesis\">these resources\u003c/a> on KQED Teach.\u003c/p>\n\u003cp>\u003cb>Your own State of the Union:\u003c/b> How would your students define the state of the union? What ideas do they have for steering the nation? Students write their own state of the union speeches, or add their ideas to the class’s collective speech. Then share the speeches on \u003ca href=\"https://flipgrid.com/cct6ej\">Flipgrid\u003c/a> or in the comments of \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown post\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more information about how your students and future voters can make their voices heard, check out KQED’s \u003ca href=\"https://ww2.kqed.org/education/2017/02/07/local-election-toolkit/\">Local Election Toolkit\u003c/a> and \u003ca href=\"http://thelamp.org/22-million-2020-campaign/\">22×20 campaign\u003c/a> sponsored by The Lamp.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What do your students think of the state of the union? Will they be watching on January 30 when President Trump takes the podium for one of the most-watched political events of the year?\u003c/p>\n\u003cp>Help students discuss the issues, fact-check the speech and evaluate the arguments with these resources for bringing the State of the Union into your classroom, including the ever-popular State of the Union bingo!\u003c/p>\n\u003cp>This year, Bay Area students will join KQED at The Mix at the San Francisco Public Library’s main branch to watch the speech and create media in response to what they hear from the president. The event is one of several media-making “break-a-thons” nationwide inspired by the \u003ca href=\"https://thelamp.org/22x20/\">22×20 campaign\u003c/a>, a national initiative promoting youth civic action. The name 22×20 refers to the 22 million teens who will be eligible to vote in the 2020 general election.\u003c/p>\n\u003cp>If you’re interested in bringing a group of young people (ages 13-18) to the event at The Mix, contact Chanelle Ignant, \u003ca href=\"mailto:cignant@kqed.org\">cignant@kqed.org\u003c/a>\u003c/p>\n\u003cp>Can’t join the break-a-thon in person? Here are some resources and ideas for bringing the State of the Union to your students and connecting them online to other young people during the speech.\u003c/p>\n\u003ch3>\u003cb>Before the speech\u003c/b>\u003c/h3>\n\u003cp>Get your students up to speed on the issues likely to be discussed on January 30. Start with \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown’s advanced coverage\u003c/a> of this year’s State of the Union, which includes a rundown of six key issues and \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-2016-Bingo.pdf\">the promised bingo card\u003c/a>!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For a deeper look at some of the issues, check out previous coverage from The Lowdown:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/immigration/\">Immigration \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/02/how-north-korea-became-one-of-the-americas-biggest-security-threats-a-brief-history-with-lesson-plan/\">North Korea\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/12/20/six-solid-resources-for-making-some-sense-of-the-republican-tax-plan/\">Tax reform\u003c/a> and \u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/money-and-taxes/\">economic policy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/civil-rights-struggles/\">Civil rights and liberties\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-Lesson-Plan.pdf\">This lesson plan\u003c/a> gives ideas for preparing students to watch the speech live. It recommends students choose one issue they feel strongly about, then focus on that topic as they watch the speech.\u003c/p>\n\u003ch3>\u003cb>During the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Connect online: \u003c/b>Students can discuss the speech with peers around the country on social media using the hashtag \u003cb>#22×20 \u003c/b>and \u003cstrong>#SOTU18\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Film a response:\u003c/b> Students can record their thoughts about the issues on our \u003ca href=\"https://flipgrid.com/cct6ej\">State of the Union grid\u003c/a> on Flipgrid, a free video discussion platform.\u003c/p>\n\u003cp>\u003cb>Fact-check:\u003c/b> Students can fact-check statements about an issue they care about or monitor fact-checking sites, like \u003ca href=\"http://www.politifact.com\">Politifact\u003c/a>, which will be posting live updates during the speech.\u003c/p>\n\u003cp>\u003cb>Make a meme:\u003c/b> At KQED’s break-a-thon, we’ll be making memes related to issues that come up in the speech. Memes are short, visual statements that use well-known images to communicate an idea or opinion. Students can create memes using a number of free generators, then share their creations on social media and with the class the next day. Don’t forget the \u003cb>#22×20\u003c/b> hashtag!\u003c/p>\n\u003cp>\u003cb>Democratic response:\u003c/b> Remind students that a response by a Democrat will follow Trump’s speech. The party who is not currently occupying the White House typically gives a televised response in a tradition dating back to 1966. Students can also make memes, share online responses and fact-check the Democratic response.\u003c/p>\n\u003ch3>\u003cb>After the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Debate and annotate:\u003c/b> Discuss the speech and ask students to share what they learned about their chosen issue. The State of the Union transcript will be available shortly after the speech. To spur discussion and allow everyone to share their ideas, students can annotate the speech online as a class using \u003ca href=\"https://web.hypothes.is/education/\">hypothesis\u003c/a>, a free web annotation tool. To learn more about online annotation, check out \u003ca href=\"https://teach.kqed.org/course/digital-annotation-with-hypothesis\">these resources\u003c/a> on KQED Teach.\u003c/p>\n\u003cp>\u003cb>Your own State of the Union:\u003c/b> How would your students define the state of the union? What ideas do they have for steering the nation? Students write their own state of the union speeches, or add their ideas to the class’s collective speech. Then share the speeches on \u003ca href=\"https://flipgrid.com/cct6ej\">Flipgrid\u003c/a> or in the comments of \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown post\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more information about how your students and future voters can make their voices heard, check out KQED’s \u003ca href=\"https://ww2.kqed.org/education/2017/02/07/local-election-toolkit/\">Local Election Toolkit\u003c/a> and \u003ca href=\"http://thelamp.org/22-million-2020-campaign/\">22×20 campaign\u003c/a> sponsored by The Lamp.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Using Animated GIFs to Teach the Elements of Art",
"headTitle": "Using Animated GIFs to Teach the Elements of Art | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">This past summer, I sat down to think how I might incorporate more technology into my Art 1 classroom. My students had already created digital portfolios, but I wanted something more hands on, something that involved drawing yet also required students to use their digital devices, software and the cloud.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For inspiration, I spent some time on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/category/arts/\">\u003cspan style=\"font-weight: 400\">KQED Education Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website and I watched the KQED Elements of Art video.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=BDePyEFT1gQ&list=PLiOil1qP-cMURN_8baOr3QWfySmIjqKIj\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There were so many amazing ideas there, but I wanted to come up with something new. Still, if you’re looking to integrate tech and digital media into your Art classroom, I strongly suggest that you too take a look at the \u003ca href=\"https://ww2.kqed.org/education/category/arts/\">KQED Education Arts\u003c/a> website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I got the idea for using GIFs to teach the elements of art after watching a group of students laughing loudly at their phones and while \u003c/span>\u003cspan style=\"font-weight: 400\">The students were sharing an animated GIF. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GIF is short for \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/GIF\">\u003cspan style=\"font-weight: 400\">Graphic Interface Format\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, usually a short video clip that repeats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What the students were laughing at was not especially important, let’s just say it had something to do with Lebron James’ finger and his nose. It was silly yet endearing, and it made the lightbulb in my mind go off. Kids on phones, sharing animated GIFs of celebrities is a common pastime. Students know how to create their own GIFs, but they rip the photos or videos from Google. Instead of cutting and pasting a GIF, why not have the students create their own? From scratch? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students had a decent introduction to drawing lines, shapes, using value and space. I would let them use colored pencils, tell them not to worry too much about value and form, but think more of the movement of their pictures. The GIF would have to stay simple, a two step animation process, made and produced by the student from pencil and paper to publish-ready format. \u003c/span>\u003c/p>\n\u003ch4>The Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing I highly recommend is that you take the KQED Teach course \u003c/span>\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>\u003cspan style=\"font-weight: 400\"> Then choose a platform. I chose Google Docs as my portfolio platform because the students are familiar with Google Docs and their work can be easily shared. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">: remind students, especially seniors, to share their work with their personal gmail and Google docs, so that they may take the work with them after high school. Often, their student gmail account closes after graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next up, teach some Art History and culture. Most kids know about flipbooks, and some have made a flipbook before. I found it fun to show students that flipbooks were our GIF, and that we adults managed to entertain ourselves GIF style as kids with flip books. My favorite video on flipbooks, is created by none other than Dave Pilkey of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Captain Underpants\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> fame. This video, \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will get them a taste of what they’re about to create, and bring them back to their favorite grade school graphic novel. We will use the basic process shown on the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You may also want to familiarize students with early animation pioneers, even before Mickey Mouse flew a plane and drove a steamboat. \u003c/span>\u003cspan style=\"font-weight: 400\">An \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Atlantic Monthly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> article entitled \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2011/07/before-walt-disney-5-pioneers-of-early-animation/241448/\">Before Walt Disney: 5 Pioneers of Early Animation\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> is a great source and includes videos made by George Melieres and Thomas Edison:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now have your students analyze some fine art GIFs. It’s time for #pinkiesup. Fine art GIFs are amazing and pretty cool. \u003c/span>\u003ca href=\"https://giphy.com/artists\">\u003cspan style=\"font-weight: 400\">Giphy’s artists page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a perfect place to start. Students are already very familiar with Giphy but probably not the artist’s page. You can also have student’s google fine art GIFs.\u003c/span>\u003c/p>\n\u003cp>Now, have your students work to produce their animated GIFs.\u003c/p>\n\u003ch4>\u003cstrong>The Materials Needed:\u003c/strong>\u003c/h4>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Paper, at least 8.5 x 11\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Pencils, preferably 4B or softer\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Colored Pencils \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Ruler\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Eraser\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">SmartPhone or Chromebook with camera\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/open?id=1nHJ4zZkVUDg7-Z2KtohspwiNGHoZoyiFl-sh_E9iQAw\">\u003cspan style=\"font-weight: 400\">Rubric for GIF project\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> As always, remind students to draw lightly. Mistakes can be erased and forgotten if drawn lightly. Only apply final color and drawing when you’re sure you have what you want. \u003c/span>\u003cspan style=\"font-weight: 400\">Also be sure to remind the students that they are to use the same process as shown in the \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Fold paper in half.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Draw a LIGHT one inch frame around each side of the two sides of paper so that the two drawings are matched up when it’s time to photograph the “flip” (this frame was not included in the Flip-O-Rama-Workshop but it really helps- they act as registration marks)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Design your drawing in your sketchbook before starting final on folded paper. Choose a subject that is personally interesting. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Open your folded paper like a book and draw first image on second piece of paper. Draw your two images with the 1-2 movement as seen in the video. The second image with the movement will be on top piece of folded paper. Keep the drawings simple, and easy to replicate as they will have to draw pretty much the same thing twice. Make sure the drawings line up perfectly (the bottom paper will show through to the top). Flip your images, and make sure that they are lined up, and look smooth, not jerky. Photograph each image, carefully lining up each image around the frame, and download to \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://gifmaker.me/\">gifmaker.me\u003c/a>\u003c/span>\u003c/li>\n\u003cli>Marvel at your creation and upload the GIF onto a Google Doc (with name, period and “GIF” in the title) and then place into your portfolio and share with the teacher.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students really enjoyed making their GIFs and some even shared theirs on social media. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s a great example. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/i_lwpGtg17QeAO1D2mNGxaf5DeXx91Li7zczSdfmjE_7PcVKmlGiuqmG581GYYBVpYDGT1nt6vGB9Zhq_5D5ww-6tBIunIWv8sMqhD2tFzPZstPbfTiNwdH7nvexd6Q1s4LUgn_R\" width=\"480\" height=\"480\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And click \u003ca href=\"https://docs.google.com/document/d/1IjQE_9rpI6YVMVva3f-E8i8fzC576ET9xWEFhPJeQHQ/edit?ts=5a568186\">here\u003c/a> to view three more (Trampoline, Slam Dunk, and Broken Cell Phone.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This past summer, I sat down to think how I might incorporate more technology into my Art 1 classroom. My students had already created digital portfolios, but I wanted something more hands on, something that involved drawing yet also required students to use their digital devices, software and the cloud.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For inspiration, I spent some time on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/category/arts/\">\u003cspan style=\"font-weight: 400\">KQED Education Arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website and I watched the KQED Elements of Art video.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/BDePyEFT1gQ'\n title='//www.youtube.com/embed/BDePyEFT1gQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">There were so many amazing ideas there, but I wanted to come up with something new. Still, if you’re looking to integrate tech and digital media into your Art classroom, I strongly suggest that you too take a look at the \u003ca href=\"https://ww2.kqed.org/education/category/arts/\">KQED Education Arts\u003c/a> website.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I got the idea for using GIFs to teach the elements of art after watching a group of students laughing loudly at their phones and while \u003c/span>\u003cspan style=\"font-weight: 400\">The students were sharing an animated GIF. \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\">GIF is short for \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/GIF\">\u003cspan style=\"font-weight: 400\">Graphic Interface Format\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, usually a short video clip that repeats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What the students were laughing at was not especially important, let’s just say it had something to do with Lebron James’ finger and his nose. It was silly yet endearing, and it made the lightbulb in my mind go off. Kids on phones, sharing animated GIFs of celebrities is a common pastime. Students know how to create their own GIFs, but they rip the photos or videos from Google. Instead of cutting and pasting a GIF, why not have the students create their own? From scratch? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students had a decent introduction to drawing lines, shapes, using value and space. I would let them use colored pencils, tell them not to worry too much about value and form, but think more of the movement of their pictures. The GIF would have to stay simple, a two step animation process, made and produced by the student from pencil and paper to publish-ready format. \u003c/span>\u003c/p>\n\u003ch4>The Process\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first thing I highly recommend is that you take the KQED Teach course \u003c/span>\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>\u003cspan style=\"font-weight: 400\"> Then choose a platform. I chose Google Docs as my portfolio platform because the students are familiar with Google Docs and their work can be easily shared. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">: remind students, especially seniors, to share their work with their personal gmail and Google docs, so that they may take the work with them after high school. Often, their student gmail account closes after graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next up, teach some Art History and culture. Most kids know about flipbooks, and some have made a flipbook before. I found it fun to show students that flipbooks were our GIF, and that we adults managed to entertain ourselves GIF style as kids with flip books. My favorite video on flipbooks, is created by none other than Dave Pilkey of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Captain Underpants\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> fame. This video, \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will get them a taste of what they’re about to create, and bring them back to their favorite grade school graphic novel. We will use the basic process shown on the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You may also want to familiarize students with early animation pioneers, even before Mickey Mouse flew a plane and drove a steamboat. \u003c/span>\u003cspan style=\"font-weight: 400\">An \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Atlantic Monthly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> article entitled \u003ca href=\"https://www.theatlantic.com/entertainment/archive/2011/07/before-walt-disney-5-pioneers-of-early-animation/241448/\">Before Walt Disney: 5 Pioneers of Early Animation\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> is a great source and includes videos made by George Melieres and Thomas Edison:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now have your students analyze some fine art GIFs. It’s time for #pinkiesup. Fine art GIFs are amazing and pretty cool. \u003c/span>\u003ca href=\"https://giphy.com/artists\">\u003cspan style=\"font-weight: 400\">Giphy’s artists page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a perfect place to start. Students are already very familiar with Giphy but probably not the artist’s page. You can also have student’s google fine art GIFs.\u003c/span>\u003c/p>\n\u003cp>Now, have your students work to produce their animated GIFs.\u003c/p>\n\u003ch4>\u003cstrong>The Materials Needed:\u003c/strong>\u003c/h4>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Paper, at least 8.5 x 11\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Pencils, preferably 4B or softer\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Colored Pencils \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Ruler\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Eraser\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">SmartPhone or Chromebook with camera\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://drive.google.com/open?id=1nHJ4zZkVUDg7-Z2KtohspwiNGHoZoyiFl-sh_E9iQAw\">\u003cspan style=\"font-weight: 400\">Rubric for GIF project\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>\u003ci>Teaching Tip\u003c/i>\u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> As always, remind students to draw lightly. Mistakes can be erased and forgotten if drawn lightly. Only apply final color and drawing when you’re sure you have what you want. \u003c/span>\u003cspan style=\"font-weight: 400\">Also be sure to remind the students that they are to use the same process as shown in the \u003c/span>\u003ca href=\"https://youtu.be/Z89IqxaSvwo\">\u003cspan style=\"font-weight: 400\">Flip-O-Rama Workshop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Fold paper in half.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Draw a LIGHT one inch frame around each side of the two sides of paper so that the two drawings are matched up when it’s time to photograph the “flip” (this frame was not included in the Flip-O-Rama-Workshop but it really helps- they act as registration marks)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Design your drawing in your sketchbook before starting final on folded paper. Choose a subject that is personally interesting. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Open your folded paper like a book and draw first image on second piece of paper. Draw your two images with the 1-2 movement as seen in the video. The second image with the movement will be on top piece of folded paper. Keep the drawings simple, and easy to replicate as they will have to draw pretty much the same thing twice. Make sure the drawings line up perfectly (the bottom paper will show through to the top). Flip your images, and make sure that they are lined up, and look smooth, not jerky. Photograph each image, carefully lining up each image around the frame, and download to \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://gifmaker.me/\">gifmaker.me\u003c/a>\u003c/span>\u003c/li>\n\u003cli>Marvel at your creation and upload the GIF onto a Google Doc (with name, period and “GIF” in the title) and then place into your portfolio and share with the teacher.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students really enjoyed making their GIFs and some even shared theirs on social media. \u003c/span>\u003cspan style=\"font-weight: 400\">Here’s a great example. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/i_lwpGtg17QeAO1D2mNGxaf5DeXx91Li7zczSdfmjE_7PcVKmlGiuqmG581GYYBVpYDGT1nt6vGB9Zhq_5D5ww-6tBIunIWv8sMqhD2tFzPZstPbfTiNwdH7nvexd6Q1s4LUgn_R\" width=\"480\" height=\"480\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And click \u003ca href=\"https://docs.google.com/document/d/1IjQE_9rpI6YVMVva3f-E8i8fzC576ET9xWEFhPJeQHQ/edit?ts=5a568186\">here\u003c/a> to view three more (Trampoline, Slam Dunk, and Broken Cell Phone.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Teaching Students to Pay Attention: There are Self-Monitoring Apps for That!",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It was a frustrated seventh grader who finally clued me in. “I hear you,” he sniffled, “but you don’t get it. I never learned \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to pay attention.” I was co-teacher in his math class, and had been gently (and probably too persistently) reminding him to attend to his teacher, then his peers, then his notes, then his teacher again —asking for his brief attention on me each time I reminded him.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> we learn the soft skills of success? Who is it that unlocks the multiple levels of metacognition so we can learn to pay attention, listen while taking notes or calm down when we get uncontrollable giggles? Some students seem to be born with these skills; others pick them up by osmosis. But, if you’re like me, your classroom has at least a handful of students whose biggest impediments are not academic skills but the prerequisite skills for “Studenting.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Attention” and its various applications seems to top the list of skill deficits holding my students back. Students are distracted by sights, sounds or even their own thoughts. Their brains seem to fade for periods of time, their faces stalled and staring while they “space out.” From the outside, this can look like a choice and cause endless teacher frustration. But, what if I saw a lack of attention as a skill deficit rather than a behavior? If I adjust to see students as lacking skills rather than making bad choices, how would my approach change? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As it turns out, teaching “studenting” (more formally known as “executive functioning”) is harder than it seems. I naturally just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">knew\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> how to ignore certain things, pay special attention to others and monitor my focus to make adjustments along the way. Delineating these skills into steps or patterns of thought was tough, and what I thought of may not at all match the thoughts or needs of my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did work, however, was to first sell students on the need for improvements (“Hey! Wouldn’t it be nice to not be in trouble all the time?”) then hit them where they already live: in their iPads and phones. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first group of apps my students and I explored helped students manage their independent work time. The free \u003c/span>\u003ca href=\"https://itunes.apple.com/us/app/focus-keeper-work-study-timer/id830466924?mt=8\">\u003cspan style=\"font-weight: 400\">Focus Keeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> app was designed to support the \u003c/span>\u003ca href=\"https://lifehacker.com/productivity-101-a-primer-to-the-pomodoro-technique-1598992730\">\u003cspan style=\"font-weight: 400\">Pomodoro Method\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which separates focused work time into twenty-or-so minute periods, with short breaks in between.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=CE_0f7vxyS4\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a few rounds of focus time and breaks, the user is prompted to take a longer break. The app can run in the background while students continue to work on their devices, but it will make a clock ticking sound if you don’t adjust the settings. (Leave the sound low, if possible, so students can hear the quick bell to indicate break time). My students were initially excited to be allowed to take breaks, and they eagerly jumped into using Focus Keeper. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My first rookie move was illuminated 23, 24.5, 26, 22 minutes later, when each of their timers alerted them to take breaks — at different times. Needless to say, we moved to a single class timer after that! The app counts down the time and shows a visual of the time decreasing, which one student said helped him realize what twenty minutes felt like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One uber-pragmatic student, however, wondered aloud why a teacher would allow students time “off” a task and chose not to take the breaks at first. After a few days and some reflection, he conceded that breaks helped him feel less tired. “It doesn’t make sense at first, but it’s true,” he said, “I get more done when I give myself break time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of apps fell into the “brain training” category. These free apps claim to boost memory and other brain functions; they’re game-based, and most of them track progress over time, motivating students to beat their old scores. The idea is that if a student can practice focus using an app, he or she will be able to extend that improvement to other areas of life. These brain training apps also attempt to improve working memory, which is tied closely to successful attention in class. There are countless apps in the brain training category, so choosing them was my first hurdle. And ok, ok, I kind of got lost playing the games in the apps. I allowed my students to choose from a list of apps I had checked out ahead of time (and made sure were able to get past the district’s download restrictions). Here are their top choices: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://itunes.apple.com/us/app/numbers-flow-free-tap-new-focus-booster-games/id1181608645?mt=8\">\u003cspan style=\"font-weight: 400\">Numbers Flow \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">is an app for Apple devices that asks users to tap numbers scattered across the screen in ascending order. The students enjoyed beating their own scores and excelling at something challenging. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Peak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Elevate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"http://www.fitbrains.com/\">\u003cspan style=\"font-weight: 400\">Fit Brains Trainer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> allow students to choose their goal areas for growth, with options like problem solving, memory, and attention. Elevate even has a baseline assessment to personalize student games. I found these apps to be most appealing to students who truly want to improve in their areas of deficit. Students who were looking for more fun were likely to desert the apps when they required students engage with their deficit skills. I could almost always tell which type of game certain students were on when they started arguing with their iPads. Each of these apps is available for Android or Apple, all with free versions or the option to upgrade for a fee. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While I am thrilled with the excitement and growth mindsets of students seeing themselves as capable of improving, a question still lingers: will these apps be effective in supporting and improving student attention all year? Brain research shows that new, novel experiences command more attention and provide the brain with the chemicals matching higher levels of stimulation. Are these apps helping extend my students’ attention spans, or am I capitalizing on the flood of \u003c/span>\u003cspan style=\"font-weight: 400\">neurotransmitters \u003c/span>\u003cspan style=\"font-weight: 400\">that exciting things bring? \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maybe these questions point us to something else we’ve missed when demanding students pay attention: technology, and its high levels of stimulation, may be a teacher’s best tool in harnessing and maintaining student attention. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It was a frustrated seventh grader who finally clued me in. “I hear you,” he sniffled, “but you don’t get it. I never learned \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to pay attention.” I was co-teacher in his math class, and had been gently (and probably too persistently) reminding him to attend to his teacher, then his peers, then his notes, then his teacher again —asking for his brief attention on me each time I reminded him.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> we learn the soft skills of success? Who is it that unlocks the multiple levels of metacognition so we can learn to pay attention, listen while taking notes or calm down when we get uncontrollable giggles? Some students seem to be born with these skills; others pick them up by osmosis. But, if you’re like me, your classroom has at least a handful of students whose biggest impediments are not academic skills but the prerequisite skills for “Studenting.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Attention” and its various applications seems to top the list of skill deficits holding my students back. Students are distracted by sights, sounds or even their own thoughts. Their brains seem to fade for periods of time, their faces stalled and staring while they “space out.” From the outside, this can look like a choice and cause endless teacher frustration. But, what if I saw a lack of attention as a skill deficit rather than a behavior? If I adjust to see students as lacking skills rather than making bad choices, how would my approach change? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As it turns out, teaching “studenting” (more formally known as “executive functioning”) is harder than it seems. I naturally just \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">knew\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> how to ignore certain things, pay special attention to others and monitor my focus to make adjustments along the way. Delineating these skills into steps or patterns of thought was tough, and what I thought of may not at all match the thoughts or needs of my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What did work, however, was to first sell students on the need for improvements (“Hey! Wouldn’t it be nice to not be in trouble all the time?”) then hit them where they already live: in their iPads and phones. \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 first group of apps my students and I explored helped students manage their independent work time. The free \u003c/span>\u003ca href=\"https://itunes.apple.com/us/app/focus-keeper-work-study-timer/id830466924?mt=8\">\u003cspan style=\"font-weight: 400\">Focus Keeper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> app was designed to support the \u003c/span>\u003ca href=\"https://lifehacker.com/productivity-101-a-primer-to-the-pomodoro-technique-1598992730\">\u003cspan style=\"font-weight: 400\">Pomodoro Method\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which separates focused work time into twenty-or-so minute periods, with short breaks in between.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/CE_0f7vxyS4'\n title='//www.youtube.com/embed/CE_0f7vxyS4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After a few rounds of focus time and breaks, the user is prompted to take a longer break. The app can run in the background while students continue to work on their devices, but it will make a clock ticking sound if you don’t adjust the settings. (Leave the sound low, if possible, so students can hear the quick bell to indicate break time). My students were initially excited to be allowed to take breaks, and they eagerly jumped into using Focus Keeper. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My first rookie move was illuminated 23, 24.5, 26, 22 minutes later, when each of their timers alerted them to take breaks — at different times. Needless to say, we moved to a single class timer after that! The app counts down the time and shows a visual of the time decreasing, which one student said helped him realize what twenty minutes felt like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One uber-pragmatic student, however, wondered aloud why a teacher would allow students time “off” a task and chose not to take the breaks at first. After a few days and some reflection, he conceded that breaks helped him feel less tired. “It doesn’t make sense at first, but it’s true,” he said, “I get more done when I give myself break time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of apps fell into the “brain training” category. These free apps claim to boost memory and other brain functions; they’re game-based, and most of them track progress over time, motivating students to beat their old scores. The idea is that if a student can practice focus using an app, he or she will be able to extend that improvement to other areas of life. These brain training apps also attempt to improve working memory, which is tied closely to successful attention in class. There are countless apps in the brain training category, so choosing them was my first hurdle. And ok, ok, I kind of got lost playing the games in the apps. I allowed my students to choose from a list of apps I had checked out ahead of time (and made sure were able to get past the district’s download restrictions). Here are their top choices: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://itunes.apple.com/us/app/numbers-flow-free-tap-new-focus-booster-games/id1181608645?mt=8\">\u003cspan style=\"font-weight: 400\">Numbers Flow \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">is an app for Apple devices that asks users to tap numbers scattered across the screen in ascending order. The students enjoyed beating their own scores and excelling at something challenging. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Peak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.peak.net/\">\u003cspan style=\"font-weight: 400\">Elevate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"http://www.fitbrains.com/\">\u003cspan style=\"font-weight: 400\">Fit Brains Trainer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> allow students to choose their goal areas for growth, with options like problem solving, memory, and attention. Elevate even has a baseline assessment to personalize student games. I found these apps to be most appealing to students who truly want to improve in their areas of deficit. Students who were looking for more fun were likely to desert the apps when they required students engage with their deficit skills. I could almost always tell which type of game certain students were on when they started arguing with their iPads. Each of these apps is available for Android or Apple, all with free versions or the option to upgrade for a fee. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While I am thrilled with the excitement and growth mindsets of students seeing themselves as capable of improving, a question still lingers: will these apps be effective in supporting and improving student attention all year? Brain research shows that new, novel experiences command more attention and provide the brain with the chemicals matching higher levels of stimulation. Are these apps helping extend my students’ attention spans, or am I capitalizing on the flood of \u003c/span>\u003cspan style=\"font-weight: 400\">neurotransmitters \u003c/span>\u003cspan style=\"font-weight: 400\">that exciting things bring? \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\">Maybe these questions point us to something else we’ve missed when demanding students pay attention: technology, and its high levels of stimulation, may be a teacher’s best tool in harnessing and maintaining student attention. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"tagline": "Art is where you find it",
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"soldout": {
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"tagline": "A new future for housing",
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"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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