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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">We are looking for 40 Bay Area English, science, social studies or VAPA educators who teach grades 8-12 to pilot a new project starting this summer and continuing into fall of 2017. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The project will feature curriculum, media-making resources and professional development for teachers to support students in investigating questions and creating media about their findings. Using an online publishing platform, students will be able to work with peers both in their own classroom and other classrooms in a safe space where they can seek authentic feedback, support and inspiration. Students will access this platform through their teacher (similar to Google Classroom), and student work will not be visible to anyone not participating in the project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the summer, pilot teachers will co-create the resources to support student-driven writing, research and media making while building their own media integration skills. Participating teachers will also take an online professional learning course—a free, self-paced class created by KQED specifically for the pilot that includes support for using multimedia tools. Teachers will implement the project with one or more of their classes in the fall 2017.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003cstrong>The Details:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">Attend an all-day kickoff event on \u003c/span>\u003cb>Friday, \u003c/b>\u003cb>June 16, 2017 \u003c/b>\u003cspan style=\"font-weight: 400\">in San Francisco.\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Complete an online course over the summer to build media-creation skills. \u003cstrong>(3-5 self-paced hours per week for six weeks)\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cb>\u003cspan style=\"font-weight: 400\">Return for a two-day workshop \u003c/span>\u003cspan style=\"font-weight: 400\">on \u003c/span>\u003cb>August 4-5, 2017 \u003c/b>\u003cspan style=\"font-weight: 400\">in San Francisco.\u003c/span>\u003c/b>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Participate in the pilot during \u003cb>fall 2017.\u003c/b>\u003c/span>\u003c/li>\n\u003cli>\u003cb>\u003cspan style=\"font-weight: 400\">Teach within one of the nine Bay Area counties.\u003c/span>\u003c/b>\u003c/li>\n\u003cli>\u003cb>\u003cspan style=\"font-weight: 400\">After completion of the pilot, teachers will receive an \u003cstrong>$800 stipend.\u003c/strong>\u003c/span>\u003c/b>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While multimedia integration is a key part of this project, the pilot is open to teachers regardless of previous mediamaking experience or what devices you use at your school site. KQED-produced resources are always free and make every effort to integrate widely accessible, online multimedia tools that are also free.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/a/kqed.org/forms/d/e/1FAIpQLSc5sKqFLL5Tth4gjZoyVbPUAfqXO-1_UUSF5mId15JU2pF10g/viewform\">\u003cspan style=\"font-weight: 400\">Apply Online\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>Apply by March 24, 2017. The pilot group will be chosen by April 30, 2017.\u003c/em>\u003c/span>\u003c/p>\n\n",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">It used to be so easy to distinguish between truth and fiction. In previous years, I would focus on just teaching my students the difference between fact and opinion. Now the Internet has become a murky river of information, and buzzwords like “fake news” and “alternative facts” have become real concerns of an educated society. How do we teach our students to discern all these differences in this post-truth era?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Below are some ideas, lessons, and resources to use in the classroom. You’ll want to adapt them to suit your needs or cater them to meet the ability level of your students. \u003c/span>\u003c/p>\n\u003ch3>Question the Publisher\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many students use search engines to look up information, and they often click on the first link at the top of the page. Very rarely do they stop and look at the URL before launching the website. They usually assume that if the information exists, then it must be true. \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/09/13/how-to-inspire-a-new-generation-of-writers-through-blogging/\">\u003cspan style=\"font-weight: 400;\">Each of my students has his or her own blog in my class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and I use this as an example of how easy it is for anyone to publish their content on the Internet. I train my students to question the reliability of the publisher first before using the information from a website.\u003c/span>\u003c/p>\n\u003ch3>Credibility Rationale\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When my students come across a website that they think they might want to use, they are instructed to read the “About Us” page. Sometimes students have trouble locating this information because the page might be named differently. It is helpful to let them know that it may be called “Our Company,” “Our Story” or some variation of this wording. Sometimes a website is published by the subsidiary of a parent company, and they will have to visit the parent company’s website to find out more information. If the publisher’s background is unknown or if the webpage is written by an author without a biography linked to it, my students are not allowed to use it as a source.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After identifying the publisher, students must then justify their choice by explaining why they think they have found a credible source. I call this the “credibility rationale,” and they must write a paragraph explaining their choice. I created a Google doc to help my students through this process, and the link to this file can be found \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1emTIEr2f1SRhEIpSQUx1qC-OLmThkObBkwTzjSBJ7mk/edit\">\u003cspan style=\"font-weight: 400;\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Feel free to make a copy of it and customize it for your class.\u003c/span>\u003c/p>\n\u003ch3>Taking It a Step Further\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The above lesson idea is a great first step to introducing the concept of evaluating a website for its credibility. To take it a step further, I recommend two excellent resources when gathering research material.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003ca href=\"http://libguides.princeton.edu/c.php?g=84018&p=664970\">\u003cspan style=\"font-weight: 400;\">Jim Kapoun’s “Teaching undergrads WEB evaluation: A guide for library instruction”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> (published on the Princeton University Library’s website) – \u003c/span>This resource has guiding questions that students can use to determine whether the source they found is credible. They are asked to examine each website for its accuracy, authority, objectivity, currency and coverage.\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003ca href=\"http://www.virtualsalt.com/evalu8it.htm\">\u003cspan style=\"font-weight: 400;\">Robert Harris’ “Evaluating Internet Research Sources”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> – \u003c/span>Robert Harris’s CARS Checklist has an easy-to-remember method for determining the legitimacy of published work. CARS stand for Credibility, Accuracy, Reasonableness and Support.\u003c/li>\n\u003c/ul>\n\u003ch3>Google Advanced Search\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Most students go straight to Google when searching for information. Though great when shopping for merchandise or other personal uses, it is not always the best method to use when conducting academic research. A great alternative is \u003c/span>\u003ca href=\"https://www.google.com/advanced_search\">\u003cspan style=\"font-weight: 400;\">Google Advanced Search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. It allows you to narrow down your search by omitting specific words or searching exact websites. For example, you can enter “.gov” or “.edu” in the box that asks for site or domain, and limit your search results to just government or university-owned websites.\u003c/span>\u003c/p>\n\u003ch3>Fake News or Real News\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Sometimes we surf the Internet for information, but there are also times when information is delivered to us through social media or shared directly with us by our circle of acquaintance. In our digital world, where headlines can go viral rather quickly, our students are now also being exposed to unreliable information from the Internet. There have been many incidences where fake news now masquerade as real news, which can carry detrimental consequences. So what can we do as educators? Below are some lesson ideas and resources from various organizations that are tailored for the classroom.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">PBS NewsHour Extra: \u003c/span>\u003ca href=\"http://www.pbs.org/newshour/extra/daily_videos/why-is-it-important-for-news-sources-to-be-trustworthy/\">\u003cspan style=\"font-weight: 400;\">Did Fake News Influence the Outcome of Election 2016?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">Common Sense Media: \u003ca class=\"hero-title\" href=\"https://www.commonsense.org/education/teaching-strategies/turn-students-into-fact-finding-web-detectives\" target=\"_self\" rel=\"shadowbox; player=iframe noopener\">Turn Students into Fact-Finding Web Detectives\u003c/a>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">Channel One News: \u003c/span>\u003ca href=\"https://www.channelone.com/blog_post/lesson-plan-how-to-spot-fake-news/\">\u003cspan style=\"font-weight: 400;\">Lesson Plan: How to Spot Fake News\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">The News Literacy Project: \u003c/span>\u003ca href=\"http://www.thenewsliteracyproject.org/sites/default/files/GO-TenQuestionsForFakeNewsFINAL.pdf\">\u003cspan style=\"font-weight: 400;\">Ten Questions For Fake News Detection\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">EasyBib: \u003c/span>\u003ca href=\"http://www.easybib.com/guides/evaluating-fake-news-resources/\">\u003cspan style=\"font-weight: 400;\">Identifying Fake News: An Infographic and Educator Resources\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">EasyBib: \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://www.easybib.com/guides/7-fake-websites-to-test-students/\">How Savvy are Your Students?: 7 Fake Websites to Really Test Their Evaluation Skills\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>Fact or Opinion\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In addition to discerning the credibility of websites, sometimes I find that my students have trouble understanding the difference between fact or opinion, even when reading a bona fide source. In my English language arts classroom, my students often quote from a text as evidence to support their claim. Though this is great for writing literary essays, this method doesn’t always work when writing an argument if the supporting evidence is gleaned from informational text. For example, I once overheard one student argue that “the quote is a fact because it’s in the article.” I realized that I had to quickly explain the difference between a statement of fact and a statement of opinion.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help my students discriminate between fact and opinion, I like to use \u003c/span>\u003ca href=\"http://digital.readworks.org/\">\u003cspan style=\"font-weight: 400;\">ReadWorks Digital\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">,\u003c/span> \u003cspan style=\"font-weight: 400;\">w\u003c/span>\u003cspan style=\"font-weight: 400;\">h\u003c/span>\u003cspan style=\"font-weight: 400;\">i\u003c/span>\u003cspan style=\"font-weight: 400;\">c\u003c/span>\u003cspan style=\"font-weight: 400;\">h provides thousands of non-fiction texts for the classroom and gives students the ability to annotate a text using the built-in highlighting and commenting tool. In addition, each text also comes with vocabulary support and comprehension questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To teach my lesson about fact vs. opinion, I first instruct my students, who are working in teams, to highlight all phrases that are factual. Second, I tell them to go back to their highlighted text and choose a different color to identify facts that are more specific. These are defined as facts that contain statistical data or precise information like names or dates. Then, each team copies and pastes this information into a table in a Google doc that is shared with the class. This table has two columns: General Facts and Specific Facts. Next, each team is assigned to evaluate the answers of another team. They must determine if they believe the other team has correctly sorted the information under the right column. During this process, some teams will discover that another team has incorrectly identified a phrase or sentence as factual when it is actually an opinion. After sharing their feedback with each other, arguing over the answer, and defending their responses, each team walks away better able to tell the difference between fact and opinion. You can obtain a copy of this lesson by \u003ca href=\"https://docs.google.com/document/d/1F6rxyCgSg7gLSZ4zdHWXc4lcJlyibDEihTnSqfG193M/edit\">clicking here\u003c/a>.\u003c/span>\u003c/p>\n\u003ch3>When News Companies Publish Opinions\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Another area students need help with is knowing the difference between a news story and an editorial. Often students are under the assumption that the job of all news companies is to report events. It’s important to point out that many news agencies have an opinion section as well. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The New York Times \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">Learning Network has a great lesson to teach this concept: \u003c/span>\u003ca href=\"https://education.blogs.nytimes.com/2013/01/17/news-and-news-analysis-navigating-fact-and-opinion-in-the-times/\">\u003cspan style=\"font-weight: 400;\">News and ‘News Analysis’: Navigating Fact and Opinion in The Times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003ch3>An Educated and Democratic Society\u003c/h3>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The advancement of technology has enabled us to search for almost anything we want, instantly. With information traveling at what seems to be supersonic speed, it is more important than ever to equip our students with the skills they need to make intelligent and fact-based decisions. They must thoroughly understand the difference between fact, fiction and opinion. How else can our students become informed citizens and critical thinkers in a democratic society?\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">It used to be so easy to distinguish between truth and fiction. In previous years, I would focus on just teaching my students the difference between fact and opinion. Now the Internet has become a murky river of information, and buzzwords like “fake news” and “alternative facts” have become real concerns of an educated society. How do we teach our students to discern all these differences in this post-truth era?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Below are some ideas, lessons, and resources to use in the classroom. You’ll want to adapt them to suit your needs or cater them to meet the ability level of your students. \u003c/span>\u003c/p>\n\u003ch3>Question the Publisher\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Many students use search engines to look up information, and they often click on the first link at the top of the page. Very rarely do they stop and look at the URL before launching the website. They usually assume that if the information exists, then it must be true. \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2016/09/13/how-to-inspire-a-new-generation-of-writers-through-blogging/\">\u003cspan style=\"font-weight: 400;\">Each of my students has his or her own blog in my class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and I use this as an example of how easy it is for anyone to publish their content on the Internet. I train my students to question the reliability of the publisher first before using the information from a website.\u003c/span>\u003c/p>\n\u003ch3>Credibility Rationale\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When my students come across a website that they think they might want to use, they are instructed to read the “About Us” page. Sometimes students have trouble locating this information because the page might be named differently. It is helpful to let them know that it may be called “Our Company,” “Our Story” or some variation of this wording. Sometimes a website is published by the subsidiary of a parent company, and they will have to visit the parent company’s website to find out more information. If the publisher’s background is unknown or if the webpage is written by an author without a biography linked to it, my students are not allowed to use it as a source.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After identifying the publisher, students must then justify their choice by explaining why they think they have found a credible source. I call this the “credibility rationale,” and they must write a paragraph explaining their choice. I created a Google doc to help my students through this process, and the link to this file can be found \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1emTIEr2f1SRhEIpSQUx1qC-OLmThkObBkwTzjSBJ7mk/edit\">\u003cspan style=\"font-weight: 400;\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Feel free to make a copy of it and customize it for your class.\u003c/span>\u003c/p>\n\u003ch3>Taking It a Step Further\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The above lesson idea is a great first step to introducing the concept of evaluating a website for its credibility. To take it a step further, I recommend two excellent resources when gathering research material.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003ca href=\"http://libguides.princeton.edu/c.php?g=84018&p=664970\">\u003cspan style=\"font-weight: 400;\">Jim Kapoun’s “Teaching undergrads WEB evaluation: A guide for library instruction”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> (published on the Princeton University Library’s website) – \u003c/span>This resource has guiding questions that students can use to determine whether the source they found is credible. They are asked to examine each website for its accuracy, authority, objectivity, currency and coverage.\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003ca href=\"http://www.virtualsalt.com/evalu8it.htm\">\u003cspan style=\"font-weight: 400;\">Robert Harris’ “Evaluating Internet Research Sources”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> – \u003c/span>Robert Harris’s CARS Checklist has an easy-to-remember method for determining the legitimacy of published work. CARS stand for Credibility, Accuracy, Reasonableness and Support.\u003c/li>\n\u003c/ul>\n\u003ch3>Google Advanced Search\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Most students go straight to Google when searching for information. Though great when shopping for merchandise or other personal uses, it is not always the best method to use when conducting academic research. A great alternative is \u003c/span>\u003ca href=\"https://www.google.com/advanced_search\">\u003cspan style=\"font-weight: 400;\">Google Advanced Search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. It allows you to narrow down your search by omitting specific words or searching exact websites. For example, you can enter “.gov” or “.edu” in the box that asks for site or domain, and limit your search results to just government or university-owned websites.\u003c/span>\u003c/p>\n\u003ch3>Fake News or Real News\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Sometimes we surf the Internet for information, but there are also times when information is delivered to us through social media or shared directly with us by our circle of acquaintance. In our digital world, where headlines can go viral rather quickly, our students are now also being exposed to unreliable information from the Internet. There have been many incidences where fake news now masquerade as real news, which can carry detrimental consequences. So what can we do as educators? Below are some lesson ideas and resources from various organizations that are tailored for the classroom.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">PBS NewsHour Extra: \u003c/span>\u003ca href=\"http://www.pbs.org/newshour/extra/daily_videos/why-is-it-important-for-news-sources-to-be-trustworthy/\">\u003cspan style=\"font-weight: 400;\">Did Fake News Influence the Outcome of Election 2016?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">Common Sense Media: \u003ca class=\"hero-title\" href=\"https://www.commonsense.org/education/teaching-strategies/turn-students-into-fact-finding-web-detectives\" target=\"_self\" rel=\"shadowbox; player=iframe noopener\">Turn Students into Fact-Finding Web Detectives\u003c/a>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">Channel One News: \u003c/span>\u003ca href=\"https://www.channelone.com/blog_post/lesson-plan-how-to-spot-fake-news/\">\u003cspan style=\"font-weight: 400;\">Lesson Plan: How to Spot Fake News\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">The News Literacy Project: \u003c/span>\u003ca href=\"http://www.thenewsliteracyproject.org/sites/default/files/GO-TenQuestionsForFakeNewsFINAL.pdf\">\u003cspan style=\"font-weight: 400;\">Ten Questions For Fake News Detection\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">EasyBib: \u003c/span>\u003ca href=\"http://www.easybib.com/guides/evaluating-fake-news-resources/\">\u003cspan style=\"font-weight: 400;\">Identifying Fake News: An Infographic and Educator Resources\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cspan style=\"font-weight: 400;\">EasyBib: \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://www.easybib.com/guides/7-fake-websites-to-test-students/\">How Savvy are Your Students?: 7 Fake Websites to Really Test Their Evaluation Skills\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch3>Fact or Opinion\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In addition to discerning the credibility of websites, sometimes I find that my students have trouble understanding the difference between fact or opinion, even when reading a bona fide source. In my English language arts classroom, my students often quote from a text as evidence to support their claim. Though this is great for writing literary essays, this method doesn’t always work when writing an argument if the supporting evidence is gleaned from informational text. For example, I once overheard one student argue that “the quote is a fact because it’s in the article.” I realized that I had to quickly explain the difference between a statement of fact and a statement of opinion.\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;\">To help my students discriminate between fact and opinion, I like to use \u003c/span>\u003ca href=\"http://digital.readworks.org/\">\u003cspan style=\"font-weight: 400;\">ReadWorks Digital\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">,\u003c/span> \u003cspan style=\"font-weight: 400;\">w\u003c/span>\u003cspan style=\"font-weight: 400;\">h\u003c/span>\u003cspan style=\"font-weight: 400;\">i\u003c/span>\u003cspan style=\"font-weight: 400;\">c\u003c/span>\u003cspan style=\"font-weight: 400;\">h provides thousands of non-fiction texts for the classroom and gives students the ability to annotate a text using the built-in highlighting and commenting tool. In addition, each text also comes with vocabulary support and comprehension questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To teach my lesson about fact vs. opinion, I first instruct my students, who are working in teams, to highlight all phrases that are factual. Second, I tell them to go back to their highlighted text and choose a different color to identify facts that are more specific. These are defined as facts that contain statistical data or precise information like names or dates. Then, each team copies and pastes this information into a table in a Google doc that is shared with the class. This table has two columns: General Facts and Specific Facts. Next, each team is assigned to evaluate the answers of another team. They must determine if they believe the other team has correctly sorted the information under the right column. During this process, some teams will discover that another team has incorrectly identified a phrase or sentence as factual when it is actually an opinion. After sharing their feedback with each other, arguing over the answer, and defending their responses, each team walks away better able to tell the difference between fact and opinion. You can obtain a copy of this lesson by \u003ca href=\"https://docs.google.com/document/d/1F6rxyCgSg7gLSZ4zdHWXc4lcJlyibDEihTnSqfG193M/edit\">clicking here\u003c/a>.\u003c/span>\u003c/p>\n\u003ch3>When News Companies Publish Opinions\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Another area students need help with is knowing the difference between a news story and an editorial. Often students are under the assumption that the job of all news companies is to report events. It’s important to point out that many news agencies have an opinion section as well. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">The New York Times \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">Learning Network has a great lesson to teach this concept: \u003c/span>\u003ca href=\"https://education.blogs.nytimes.com/2013/01/17/news-and-news-analysis-navigating-fact-and-opinion-in-the-times/\">\u003cspan style=\"font-weight: 400;\">News and ‘News Analysis’: Navigating Fact and Opinion in The Times\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003ch3>An Educated and Democratic Society\u003c/h3>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In 1983, 22 years after America’s first trip to the moon\u003ca href=\"https://www.nasa.gov/centers/marshall/history/this-week-in-nasa-history-sally-ride-becomes-first-american-woman-in-space-june-18.html\">, Sally Ride \u003c/a>became the first American woman to launch into outer space. The celebration of notable contributions continue throughout Women’s History Month. Use the following resources to introduce students to the broad scope of women’s impact on space exploration.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/ba413a1d-2c5e-468d-b0c4-77233063ef72/millie-huges-fulford-scientist-in-space/#.WMAxbk1Ijct\">\u003cb>Medical Science in Space with Millie Hughes-Fulford\u003c/b>\u003c/a>\u003cbr>\nLearn about Millie Huges-Fulford, NASA’s first working scientist, who was part of the first space mission dedicated to the medical sciences.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/space-chat-2016/nih-director-and-nasa-astronaut-spacechat/#.WMA0001Ijcs\">\u003cb>DNA Sequencing Kate Rubins\u003c/b>\u003c/a>\u003cbr>\nWatch the National Institutes of Health Director Dr. Francis Collins video chat with NASA astronaut Kate Rubins about her work with DNA sequencing in space.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/should-the-first-pbs-space-time/should-the-first-pbs-space-time/#.WMA8mU1Ijcs\">\u003cb>All Women Crew on Mars?\u003c/b>\u003c/a>\u003cbr>\nShould the Mars crew consist solely of women? In this episode of PBS Space Time, learn about the potential advantages and disadvantages of having an all women crew in space.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/nyis16-sci-running/running-in-space/#.WMA6q01Ijcs\">\u003cb>Exercise in Space\u003c/b>\u003c/a>\u003cbr>\nLearn how and why astronauts stay fit in space with the following clip. Karen Nyberg, flight engineer of Expedition 36, explains how astronauts exercise on the International Space Station and the benefits of exercise for maintaining heart health and bone density without gravity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/nyis16-sci-harmony/international-space-station-tour-harmony-tranquility-unity/#.WMB8ok1Ijcs\">\u003cb>International Space Station\u003c/b>\u003c/a>\u003cbr>\nExplore the International Space Station with astronaut Suni Williams. Learn how astronauts sleep, stay clean, and eat in space.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Create a free \u003ca href=\"https://ca.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> account to build interactive learning experiences using trusted, quality, standards-alligned media resources.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In 1983, 22 years after America’s first trip to the moon\u003ca href=\"https://www.nasa.gov/centers/marshall/history/this-week-in-nasa-history-sally-ride-becomes-first-american-woman-in-space-june-18.html\">, Sally Ride \u003c/a>became the first American woman to launch into outer space. The celebration of notable contributions continue throughout Women’s History Month. Use the following resources to introduce students to the broad scope of women’s impact on space exploration.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/ba413a1d-2c5e-468d-b0c4-77233063ef72/millie-huges-fulford-scientist-in-space/#.WMAxbk1Ijct\">\u003cb>Medical Science in Space with Millie Hughes-Fulford\u003c/b>\u003c/a>\u003cbr>\nLearn about Millie Huges-Fulford, NASA’s first working scientist, who was part of the first space mission dedicated to the medical sciences.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/space-chat-2016/nih-director-and-nasa-astronaut-spacechat/#.WMA0001Ijcs\">\u003cb>DNA Sequencing Kate Rubins\u003c/b>\u003c/a>\u003cbr>\nWatch the National Institutes of Health Director Dr. Francis Collins video chat with NASA astronaut Kate Rubins about her work with DNA sequencing in space.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/should-the-first-pbs-space-time/should-the-first-pbs-space-time/#.WMA8mU1Ijcs\">\u003cb>All Women Crew on Mars?\u003c/b>\u003c/a>\u003cbr>\nShould the Mars crew consist solely of women? In this episode of PBS Space Time, learn about the potential advantages and disadvantages of having an all women crew in space.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/nyis16-sci-running/running-in-space/#.WMA6q01Ijcs\">\u003cb>Exercise in Space\u003c/b>\u003c/a>\u003cbr>\nLearn how and why astronauts stay fit in space with the following clip. Karen Nyberg, flight engineer of Expedition 36, explains how astronauts exercise on the International Space Station and the benefits of exercise for maintaining heart health and bone density without gravity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>ASCD Empower17 is a conference for educators, by educators. Through a host of prominent speakers, panels, debates, and interactive opportunities, attendees will discover new tools to grow professionally, and motivate students. This year, the conference will focus on empowering the “whole child” by re-examining what is meant by student success, exploring innovative teaching practices, looking at how to remove barriers to education, and connecting educators globally to share and expand ideas. The conference will take place in Anaheim, California from March 25th through the 27th. Join PBS So Cal and KQED in the exhibit hall as we feature free public media content for the classroom.\u003c/p>\n\u003cp>Below are a sampling of resources that you can learn more about by visiting us in the Exhibit Hall.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://teach.kqed.org/#\">KQED Teach\u003c/a>\u003c/strong>\u003cbr>\nKQED Teach is an online professional learning platform with a variety of hands-on courses for learning digital media literacy skills. In this space, practice and collaborate with fellow educators to bring media making into your learning environment.\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/\">\u003cb>PBS LearningMedia\u003c/b>\u003c/a>\u003cbr>\nPBS LearningMedia is an online resource which provides PreK-12 educators with access to free digital content and professional development opportunities designed to improve teacher effectiveness and student achievement.\u003c/p>\n\u003cp>\u003ca href=\"https://studentreportinglabs.org/\">\u003cb>PBS NewsHour Student Reporting Labs\u003c/b>\u003c/a>\u003cbr>\nPBS NewsHour Student Reporting Labs consist of classrooms, after-school programs, and clubs around the country producing original, inspiring reports about how national and global issues affect local communities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.mediafestival.org/\">\u003cb>California Student Media Festival\u003c/b>\u003c/a>\u003cbr>\nThe California Student Media Festival celebrates media and multimedia projects produced by California’s students and teachers — rewarding and acknowledging their successful classroom work at an awards event in June every year. The Festival showcases what can be accomplished when talented students and dedicated teachers work together integrating media and multimedia into education.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>ASCD Empower17 is a conference for educators, by educators. Through a host of prominent speakers, panels, debates, and interactive opportunities, attendees will discover new tools to grow professionally, and motivate students. This year, the conference will focus on empowering the “whole child” by re-examining what is meant by student success, exploring innovative teaching practices, looking at how to remove barriers to education, and connecting educators globally to share and expand ideas. The conference will take place in Anaheim, California from March 25th through the 27th. Join PBS So Cal and KQED in the exhibit hall as we feature free public media content for the classroom.\u003c/p>\n\u003cp>Below are a sampling of resources that you can learn more about by visiting us in the Exhibit Hall.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://teach.kqed.org/#\">KQED Teach\u003c/a>\u003c/strong>\u003cbr>\nKQED Teach is an online professional learning platform with a variety of hands-on courses for learning digital media literacy skills. In this space, practice and collaborate with fellow educators to bring media making into your learning environment.\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/\">\u003cb>PBS LearningMedia\u003c/b>\u003c/a>\u003cbr>\nPBS LearningMedia is an online resource which provides PreK-12 educators with access to free digital content and professional development opportunities designed to improve teacher effectiveness and student achievement.\u003c/p>\n\u003cp>\u003ca href=\"https://studentreportinglabs.org/\">\u003cb>PBS NewsHour Student Reporting Labs\u003c/b>\u003c/a>\u003cbr>\nPBS NewsHour Student Reporting Labs consist of classrooms, after-school programs, and clubs around the country producing original, inspiring reports about how national and global issues affect local communities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The technique of \u003ca href=\"https://www.rubicon.com/nsta-insights-what-does-modeling-look-like-with-ngss/\">modeling is one of the focal points of the Next Generation Science Standards\u003c/a>, so I’ve been looking for more opportunities for my 10th and 11th grade chemistry students to create their own models. I’ve found two programs that are great for engaging students and allowing me to record their models digitally.\u003c/p>\n\u003cp>For a recent activity about bonds, I begin using \u003ca href=\"https://www.peardeck.com/\">Pear Deck\u003c/a>. Pear Deck is slide presentation software that allows students to join and respond in real time with text responses, drawings, and other interactive strategies that I can see immediately – making checking for understanding easy and powerful. I first ask students to draw what they think a sodium and a chlorine atom would look like. (We’d covered the periodic table already and they should have some idea of how to get started.)\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://mslwheeler.files.wordpress.com/2016/05/pear-deck-sketchnote.png?w=584\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"https://mslwheeler.files.wordpress.com/2016/05/pear-deck-sketchnote.png?w=584\" width=\"584\" height=\"438\">\u003c/a>\u003csmall>Pear Deck Sketchnotes by \u003ca href=\"https://mslwheeler.wordpress.com/2016/05/05/pear-deck-interactive-slideshows-edtech/\">Laura Wheeler\u003c/a>\u003c/small>\u003c/aside>\n\u003cp>\u003ca href=\"https://youtu.be/-tSjfOXm4RM\">From my teacher station, I can see every student’s drawing \u003c/a>in real time. I can set a specific time frame within which students’ can enter responses or I can change their screens to the next slide, if it is time to move to the next task. After scanning through students’ drawings from my computer, I decide to throw in a request that will prompt students to respond on their tablets. “Describe your model in a few sentences,” I ask after opening up a new page for them to answer on. While I hadn’t planned on asking them to do this when I created the Pear Deck presentation the night before, I really appreciate having the ability to add impromptu questions.\u003c/p>\n\u003cp>After collecting their responses, I share some of them, and several drawings (all anonymously) with the whole class and ask students to share their observations. Seeing their drawings allows me to glean information about prior knowledge and to look for possible misconceptions. And the sharing display lets students to see into each other’s thinking.\u003c/p>\n\u003cp>After a short discussion, I then ask them to draw the sodium atom forming a bond with the chlorine atom. I set the presentation on self-paced mode to allow students to use more than one page (screen) if needed to complete their drawing(s). Self-paced mode allows students to go to any slide in the presentation you’ve created and complete any of the tasks you’ve embedded.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After the Pear Deck session is over, I have the option of saving all of the data collected, which allows me to resume the session another day and gives me the ability to analyze the data collected at a later date.\u003c/p>\n\u003cp>In the second part of the activity, students use \u003ca href=\"https://www.explorelearning.com/\">Gizmos\u003c/a>, which has hundreds of math and science interactive simulations that allow students to graph, measure, compare and make predictions.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=g806PErSWyE&feature=youtu.be\u003c/p>\n\u003cp>After students have logged into their Gizmos accounts, I instruct them to launch the ionic bonds simulation that I selected for them. In the \u003ca href=\"https://www.youtube.com/watch?v=g806PErSWyE&feature=youtu.be\">screencast \u003c/a>above, I demonstrate a simulation in which\u003ca href=\"https://youtu.be/g806PErSWyE\"> \u003c/a>students are able to explore how five different periodic table metals can form bonds with one of six non-metals. Students can select the two atoms to bond, add more atoms to the bond, and transfer valence electrons from one atom to the other. Since a bond can’t occur unless certain rules are met, students are able to explore how ionic bonds can occur by manipulating the atoms and their valence electrons on the screen, and test the rules for themselves.\u003c/p>\n\u003cp>The Gizmos simulation is an effective way for students to visualize how ionic bonds form, and I can use most of the same strategies when introducing students to covalent bonds — the next lesson.\u003c/p>\n\u003cp>I look forward to seeing how my students progress in their ability to develop and use models using these technology resources.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The technique of \u003ca href=\"https://www.rubicon.com/nsta-insights-what-does-modeling-look-like-with-ngss/\">modeling is one of the focal points of the Next Generation Science Standards\u003c/a>, so I’ve been looking for more opportunities for my 10th and 11th grade chemistry students to create their own models. I’ve found two programs that are great for engaging students and allowing me to record their models digitally.\u003c/p>\n\u003cp>For a recent activity about bonds, I begin using \u003ca href=\"https://www.peardeck.com/\">Pear Deck\u003c/a>. Pear Deck is slide presentation software that allows students to join and respond in real time with text responses, drawings, and other interactive strategies that I can see immediately – making checking for understanding easy and powerful. I first ask students to draw what they think a sodium and a chlorine atom would look like. (We’d covered the periodic table already and they should have some idea of how to get started.)\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://mslwheeler.files.wordpress.com/2016/05/pear-deck-sketchnote.png?w=584\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"https://mslwheeler.files.wordpress.com/2016/05/pear-deck-sketchnote.png?w=584\" width=\"584\" height=\"438\">\u003c/a>\u003csmall>Pear Deck Sketchnotes by \u003ca href=\"https://mslwheeler.wordpress.com/2016/05/05/pear-deck-interactive-slideshows-edtech/\">Laura Wheeler\u003c/a>\u003c/small>\u003c/aside>\n\u003cp>\u003ca href=\"https://youtu.be/-tSjfOXm4RM\">From my teacher station, I can see every student’s drawing \u003c/a>in real time. I can set a specific time frame within which students’ can enter responses or I can change their screens to the next slide, if it is time to move to the next task. After scanning through students’ drawings from my computer, I decide to throw in a request that will prompt students to respond on their tablets. “Describe your model in a few sentences,” I ask after opening up a new page for them to answer on. While I hadn’t planned on asking them to do this when I created the Pear Deck presentation the night before, I really appreciate having the ability to add impromptu questions.\u003c/p>\n\u003cp>After collecting their responses, I share some of them, and several drawings (all anonymously) with the whole class and ask students to share their observations. Seeing their drawings allows me to glean information about prior knowledge and to look for possible misconceptions. And the sharing display lets students to see into each other’s thinking.\u003c/p>\n\u003cp>After a short discussion, I then ask them to draw the sodium atom forming a bond with the chlorine atom. I set the presentation on self-paced mode to allow students to use more than one page (screen) if needed to complete their drawing(s). Self-paced mode allows students to go to any slide in the presentation you’ve created and complete any of the tasks you’ve embedded.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After the Pear Deck session is over, I have the option of saving all of the data collected, which allows me to resume the session another day and gives me the ability to analyze the data collected at a later date.\u003c/p>\n\u003cp>In the second part of the activity, students use \u003ca href=\"https://www.explorelearning.com/\">Gizmos\u003c/a>, which has hundreds of math and science interactive simulations that allow students to graph, measure, compare and make predictions.\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/g806PErSWyE'\n title='//www.youtube.com/embed/g806PErSWyE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>After students have logged into their Gizmos accounts, I instruct them to launch the ionic bonds simulation that I selected for them. In the \u003ca href=\"https://www.youtube.com/watch?v=g806PErSWyE&feature=youtu.be\">screencast \u003c/a>above, I demonstrate a simulation in which\u003ca href=\"https://youtu.be/g806PErSWyE\"> \u003c/a>students are able to explore how five different periodic table metals can form bonds with one of six non-metals. Students can select the two atoms to bond, add more atoms to the bond, and transfer valence electrons from one atom to the other. Since a bond can’t occur unless certain rules are met, students are able to explore how ionic bonds can occur by manipulating the atoms and their valence electrons on the screen, and test the rules for themselves.\u003c/p>\n\u003cp>The Gizmos simulation is an effective way for students to visualize how ionic bonds form, and I can use most of the same strategies when introducing students to covalent bonds — the next lesson.\u003c/p>\n\u003cp>I look forward to seeing how my students progress in their ability to develop and use models using these technology resources.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "What Would A Truly Diverse Hollywood Look Like? | KQED",
"content": "\u003cp>\u003cstrong>Featured Resource: \u003c/strong>[ESSAY] “Representation” by Anoushka Ambavanekar\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anoushka Ambavanekar is a freshman at Vista Del Lago High School in Folsom, CA. Read her take on minority representation in Hollywood below.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cb>Do Now\u003c/b>\u003c/h2>\n\u003cp>What would a truly diverse Hollywood ideally look like? What are examples of inclusive storytelling? \u003cb>#DoNowHollywood\u003c/b>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting a video response in this week’s \u003ca href=\"https://flipgrid.com/2d5e09\">Flipgrid\u003c/a>.\u003c/p>\n\u003cp>You can also post your response on Twitter or in the comment section below. \u003cstrong>B\u003c/strong>\u003cstrong>e sure to include #DoNowHollywood\u003ci> \u003c/i>in your tweet\u003ci>.\u003c/i>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Lights, Camera…Diversity?\u003c/strong>\u003c/h2>\n\u003cp>Hollywood has an inclusivity problem, \u003ca href=\"http://annenberg.usc.edu/pages/~/media/MDSCI/Dr%20Stacy%20L%20Smith%20Inequality%20in%20800%20Films%20FINAL.ashx\">according to a 2016 study\u003c/a> by the University of Southern California’s Annenberg School for Communication and Journalism. The study, conducted by USC’s Media, Diversity, and Social Change Initiative, examined North America’s 100 top-grossing films of 2015, and found that 68.8 percent of speaking or named characters were male and 73.7 percent were white. In the films analyzed, “12.2 percent of speaking characters were Black, 5.3 percent were Latino, 3.9 were Asian American, less than one percent were Middle Eastern, less than one percent were Native Hawaiian or Pacific Islander, and 3.6 percent were of other or mixed race,” according to the report.\u003c/p>\n\u003cp>Social media campaigns like 2015’s \u003ca href=\"http://www.latimes.com/entertainment/envelope/la-et-mn-april-reign-oscars-so-white-diversity-20160114-story.html\">#OscarsSoWhite\u003c/a> helped raise awareness of the issue, leading to the Academy of Motion Pictures Arts and Sciences, the Oscars voting body, to examine its membership and invite \u003ca href=\"http://www.hollywoodreporter.com/news/oscars-academy-unveils-new-members-907361\">more representatives from diverse communities\u003c/a>.\u003c/p>\n\u003cp>While the 2017 Oscars saw a\u003ca href=\"http://ew.com/awards/2017/02/26/oscars-2017-black-acting-winners/\"> record number of wins for Black artists\u003c/a>, other minorities have yet to see much representation on Hollywood’s biggest stage.\u003c/p>\n\u003cp>[media-credit id=11207 align=\"aligncenter\" width=\"1632\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-427706 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data.png\" alt=\"USC Diversity Data\" width=\"1632\" height=\"750\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data.png 1632w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-800x368.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-768x353.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-1020x469.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-1180x542.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-960x441.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-240x110.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-375x172.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-520x239.png 520w\" sizes=\"(max-width: 1632px) 100vw, 1632px\">[/media-credit]\u003c/p>\n\u003cp>As one student sees it, this means progress in the industry, but not enough.\u003c/p>\n\u003ch3>“Representation” by Anoushka Ambavanekar\u003c/h3>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">My name is Anoushka Ambavanekar and I am a 15 year old Indian kid born in America. As a child, it was hard to find people who looked like me in the media and on TV. Most white kids had their pick of heroes. They wanted to be like Cinderella and Aurora, or Superman and Batman. For many kids of color like me, we didn’t have our pick of role models. The characters that we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">did\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> see were all stereotyped versions of us. Whenever I would see an Indian character, I would get excited, until I realized that they were just another stereotypical “nerdy and smart” kid. As I grew older, things did not really change immensely. I started to see a little more representation of people of color in side characters, but rarely in the spotlight. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, there are a few shows that can be found starring people of color in non-stereotypical roles like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Master of None, Quantico, Scandal, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Grey’s Anatomy.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> However, TV shows still do not represent the full diversity of America.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> I remember watching the #OscarsSoWhite trend go viral last year. When the Oscars said they were going to do something about it, I was excited. I thought they would finally take the time to recognize the lack of people of color that are displayed in movies. However, they brought in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> black speakers to talk about the lack of black people in the media. I was extremely disappointed. They had made things, quite literally, black and white. Even now, there is an immense lack of representation of many races in the media, including South Asians, East Asians, Latinos, Native Americans, and many more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> With a wide variety of racial minorities in the media and on TV, kids like me would have more role models to pick from and look up to. Seeing this year’s Oscars nominees, I can see that some progress has been made. There was a wide variety of black nominees in various categories, resulting in a record number of wins by black artists. However, there was a grand total of one Asian, and no Latinos, Native Americans, or other minorities, outside of the foreign language categories. While we have made a large step in the right direction, we still have a long way to go.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>What’s your take on this issue? What would a truly diverse Hollywood ideally look like?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.ted.com/talks/stacy_smith_the_data_behind_hollywood_s_sexism#t-316752\">The Data Behind Hollywood’s Sexism\u003c/a> (TED)\u003c/strong>\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://embed.ted.com/talks/stacy_smith_the_data_behind_hollywood_s_sexism\" width=\"540\" height=\"300\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>The entire video is 15 minutes and 44 seconds. For brevity, we recommend watching until the 5:30 mark.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.nbcnews.com/news/asian-america/little-meaningful-change-hollywood-diversity-report-n644031\">Little “Meaningful Change’ In Hollywood Diversity: Report \u003c/a>\u003c/strong>\u003cstrong>(NBC News)\u003c/strong>\u003cbr>\n“We’re seeing entrenched inequality,” Stacy L. Smith, a USC professor and the study’s lead author, told the Associated Press. “Whether we’re studying gender, race, ethnicity, LGBT or characters with disabilities, we’re really seeing exclusionary forces leaving out anybody that’s not a straight, white, able-bodied man.\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE: \u003ca href=\"https://www.nytimes.com/interactive/2016/02/24/arts/hollywood-diversity-inclusion.html?_r=0\">What It’s Really Like to Work in Hollywood* (If You’re Not a Straight White Man)\u003c/a> (The New York Times)\u003c/strong>\u003cbr>\n“Here, 27 industry players reveal the stories behind the numbers — their personal experiences of not feeling seen, heard or accepted, and how they pushed forward.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://money.cnn.com/2017/02/21/media/female-film-protagonist-study/\">Films In 2016 Saw A Record Number of Female Lead Roles \u003c/a>(CNN Media)\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Resource: \u003c/strong>[ESSAY] “Representation” by Anoushka Ambavanekar\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anoushka Ambavanekar is a freshman at Vista Del Lago High School in Folsom, CA. Read her take on minority representation in Hollywood below.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cb>Do Now\u003c/b>\u003c/h2>\n\u003cp>What would a truly diverse Hollywood ideally look like? What are examples of inclusive storytelling? \u003cb>#DoNowHollywood\u003c/b>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting a video response in this week’s \u003ca href=\"https://flipgrid.com/2d5e09\">Flipgrid\u003c/a>.\u003c/p>\n\u003cp>You can also post your response on Twitter or in the comment section below. \u003cstrong>B\u003c/strong>\u003cstrong>e sure to include #DoNowHollywood\u003ci> \u003c/i>in your tweet\u003ci>.\u003c/i>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Lights, Camera…Diversity?\u003c/strong>\u003c/h2>\n\u003cp>Hollywood has an inclusivity problem, \u003ca href=\"http://annenberg.usc.edu/pages/~/media/MDSCI/Dr%20Stacy%20L%20Smith%20Inequality%20in%20800%20Films%20FINAL.ashx\">according to a 2016 study\u003c/a> by the University of Southern California’s Annenberg School for Communication and Journalism. The study, conducted by USC’s Media, Diversity, and Social Change Initiative, examined North America’s 100 top-grossing films of 2015, and found that 68.8 percent of speaking or named characters were male and 73.7 percent were white. In the films analyzed, “12.2 percent of speaking characters were Black, 5.3 percent were Latino, 3.9 were Asian American, less than one percent were Middle Eastern, less than one percent were Native Hawaiian or Pacific Islander, and 3.6 percent were of other or mixed race,” according to the report.\u003c/p>\n\u003cp>Social media campaigns like 2015’s \u003ca href=\"http://www.latimes.com/entertainment/envelope/la-et-mn-april-reign-oscars-so-white-diversity-20160114-story.html\">#OscarsSoWhite\u003c/a> helped raise awareness of the issue, leading to the Academy of Motion Pictures Arts and Sciences, the Oscars voting body, to examine its membership and invite \u003ca href=\"http://www.hollywoodreporter.com/news/oscars-academy-unveils-new-members-907361\">more representatives from diverse communities\u003c/a>.\u003c/p>\n\u003cp>While the 2017 Oscars saw a\u003ca href=\"http://ew.com/awards/2017/02/26/oscars-2017-black-acting-winners/\"> record number of wins for Black artists\u003c/a>, other minorities have yet to see much representation on Hollywood’s biggest stage.\u003c/p>\n\u003cp>[media-credit id=11207 align=\"aligncenter\" width=\"1632\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-427706 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data.png\" alt=\"USC Diversity Data\" width=\"1632\" height=\"750\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data.png 1632w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-800x368.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-768x353.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-1020x469.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-1180x542.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-960x441.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-240x110.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-375x172.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/03/USC-Diversity-Data-520x239.png 520w\" sizes=\"(max-width: 1632px) 100vw, 1632px\">[/media-credit]\u003c/p>\n\u003cp>As one student sees it, this means progress in the industry, but not enough.\u003c/p>\n\u003ch3>“Representation” by Anoushka Ambavanekar\u003c/h3>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">My name is Anoushka Ambavanekar and I am a 15 year old Indian kid born in America. As a child, it was hard to find people who looked like me in the media and on TV. Most white kids had their pick of heroes. They wanted to be like Cinderella and Aurora, or Superman and Batman. For many kids of color like me, we didn’t have our pick of role models. The characters that we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">did\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> see were all stereotyped versions of us. Whenever I would see an Indian character, I would get excited, until I realized that they were just another stereotypical “nerdy and smart” kid. As I grew older, things did not really change immensely. I started to see a little more representation of people of color in side characters, but rarely in the spotlight. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, there are a few shows that can be found starring people of color in non-stereotypical roles like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Master of None, Quantico, Scandal, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Grey’s Anatomy.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> However, TV shows still do not represent the full diversity of America.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> I remember watching the #OscarsSoWhite trend go viral last year. When the Oscars said they were going to do something about it, I was excited. I thought they would finally take the time to recognize the lack of people of color that are displayed in movies. However, they brought in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> black speakers to talk about the lack of black people in the media. I was extremely disappointed. They had made things, quite literally, black and white. Even now, there is an immense lack of representation of many races in the media, including South Asians, East Asians, Latinos, Native Americans, and many more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> With a wide variety of racial minorities in the media and on TV, kids like me would have more role models to pick from and look up to. Seeing this year’s Oscars nominees, I can see that some progress has been made. There was a wide variety of black nominees in various categories, resulting in a record number of wins by black artists. However, there was a grand total of one Asian, and no Latinos, Native Americans, or other minorities, outside of the foreign language categories. While we have made a large step in the right direction, we still have a long way to go.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>What’s your take on this issue? What would a truly diverse Hollywood ideally look like?\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://www.ted.com/talks/stacy_smith_the_data_behind_hollywood_s_sexism#t-316752\">The Data Behind Hollywood’s Sexism\u003c/a> (TED)\u003c/strong>\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://embed.ted.com/talks/stacy_smith_the_data_behind_hollywood_s_sexism\" width=\"540\" height=\"300\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>The entire video is 15 minutes and 44 seconds. For brevity, we recommend watching until the 5:30 mark.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.nbcnews.com/news/asian-america/little-meaningful-change-hollywood-diversity-report-n644031\">Little “Meaningful Change’ In Hollywood Diversity: Report \u003c/a>\u003c/strong>\u003cstrong>(NBC News)\u003c/strong>\u003cbr>\n“We’re seeing entrenched inequality,” Stacy L. Smith, a USC professor and the study’s lead author, told the Associated Press. “Whether we’re studying gender, race, ethnicity, LGBT or characters with disabilities, we’re really seeing exclusionary forces leaving out anybody that’s not a straight, white, able-bodied man.\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE: \u003ca href=\"https://www.nytimes.com/interactive/2016/02/24/arts/hollywood-diversity-inclusion.html?_r=0\">What It’s Really Like to Work in Hollywood* (If You’re Not a Straight White Man)\u003c/a> (The New York Times)\u003c/strong>\u003cbr>\n“Here, 27 industry players reveal the stories behind the numbers — their personal experiences of not feeling seen, heard or accepted, and how they pushed forward.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://money.cnn.com/2017/02/21/media/female-film-protagonist-study/\">Films In 2016 Saw A Record Number of Female Lead Roles \u003c/a>(CNN Media)\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Online learning is extremely convenient. It allows me and my students to work from home in pretty much any location in the country; it gives students the opportunity to work with educators who live in other areas and allows adult students to maintain full-time employment while studying. However, many students are feeling the social isolation that comes with this type of learning environment. There are several ways to combat loneliness and still be part of an online academic community.\u003c/p>\n\u003ch3>1. Connect with other online students\u003c/h3>\n\u003cp>Online classrooms might have dozens of students participating at any given time. The instructors will often hand out several small assignments in order to help students connect with each other in the digital world. I strongly encourage my tutoring students not only to complete these assignments but to take it one step further and \u003ca href=\"http://www.onlinecollege.org/2011/10/11/starting-a-virtual-study-group/\">organize a virtual study group\u003c/a>. Many students find it difficult to study entirely on their own and would love to meet with their virtual classmates. When I was taking online courses 15 years ago, we weren’t able to connect in the same way — online education was mostly one-way non-interactive communication. But now, with technology such as \u003ca href=\"https://www.skype.com/en/\">Skype\u003c/a> and \u003ca href=\"https://hangouts.google.com/\">Google Hangouts\u003c/a>, students can easily share documents or even their screen with students in another county or state.\u003c/p>\n\u003ch3>2. Maintain a personal social life\u003c/h3>\n\u003cp>Students who have chosen an online education, because they are working adults or home schooled at the high-school level, spend much of their free time tackling online assignments. It’s really important to do well in the class and have plenty of time to study, but it’s also essential to maintain a personal social life of some kind — get out of the home and into the real world for a little bit each week. In fact, I notice my students stress levels can get very high unless they arrange time to socialize. It’s something I try to combat early on in the term.\u003c/p>\n\u003ch3>3. Take any opportunity to interact with the educator\u003c/h3>\n\u003cp>Most online educators offer students at least some real-time interaction, through a Skype meeting, email or instant chat. I work with students as a supplemental educator, so they can chat with me anytime by appointment, but I still encourage them to interact with their primary instructor as much as possible so they can fully engage in the material and ask questions about difficult concepts or discuss something they find particularly interesting. Most instructors are thrilled when a student makes the extra effort to reach out with questions and are willing to take the time to discuss important aspects of an assignment.\u003c/p>\n\u003ch3>4. Add in field trips and practical activities to your curriculum\u003c/h3>\n\u003cp>Online curricula are designed to make it easy and convenient for students to learn at home without having to be in any place at a particular time. However, this doesn’t mean students should be limited by the curriculum. A syllabus provides a minimum amount of assignments and information about the coursework. If a student is studying art history, for example, I encourage visiting a local art museum to get an idea of what the textbook is really describing. If a student is studying business I encourage seeking out a mentor or setting up an informational interview with someone at a local corporation. A digital learning setting should not be a limitation for students. There’s often a lot more they can add into the curriculum themselves by exploring the world around them and interacting with other people.\u003c/p>\n\u003ch3>5. Participate in a blended learning environment\u003c/h3>\n\u003cp>Some of my students are limited to digital learning because they live in a rural area, while others simply choose it as a convenience. However, if a 100% online course just isn’t working for a student, I encourage a \u003ca href=\"http://www.dreambox.com/blog/6-models-blended-learning\">blended learning\u003c/a> opportunity. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Online learning is extremely convenient. It allows me and my students to work from home in pretty much any location in the country; it gives students the opportunity to work with educators who live in other areas and allows adult students to maintain full-time employment while studying. However, many students are feeling the social isolation that comes with this type of learning environment. There are several ways to combat loneliness and still be part of an online academic community.\u003c/p>\n\u003ch3>1. Connect with other online students\u003c/h3>\n\u003cp>Online classrooms might have dozens of students participating at any given time. The instructors will often hand out several small assignments in order to help students connect with each other in the digital world. I strongly encourage my tutoring students not only to complete these assignments but to take it one step further and \u003ca href=\"http://www.onlinecollege.org/2011/10/11/starting-a-virtual-study-group/\">organize a virtual study group\u003c/a>. Many students find it difficult to study entirely on their own and would love to meet with their virtual classmates. When I was taking online courses 15 years ago, we weren’t able to connect in the same way — online education was mostly one-way non-interactive communication. But now, with technology such as \u003ca href=\"https://www.skype.com/en/\">Skype\u003c/a> and \u003ca href=\"https://hangouts.google.com/\">Google Hangouts\u003c/a>, students can easily share documents or even their screen with students in another county or state.\u003c/p>\n\u003ch3>2. 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I work with students as a supplemental educator, so they can chat with me anytime by appointment, but I still encourage them to interact with their primary instructor as much as possible so they can fully engage in the material and ask questions about difficult concepts or discuss something they find particularly interesting. Most instructors are thrilled when a student makes the extra effort to reach out with questions and are willing to take the time to discuss important aspects of an assignment.\u003c/p>\n\u003ch3>4. Add in field trips and practical activities to your curriculum\u003c/h3>\n\u003cp>Online curricula are designed to make it easy and convenient for students to learn at home without having to be in any place at a particular time. However, this doesn’t mean students should be limited by the curriculum. A syllabus provides a minimum amount of assignments and information about the coursework. 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"content": "\u003cp>March is Women’s History Month, a month to recognize women and the continued fight for women’s rights. Illuminate the battle for women’s rights using these trusted, quality public media resources found in \u003ca href=\"http://ca.pbslearningmedia.org\">PBS LearningMedia\u003c/a>. The following resources provide a short history of advancements in women’s rights and the activists behind them.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/americon-vid-elizabeth-cady-stanton/elizabeth-cady-stanton/\">Elizabeth Cady Stanton: The Right to Vote\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Elizabeth Cady Stanton was a founding member of the Women’s Movement and fought for the equal treatment of women. At the first Women’s convention she drafted the “Declaration of Sentiments, Grievances, and Resolutions” where she proclaimed “that all men and women are created equal”. In 1869, along with Stanton, Susan B. Anthony founded the National Woman Suffrage Association. This American Icons video provides insight into the fight for the right to vote.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/1c7516bf-9293-4867-870d-bcd054e7aa05/womens-suffrage-crash-course-us-history-31/\">\u003cstrong>The Suffrage Movement\u003c/strong> \u003c/a>\u003c/p>\n\u003cp>In this Crash Course video, learn about famous reformers and activists like Alice Paul, Margaret Sanger, and Emma Goldman, among others.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/arct14.soc.amexelebet/eleanor-roosevelt-biography-mary-mcleod-bethune/\">The Right to an Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary McLeod Bethune was the first in her family to get an education. A prized opportunity, she understood the value and importance of education and continued to advocate for the right to learn throughout her personal and professional life. As Director of the Division of Negro Affairs and National Youth Administration under the Roosevelt administration, Bethune fought for education as a right for all. This American Experience resource details Bethune’s contribution in the struggle for education.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/resource/b536077a-14f8-4463-be3f-f90e54a1e70a/dorothy-cotton-citizenship-education-memories-of-the-march/\">Citizenship Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Learn about the citizen education programs used by civil rights activists in this clip from Memories of the March. Citizen training workshops, like the ones attended by Dorothy Cotton, were crucial in uniting members of the African-American Civil Rights Movement across the country. This Memories of the March video highlights the contributions of Dorthy Cotton.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/\">\u003cstrong>Remembering Civil Rights Leader Dorothy Height\u003c/strong> \u003c/a>\u003c/p>\n\u003cp>Considered by some as the “Godmother of the Civil Rights Movement”, Dorothy Height was a leader of both the civil rights and women’s rights movements. She was an advisor to Martin Luther King Jr. and fought tirelessly for equality and justice. Learn more about Height and her influence in this clip.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13.socst.us.ellabaker/ella-baker-and-the-sncc/\">\u003cstrong>Ella Baker and the SNCC | The African Americans\u003c/strong> \u003c/a>\u003c/p>\n\u003cp>As a grassroots organizer and founder of “SNCC”, Ella Baker fought to eradicate sexism and racism through peaceful protests. In this video, learn about Ella Baker and her contributions to civil rights for women.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/arct14.soc.amexpilroo/the-pill-roots-of-the-pill/\">The Right to Health Care: Roots of the Pill\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>As a nurse in New York, Margaret Sanger witnessed the unnecessary suffering of women due to reproductive issues. These experiences inspired her to advocate for birth control and establish the first birth control clinic in America. This clinic later evolved into Planned Parenthood. In this video, learn more about Sanger and the fight for reproductive rights.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/bf09.socst.us.const.roewade/roe-v-wade/\">\u003cstrong>Women’s Right to Choose\u003c/strong> \u003c/a>\u003c/p>\n\u003cp>Roe v. Wade marked a momentous moment in legal literature and social sentiments. Through this court decision, women gained sovereignty over their bodies and the choice over their health care. This video clip examines Jane Roe’s role in the fight for women’s right for health care.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://ca.pbslearningmedia.org/resource/ms16.socst.us.cw.women/women-in-war-the-good-stuff-time-capsule/\">The Lasting Impact of Women in the Civil War\u003c/a>\u003c/b>\u003c/p>\n\u003cp>The following video examines women entering the workplace during war time. During the Civil War, women began working in textile mills and as army nurses. Through their efforts they affirmed their contributory role in the work place; aiding the war movement and saving lives. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>March is Women’s History Month, a month to recognize women and the continued fight for women’s rights. Illuminate the battle for women’s rights using these trusted, quality public media resources found in \u003ca href=\"http://ca.pbslearningmedia.org\">PBS LearningMedia\u003c/a>. The following resources provide a short history of advancements in women’s rights and the activists behind them.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/americon-vid-elizabeth-cady-stanton/elizabeth-cady-stanton/\">Elizabeth Cady Stanton: The Right to Vote\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Elizabeth Cady Stanton was a founding member of the Women’s Movement and fought for the equal treatment of women. At the first Women’s convention she drafted the “Declaration of Sentiments, Grievances, and Resolutions” where she proclaimed “that all men and women are created equal”. In 1869, along with Stanton, Susan B. Anthony founded the National Woman Suffrage Association. This American Icons video provides insight into the fight for the right to vote.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/1c7516bf-9293-4867-870d-bcd054e7aa05/womens-suffrage-crash-course-us-history-31/\">\u003cstrong>The Suffrage Movement\u003c/strong> \u003c/a>\u003c/p>\n\u003cp>In this Crash Course video, learn about famous reformers and activists like Alice Paul, Margaret Sanger, and Emma Goldman, among others.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"source": "npr"
},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
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