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"content": "\u003cp>Tiny Tom Thumbs and towering Smoke Signals are two of the traditional popcorn varieties our sixth graders harvested from the first planting of a multiyear adventure to breed a new variety of popcorn. We’re \u003ca href=\"http://www.rebeccanewburn.com/u3-planting-seeds.html\">documenting our journey as seed savers and using our experience to create public service announcements\u003c/a> (PSAs) to invite others to join us as we launch the One Million Seed Savers Campaign in collaboration with the \u003ca href=\"https://rockymountainseeds.org/\">Rocky Mountain Seed Alliance\u003c/a>. The students’ goal is to bring awareness to the staggering loss in plant genetic diversity over the last 100 years, and we are working to get 1 million citizens to join us in becoming seed savers.\u003c/p>\n\u003cp>In the past, my students have done \u003ca href=\"https://www.youtube.com/watch?v=chsrg77fWuo\">PSAs on soil conservation\u003c/a> and on a variety of environmental issues as part of our \u003ca href=\"https://ww2.kqed.org/education/2016/09/29/earth-care-geek-exploring-complex-science-issues/\">Earth Care Geek Project\u003c/a>. PSAs provide opportunities for students to use persuasive skills and be a voice for social change.\u003c/p>\n\u003cp>There is a rich selection of possible topics for PSAs: health issues in PE, current events in social studies, and environmental issues in science. Choosing a topic that has relevance to your students will increase buy-in for the project, especially if they know their PSAs will be shared outside the classroom. Partnering with a nonprofit or public agency that can provide expert input on the topic can enrich the experience, and can help get the PSAs to a wider audience, which can energize students’ interest.\u003c/p>\n\u003ch4>Getting Started\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>\u003cb>Introduction to PSAs: \u003c/b>\u003c/b>Review \u003ca href=\"https://www.washingtonpost.com/national/the-10-best-psas-of-all-time/2013/09/13/10cb0ebe-1bf2-11e3-8685-5021e0c41964_gallery.html\">classic examples of PSAs\u003c/a> to determine the purpose of the work. And for inspiration!\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Content Knowledge: \u003c/b>Discuss the chosen PSA topic and what information would persuade people to make some behavior changes. Craft a strong emotional appeal backed by facts.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Voice and Choice: \u003c/b>Provide a framework for the project by setting clear expectations yet allowing students to express their own interest in the topic. For our One Million Seed Savers PSAs, students have a choice between educating the public on the benefits of seed saving, concerns about the loss of genetic diversity, or the basics of seed saving.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Authentic Audience: \u003c/b>Help students identify their target audience as well as how are they going to reach that audience.\u003c/li>\n\u003c/ul>\n\u003ch4>Determining the Guidelines for a PSA\u003c/h4>\n\u003cp>We first review classic PSAs as a class, and generate a list of criteria. Here are some student-generated PSAs guidelines.\u003c/p>\n\u003cul>\n\u003cli>PSAs are for the public benefit.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>They encourage people to change behavior or take action (e.g., \u003ca href=\"https://www.youtube.com/watch?v=B8Ct5hjs0Jw\">get people to wear seat belts\u003c/a>).\u003c/li>\n\u003cli>They often have a strong emotional appeal (e.g., \u003ca href=\"https://www.youtube.com/watch?v=8Suu84khNGY\">Native American sheds a tear at the site of all the trash\u003c/a>).\u003c/li>\n\u003cli>The slogan is memorable such as “\u003ca href=\"https://www.youtube.com/watch?v=gYElilHVVoo\">A mind is a terrible thing to waste\u003c/a>.” Rosie the Riveter and her proud “\u003ca href=\"https://en.wikipedia.org/wiki/We_Can_Do_It!\">We Can Do It!\u003c/a>” motto is an American icon.\u003c/li>\n\u003cli>They are professional pieces that do not have your name on it or “thanks for watching” at the end.\u003c/li>\n\u003cli>Most are exactly 30- or 60-seconds long, to fit TV or radio slots.\u003c/li>\n\u003c/ul>\n\u003cp>One of my students’ favorites is this Girl Scouts video about how to make a PSA:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_J85cXpDtMQ\u003c/p>\n\u003cp>There are also some helpful tips in this article by the \u003ca href=\"http://www.centerdigitaled.com/artsandhumanities/How-to-Create-the-Perfect-Public-Service-Announcement.html\">Center for Digital Education\u003c/a> to help guide the process.\u003c/p>\n\u003cp>\u003cb>Rubric \u003c/b>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.readwritethink.org/files/resources/lesson_images/lesson939/psa-rubric.pdf\">PSA rubric from the International Reading Association\u003c/a> provides a solid framework for assessing student work. Our project has an additional time constraint — a point is deducted for every two seconds a PSA is off the 30- or 60-second mark.\u003c/p>\n\u003ch4>Data-Driven Slogans\u003c/h4>\n\u003cp>Data-driven selection of slogans can enhance PSAs and make them more memorable. I have students start by individually generating a list of relevant words about the topic, which they use to formulate at least three slogan. Ideas are shared and the group selects the top three — synthesizing suggestions when appropriate.\u003c/p>\n\u003cp>Before starting to make a PSA, students need to conduct market research on their slogan’s appeal. As teams, and as a class, we discuss the demographics that we are trying to reach with our message. In the past, students designed their own data-collection tools on paper. This year, since all of my classes will use one slogan for the One Million Seed Savers campaign, we’re going to use \u003ca href=\"https://www.polleverywhere.com/\">Poll Everywhere\u003c/a>. The free version does not require a signup, nor does it collect personal data. It also offers open-ended questions, rank order and up/down voting options, which help students collect more comprehensive input on their slogan ideas.\u003c/p>\n\u003ch4>Production\u003c/h4>\n\u003cp>We’re using \u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a> to produce PSAs It’s a free Web-based program that works on any device. It also has a variety of built-in storyboards, depending on your focus, which will guide you to “Promote an Idea” or “Teach a Lesson.” I ask students to first fill in Google docs storyboards, created with the same format as the Adobe Spark interface, to make sure they’ve written solid content and scripts before being distracted by the rich selection of stock photos, well-designed icons and open-source music available in Spark. And yes, they have dozens of seed icons!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>PSAs can change communities and improve our lives by planting seeds for a better society. As we work to educate and inspire 1 million citizens to save and share seeds from their home and school gardens, we hope that Rosie the Riveter’s new slogan will be: Save Seeds! We Can Do It!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tiny Tom Thumbs and towering Smoke Signals are two of the traditional popcorn varieties our sixth graders harvested from the first planting of a multiyear adventure to breed a new variety of popcorn. We’re \u003ca href=\"http://www.rebeccanewburn.com/u3-planting-seeds.html\">documenting our journey as seed savers and using our experience to create public service announcements\u003c/a> (PSAs) to invite others to join us as we launch the One Million Seed Savers Campaign in collaboration with the \u003ca href=\"https://rockymountainseeds.org/\">Rocky Mountain Seed Alliance\u003c/a>. The students’ goal is to bring awareness to the staggering loss in plant genetic diversity over the last 100 years, and we are working to get 1 million citizens to join us in becoming seed savers.\u003c/p>\n\u003cp>In the past, my students have done \u003ca href=\"https://www.youtube.com/watch?v=chsrg77fWuo\">PSAs on soil conservation\u003c/a> and on a variety of environmental issues as part of our \u003ca href=\"https://ww2.kqed.org/education/2016/09/29/earth-care-geek-exploring-complex-science-issues/\">Earth Care Geek Project\u003c/a>. PSAs provide opportunities for students to use persuasive skills and be a voice for social change.\u003c/p>\n\u003cp>There is a rich selection of possible topics for PSAs: health issues in PE, current events in social studies, and environmental issues in science. Choosing a topic that has relevance to your students will increase buy-in for the project, especially if they know their PSAs will be shared outside the classroom. Partnering with a nonprofit or public agency that can provide expert input on the topic can enrich the experience, and can help get the PSAs to a wider audience, which can energize students’ interest.\u003c/p>\n\u003ch4>Getting Started\u003c/h4>\n\u003cul>\n\u003cli>\u003cb>\u003cb>Introduction to PSAs: \u003c/b>\u003c/b>Review \u003ca href=\"https://www.washingtonpost.com/national/the-10-best-psas-of-all-time/2013/09/13/10cb0ebe-1bf2-11e3-8685-5021e0c41964_gallery.html\">classic examples of PSAs\u003c/a> to determine the purpose of the work. And for inspiration!\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Content Knowledge: \u003c/b>Discuss the chosen PSA topic and what information would persuade people to make some behavior changes. Craft a strong emotional appeal backed by facts.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Voice and Choice: \u003c/b>Provide a framework for the project by setting clear expectations yet allowing students to express their own interest in the topic. For our One Million Seed Savers PSAs, students have a choice between educating the public on the benefits of seed saving, concerns about the loss of genetic diversity, or the basics of seed saving.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cb>Authentic Audience: \u003c/b>Help students identify their target audience as well as how are they going to reach that audience.\u003c/li>\n\u003c/ul>\n\u003ch4>Determining the Guidelines for a PSA\u003c/h4>\n\u003cp>We first review classic PSAs as a class, and generate a list of criteria. Here are some student-generated PSAs guidelines.\u003c/p>\n\u003cul>\n\u003cli>PSAs are for the public benefit.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>They encourage people to change behavior or take action (e.g., \u003ca href=\"https://www.youtube.com/watch?v=B8Ct5hjs0Jw\">get people to wear seat belts\u003c/a>).\u003c/li>\n\u003cli>They often have a strong emotional appeal (e.g., \u003ca href=\"https://www.youtube.com/watch?v=8Suu84khNGY\">Native American sheds a tear at the site of all the trash\u003c/a>).\u003c/li>\n\u003cli>The slogan is memorable such as “\u003ca href=\"https://www.youtube.com/watch?v=gYElilHVVoo\">A mind is a terrible thing to waste\u003c/a>.” Rosie the Riveter and her proud “\u003ca href=\"https://en.wikipedia.org/wiki/We_Can_Do_It!\">We Can Do It!\u003c/a>” motto is an American icon.\u003c/li>\n\u003cli>They are professional pieces that do not have your name on it or “thanks for watching” at the end.\u003c/li>\n\u003cli>Most are exactly 30- or 60-seconds long, to fit TV or radio slots.\u003c/li>\n\u003c/ul>\n\u003cp>One of my students’ favorites is this Girl Scouts video about how to make a PSA:\u003c/p>\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/_J85cXpDtMQ'\n title='//www.youtube.com/embed/_J85cXpDtMQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>There are also some helpful tips in this article by the \u003ca href=\"http://www.centerdigitaled.com/artsandhumanities/How-to-Create-the-Perfect-Public-Service-Announcement.html\">Center for Digital Education\u003c/a> to help guide the process.\u003c/p>\n\u003cp>\u003cb>Rubric \u003c/b>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.readwritethink.org/files/resources/lesson_images/lesson939/psa-rubric.pdf\">PSA rubric from the International Reading Association\u003c/a> provides a solid framework for assessing student work. Our project has an additional time constraint — a point is deducted for every two seconds a PSA is off the 30- or 60-second mark.\u003c/p>\n\u003ch4>Data-Driven Slogans\u003c/h4>\n\u003cp>Data-driven selection of slogans can enhance PSAs and make them more memorable. I have students start by individually generating a list of relevant words about the topic, which they use to formulate at least three slogan. Ideas are shared and the group selects the top three — synthesizing suggestions when appropriate.\u003c/p>\n\u003cp>Before starting to make a PSA, students need to conduct market research on their slogan’s appeal. As teams, and as a class, we discuss the demographics that we are trying to reach with our message. In the past, students designed their own data-collection tools on paper. This year, since all of my classes will use one slogan for the One Million Seed Savers campaign, we’re going to use \u003ca href=\"https://www.polleverywhere.com/\">Poll Everywhere\u003c/a>. The free version does not require a signup, nor does it collect personal data. It also offers open-ended questions, rank order and up/down voting options, which help students collect more comprehensive input on their slogan ideas.\u003c/p>\n\u003ch4>Production\u003c/h4>\n\u003cp>We’re using \u003ca href=\"https://spark.adobe.com/\">Adobe Spark\u003c/a> to produce PSAs It’s a free Web-based program that works on any device. It also has a variety of built-in storyboards, depending on your focus, which will guide you to “Promote an Idea” or “Teach a Lesson.” I ask students to first fill in Google docs storyboards, created with the same format as the Adobe Spark interface, to make sure they’ve written solid content and scripts before being distracted by the rich selection of stock photos, well-designed icons and open-source music available in Spark. And yes, they have dozens of seed icons!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>PSAs can change communities and improve our lives by planting seeds for a better society. As we work to educate and inspire 1 million citizens to save and share seeds from their home and school gardens, we hope that Rosie the Riveter’s new slogan will be: Save Seeds! We Can Do It!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Pause Before Downloading: Rules and Resources for Reusing Digital Content in the Classroom",
"headTitle": "Pause Before Downloading: Rules and Resources for Reusing Digital Content in the Classroom | KQED",
"content": "\u003cp>“Why can’t I use this picture?” This is a question my students often ask whenever they are looking for images on the Internet for projects they create in my class.\u003c/p>\n\u003cp>My response is always this: “If you go into a store and you see merchandise you like on the sales floor, can you take it without paying for it?”\u003c/p>\n\u003cp>In this era of digital media, where almost everything is searchable and downloadable, it’s easy to see why students, and even teachers, think that it’s perfectly fine to reuse another’s creator’s work. However, this is not always true.\u003c/p>\n\u003ch4>Myths and Facts\u003c/h4>\n\u003cp>Let’s look at some commonly held misconceptions of copyright law.\u003c/p>\n\u003cp>\u003cb>Myth No 1: You can always claim fair use.\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fact: Fair use isn’t a legislative right, it’s a legal defense you can use in a court of law. However, that doesn’t mean you will avoid legal repercussion simply by using this argument. To learn more, read Harvard University’s guide on \u003ca href=\"http://ogc.harvard.edu/pages/copyright-and-fair-use\">copyright and fair use.\u003c/a>\u003c/p>\n\u003cp>\u003cb>Myth No. 2: If it’s copyright protected, then you can’t use it.\u003c/b>\u003c/p>\n\u003cp>Fact: The creator of the work owns the copyright. If you are able to obtain permission from the creator, then you can reproduce it.\u003c/p>\n\u003cp>\u003cb>Myth No. 3: It’s not copyright protected because it doesn’t say that it is.\u003c/b>\u003c/p>\n\u003cp>Fact: It depends on when the work was originally created. Copyright laws have been amended a few times over the course of the 20th century, so you’ll have to check the work in question. However, as of March 1, 1989, all work is automatically copyright protected, and a copyright notice isn’t necessary for work to receive this protection. The United States Copyright Office explains this in more detail \u003ca href=\"http://www.copyright.gov/help/faq/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cb>Myth No. 4: As long as you cite the creator of the work, you don’t have to worry about copyright.\u003c/b>\u003c/p>\n\u003cp>Fact: Citing work avoids plagiarism, but you can be in danger of copyright infringement. Check out this explanation from \u003ca href=\"http://blogs.library.duke.edu/scholcomm/2007/11/30/citation-infringement/\">Duke University Libraries’ Web page\u003c/a> for further clarification.\u003c/p>\n\u003ch4>Solutions\u003c/h4>\n\u003cp>How can students incorporate media into their projects without violating copyright laws? Luckily, there are three options:\u003c/p>\n\u003col>\n\u003cli>Use creative work that accompanied by a \u003ca href=\"https://creativecommons.org/\">Creative Commons\u003c/a> license. Creative Commons is an organization dedicated to helping creators share their work with the world. People who publish their work with a Creative Commons license are allowing others to reuse their work on their terms.\u003c/li>\n\u003cli>Use work in the public domain. These creations are not subjected to copyright laws because either the copyright has expired or the creator has decided to give up his or her rights to the work. In the latter example, creators will declare this on their work.\u003c/li>\n\u003cli>Create original work. Students are incredibly creative. Depending on their talents and inclinations, they can create hand-drawn illustrations, make their own computer graphics, or take their own photographs. With the right digital tools, students can create their own original videos, music, images or audio.\u003c/li>\n\u003c/ol>\n\u003ch4>Project Resources\u003c/h4>\n\u003cp>I’ve gathered a few resources for students to use when incorporating media created by others. Don’t forget to tell students to verify the usage rights of all works before using them. In addition, keep in mind that when searching on the Internet, there is always the potential to come across inappropriate content. Before using any of the following search engines, check that it has been vetted by your school’s content filters. Also tell your students to turn on SafeSearch — if it’s an option on the website.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://search.creativecommons.org/\">Creative Commons Search\u003c/a> allows you to search for Creative Commons–licensed images, videos, and music.\u003c/li>\n\u003cli>\u003ca href=\"https://www.google.com/advanced_image_search\">Google Advanced Image Search\u003c/a> allows you to filter your search by image size, aspect ratio, color and more. The most important thing to remember is to scroll down to the end of the search fields and choose the correct “Usage rights” option.\u003c/li>\n\u003cli>\u003ca href=\"https://pixabay.com/\">Pixabay\u003c/a> is a website with many beautiful public domain images. Remember not to click on the sponsored links (those are not in the public domain), and you’ll find many great options.\u003c/li>\n\u003cli>\u003ca href=\"http://www.photosforclass.com/\">Photosforclass\u003c/a> is fantastic for the classroom. All photos are all Creative Commons licensed, filtered for appropriate images and come with an automatic citation when you download a photo.\u003c/li>\n\u003cli>\u003ca href=\"https://openclipart.org/\">Openclipart\u003c/a> provides clipart that is all in the public domain\u003c/li>\n\u003cli>\u003ca href=\"https://www.flickr.com/search\">Flickr\u003c/a> This link will take you to Flickr’s search portal. You must click on “any license” to filter for the correct license.\u003c/li>\n\u003cli>\u003ca href=\"https://www.wikipedia.org/\">Wikipedia\u003c/a> usually features work with Creative Commons license or those in the public domain.\u003c/li>\n\u003cli>\u003ca href=\"http://www.pics4learning.com/\">Pics4learning\u003c/a> states on its homepage that it offers “a curated image library that is safe and free for education. Teachers and students can use the copyright-friendly photos and illustrations for classroom projects, websites, videos, portfolios or any other projects in an educational setting.”\u003c/li>\n\u003cli>\u003ca href=\"http://foter.com/\">Foter\u003c/a> has free stock photos. When choosing an image, users are guided through an attribution process that could be helpful for students.\u003c/li>\n\u003cli>\u003ca href=\"http://www.loc.gov/pictures/\">Library of Congress\u003c/a> is the government’s website of online prints and photographs.\u003c/li>\n\u003c/ol>\n\u003ch4>Giving Credit Attribution\u003c/h4>\n\u003cp>As with textual research, giving credit is always something we should teach our students. However, most students are unsure how to cite images in their projects. Though MLA or APA citations are appropriate for academic papers, these look clumsy in a project or in published media. When providing attribution, include the name of the work (if known), the name of the creator and the usage rights. Also include hyperlinks to the creator and the Creative Commons license in the citation. Here is an example of how to cite images with hyperlinks: “\u003ca href=\"https://www.flickr.com/photos/smemon/14374508104/in/photolist-nUe7sC-nUe7Ys-nSgAbo-nUiL8a-nUiW6r-bpXpZ9-nBPsn5-nUiVQX-nBPjLy-5cZaXG-nUbrBy-nUbkLq-nUiL1X-nU1Sfa-f8xCj2-o5Z49t-5dngXb-9ZWnNY-nBPqw1-co5ou-onr5H7-s8QM99-q39ezT-bfB92H-nUbpSG-2aBu25-nBPFqS-2et3ke-ex94SR-4WKGWj-zriaUn-8xMMq3-6SEpNy-8JC3pt-s8YMQe-2pHNYC-3Hrpn-6jkMp5-etHhvQ-7mAKXG-94mwni-dAqiAM-iikGf-6GJVGd-8hN4rV-4XtYyp-5eMHmL-4uoaN-owgCmD-5grFsj\">Beach\u003c/a>” by \u003ca href=\"https://www.flickr.com/photos/smemon/\">Sean MacEntee\u003c/a> / \u003ca href=\"https://creativecommons.org/licenses/by/2.0/\">CC BY 2.0\u003c/a>. To download an infocard to show students how to include credit attribution, \u003ca href=\"https://drive.google.com/open?id=0B8vM15nuUA3vcTZNTGpZTk1JME0\">click here\u003c/a>.\u003c/p>\n\u003ch4>Time to Get Students Creating\u003c/h4>\n\u003cp>In the 21st century, understanding how to properly use digital content is an essential skill. Following copyright laws isn’t difficult if students follow guidelines and use the right resources. Isn’t it time we showed them how?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editors Note: For more about Copyright and Fair Use and how to navigate this complicated landscape, check out “\u003ca href=\"https://teach.kqed.org/module/copyright\">Understanding Copyright & Fair Use\u003c/a>.” It’s one on many free professional learning courses that can be found at \u003ca href=\"http://teach.kqed.org\">KQED Teach\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Why can’t I use this picture?” This is a question my students often ask whenever they are looking for images on the Internet for projects they create in my class.\u003c/p>\n\u003cp>My response is always this: “If you go into a store and you see merchandise you like on the sales floor, can you take it without paying for it?”\u003c/p>\n\u003cp>In this era of digital media, where almost everything is searchable and downloadable, it’s easy to see why students, and even teachers, think that it’s perfectly fine to reuse another’s creator’s work. However, this is not always true.\u003c/p>\n\u003ch4>Myths and Facts\u003c/h4>\n\u003cp>Let’s look at some commonly held misconceptions of copyright law.\u003c/p>\n\u003cp>\u003cb>Myth No 1: You can always claim fair use.\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fact: Fair use isn’t a legislative right, it’s a legal defense you can use in a court of law. However, that doesn’t mean you will avoid legal repercussion simply by using this argument. To learn more, read Harvard University’s guide on \u003ca href=\"http://ogc.harvard.edu/pages/copyright-and-fair-use\">copyright and fair use.\u003c/a>\u003c/p>\n\u003cp>\u003cb>Myth No. 2: If it’s copyright protected, then you can’t use it.\u003c/b>\u003c/p>\n\u003cp>Fact: The creator of the work owns the copyright. If you are able to obtain permission from the creator, then you can reproduce it.\u003c/p>\n\u003cp>\u003cb>Myth No. 3: It’s not copyright protected because it doesn’t say that it is.\u003c/b>\u003c/p>\n\u003cp>Fact: It depends on when the work was originally created. Copyright laws have been amended a few times over the course of the 20th century, so you’ll have to check the work in question. However, as of March 1, 1989, all work is automatically copyright protected, and a copyright notice isn’t necessary for work to receive this protection. The United States Copyright Office explains this in more detail \u003ca href=\"http://www.copyright.gov/help/faq/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cb>Myth No. 4: As long as you cite the creator of the work, you don’t have to worry about copyright.\u003c/b>\u003c/p>\n\u003cp>Fact: Citing work avoids plagiarism, but you can be in danger of copyright infringement. Check out this explanation from \u003ca href=\"http://blogs.library.duke.edu/scholcomm/2007/11/30/citation-infringement/\">Duke University Libraries’ Web page\u003c/a> for further clarification.\u003c/p>\n\u003ch4>Solutions\u003c/h4>\n\u003cp>How can students incorporate media into their projects without violating copyright laws? Luckily, there are three options:\u003c/p>\n\u003col>\n\u003cli>Use creative work that accompanied by a \u003ca href=\"https://creativecommons.org/\">Creative Commons\u003c/a> license. Creative Commons is an organization dedicated to helping creators share their work with the world. People who publish their work with a Creative Commons license are allowing others to reuse their work on their terms.\u003c/li>\n\u003cli>Use work in the public domain. These creations are not subjected to copyright laws because either the copyright has expired or the creator has decided to give up his or her rights to the work. In the latter example, creators will declare this on their work.\u003c/li>\n\u003cli>Create original work. Students are incredibly creative. Depending on their talents and inclinations, they can create hand-drawn illustrations, make their own computer graphics, or take their own photographs. With the right digital tools, students can create their own original videos, music, images or audio.\u003c/li>\n\u003c/ol>\n\u003ch4>Project Resources\u003c/h4>\n\u003cp>I’ve gathered a few resources for students to use when incorporating media created by others. Don’t forget to tell students to verify the usage rights of all works before using them. In addition, keep in mind that when searching on the Internet, there is always the potential to come across inappropriate content. Before using any of the following search engines, check that it has been vetted by your school’s content filters. Also tell your students to turn on SafeSearch — if it’s an option on the website.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://search.creativecommons.org/\">Creative Commons Search\u003c/a> allows you to search for Creative Commons–licensed images, videos, and music.\u003c/li>\n\u003cli>\u003ca href=\"https://www.google.com/advanced_image_search\">Google Advanced Image Search\u003c/a> allows you to filter your search by image size, aspect ratio, color and more. The most important thing to remember is to scroll down to the end of the search fields and choose the correct “Usage rights” option.\u003c/li>\n\u003cli>\u003ca href=\"https://pixabay.com/\">Pixabay\u003c/a> is a website with many beautiful public domain images. Remember not to click on the sponsored links (those are not in the public domain), and you’ll find many great options.\u003c/li>\n\u003cli>\u003ca href=\"http://www.photosforclass.com/\">Photosforclass\u003c/a> is fantastic for the classroom. All photos are all Creative Commons licensed, filtered for appropriate images and come with an automatic citation when you download a photo.\u003c/li>\n\u003cli>\u003ca href=\"https://openclipart.org/\">Openclipart\u003c/a> provides clipart that is all in the public domain\u003c/li>\n\u003cli>\u003ca href=\"https://www.flickr.com/search\">Flickr\u003c/a> This link will take you to Flickr’s search portal. You must click on “any license” to filter for the correct license.\u003c/li>\n\u003cli>\u003ca href=\"https://www.wikipedia.org/\">Wikipedia\u003c/a> usually features work with Creative Commons license or those in the public domain.\u003c/li>\n\u003cli>\u003ca href=\"http://www.pics4learning.com/\">Pics4learning\u003c/a> states on its homepage that it offers “a curated image library that is safe and free for education. Teachers and students can use the copyright-friendly photos and illustrations for classroom projects, websites, videos, portfolios or any other projects in an educational setting.”\u003c/li>\n\u003cli>\u003ca href=\"http://foter.com/\">Foter\u003c/a> has free stock photos. When choosing an image, users are guided through an attribution process that could be helpful for students.\u003c/li>\n\u003cli>\u003ca href=\"http://www.loc.gov/pictures/\">Library of Congress\u003c/a> is the government’s website of online prints and photographs.\u003c/li>\n\u003c/ol>\n\u003ch4>Giving Credit Attribution\u003c/h4>\n\u003cp>As with textual research, giving credit is always something we should teach our students. However, most students are unsure how to cite images in their projects. Though MLA or APA citations are appropriate for academic papers, these look clumsy in a project or in published media. When providing attribution, include the name of the work (if known), the name of the creator and the usage rights. Also include hyperlinks to the creator and the Creative Commons license in the citation. Here is an example of how to cite images with hyperlinks: “\u003ca href=\"https://www.flickr.com/photos/smemon/14374508104/in/photolist-nUe7sC-nUe7Ys-nSgAbo-nUiL8a-nUiW6r-bpXpZ9-nBPsn5-nUiVQX-nBPjLy-5cZaXG-nUbrBy-nUbkLq-nUiL1X-nU1Sfa-f8xCj2-o5Z49t-5dngXb-9ZWnNY-nBPqw1-co5ou-onr5H7-s8QM99-q39ezT-bfB92H-nUbpSG-2aBu25-nBPFqS-2et3ke-ex94SR-4WKGWj-zriaUn-8xMMq3-6SEpNy-8JC3pt-s8YMQe-2pHNYC-3Hrpn-6jkMp5-etHhvQ-7mAKXG-94mwni-dAqiAM-iikGf-6GJVGd-8hN4rV-4XtYyp-5eMHmL-4uoaN-owgCmD-5grFsj\">Beach\u003c/a>” by \u003ca href=\"https://www.flickr.com/photos/smemon/\">Sean MacEntee\u003c/a> / \u003ca href=\"https://creativecommons.org/licenses/by/2.0/\">CC BY 2.0\u003c/a>. To download an infocard to show students how to include credit attribution, \u003ca href=\"https://drive.google.com/open?id=0B8vM15nuUA3vcTZNTGpZTk1JME0\">click here\u003c/a>.\u003c/p>\n\u003ch4>Time to Get Students Creating\u003c/h4>\n\u003cp>In the 21st century, understanding how to properly use digital content is an essential skill. Following copyright laws isn’t difficult if students follow guidelines and use the right resources. Isn’t it time we showed them how?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editors Note: For more about Copyright and Fair Use and how to navigate this complicated landscape, check out “\u003ca href=\"https://teach.kqed.org/module/copyright\">Understanding Copyright & Fair Use\u003c/a>.” It’s one on many free professional learning courses that can be found at \u003ca href=\"http://teach.kqed.org\">KQED Teach\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Augmented reality made its debut in my science classroom in September. My anatomy and physiology students came face to face with a skeleton without having to leave the classroom, or without the presence of an actual skeleton model.\u003c/p>\n\u003cp>The application \u003ca href=\"http://anatomy4d.daqri.com/\">Anatomy 4-D\u003c/a> allowed my high school students to peruse the human skeleton at their leisure while viewing the human body from various perspectives, zooms and angles. Users can choose to see muscular, nervous or circulatory systems, but for our purposes, the skeletal system sufficed.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=pBt2sls5ccg\u003c/p>\n\u003cp>Given the task of classifying bones and identifying bone structures, students took charge of their own learning while they closely examined the 200 plus bones in the human body. Communication and collaboration were at a maximum during this activity, and with the augmented visual coming to life on an \u003ca href=\"http://anatomy4d.daqri.com/documents/anatomy-posters-all.pdf\">8 x 11 sheet of paper\u003c/a>, students were free to spread out throughout the room, with some students even taking the activity outside.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-345966\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Padilla_anatomy-Student-1.png\" alt=\"padilla_anatomy-student\" width=\"302\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Padilla_anatomy-Student-1.png 302w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Padilla_anatomy-Student-1-160x212.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Padilla_anatomy-Student-1-240x318.png 240w\" sizes=\"(max-width: 302px) 100vw, 302px\">The augmented visual doesn’t move, unless you rotate the sheet of paper projecting it, so as students walked around the visual, with their iPads serving as the lens, they got to see the skeleton from different angles, which allowed them to focus on specifics bones.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I also asked my students to document their experience by creating a video using the iPad’s camera. Through this process, students became more than just leaners. They were storytellers, experts and teachers. The video also allowed them to not only practice their pronunciation of some of the bones, but also provides an opportunity to verbally communicate their understanding.\u003c/p>\n\u003cp>Students used either \u003ca href=\"http://www.apple.com/ios/imovie/\">iMovie\u003c/a> or \u003ca href=\"https://itunes.apple.com/us/app/cute-cut-pro-full-featured/id618790117?mt=8\">Cute Cut Pro\u003c/a> to edit the their video. Students added titles, which served as labels. I also required them to add transitions and voice overs (when necessary) in addition to trimming their video clips.\u003c/p>\n\u003cp>While I have been doing video-making, storytelling, and other types of creative projects for the past three years, this was my first time using augmented reality. Here are some things I took note of after finishing the project.\u003c/p>\n\u003cul>\n\u003cli>Make sure and allow enough time for students to complete the project without feeling rushed. Not surprisingly, the first group of students to finish the Skeleton 4-D assignment left out several requirements because they were trying to finish too quickly. Based on my experiences helping other teachers with video projects, students need more than two days to complete an assignment of this magnitude.\u003c/li>\n\u003cli>Strongly encourage students to take advantage of all the app features at their disposal. For this particular activity, many students didn’t provide a variation of angles or zoom levels, which is one of the cool things that you can do using augmented reality. Instead students provided one view — the same angle — during the entirety of the project.\u003c/li>\n\u003cli>Remind students to “keep the main thing, the main thing.” Many students want to infuse their personality and creativity into the project, which I highly encourage. But some focus all of their attention on trying to add sense of humor to their project while not addressing some the key assigned elements. For example, one group focused more on putting together their blooper reel than actually providing a thorough tour of the human skeleton.\u003c/li>\n\u003cli>Ask students to constantly check, re-check and revise their work. For example, during the editing process, users are able to adjust volume levels or add audio. Several groups turned in projects where audio levels were too low, or where the speech was unclear or cut off. When students tell me they are done, I ask them to watch their video project one more time and check to see if anything is missing or needs to be fixed. After this final check, students uploaded their videos to Google Drive and share them with me.\u003c/li>\n\u003c/ul>\n\u003cp>I might make some changes next time around. Instead of using a video-making app, I’m thinking of using an app like \u003ca href=\"https://itunes.apple.com/us/app/book-creator-for-ipad/id442378070?mt=8\">Book Creator\u003c/a> to accompany the augmented reality piece. I’ll have students take screenshots (using their iPads) of the various bones and then add the pictures to different pages on Book Creator. From there, students can add voice and even scribble on the pages. Once they are finished, they can convert their project into a video, or submit it as a PDF if there is no audio.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Physical human systems models can be quite expensive. Using augmented reality is a cost-effective way for students to examine body systems in the classroom. Although the video-making apps mentioned do incur a cost, the \u003ca href=\"http://anatomy4d.daqri.com/\">Anatomy 4-D app \u003c/a>and the \u003ca href=\"http://anatomy4d.daqri.com/documents/anatomy-posters-all.pdf\">sheet of paper\u003c/a> that brings the augmented image to life are both free and don’t require WiFi.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Augmented reality made its debut in my science classroom in September. My anatomy and physiology students came face to face with a skeleton without having to leave the classroom, or without the presence of an actual skeleton model.\u003c/p>\n\u003cp>The application \u003ca href=\"http://anatomy4d.daqri.com/\">Anatomy 4-D\u003c/a> allowed my high school students to peruse the human skeleton at their leisure while viewing the human body from various perspectives, zooms and angles. Users can choose to see muscular, nervous or circulatory systems, but for our purposes, the skeletal system sufficed.\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/pBt2sls5ccg'\n title='//www.youtube.com/embed/pBt2sls5ccg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Given the task of classifying bones and identifying bone structures, students took charge of their own learning while they closely examined the 200 plus bones in the human body. Communication and collaboration were at a maximum during this activity, and with the augmented visual coming to life on an \u003ca href=\"http://anatomy4d.daqri.com/documents/anatomy-posters-all.pdf\">8 x 11 sheet of paper\u003c/a>, students were free to spread out throughout the room, with some students even taking the activity outside.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-345966\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Padilla_anatomy-Student-1.png\" alt=\"padilla_anatomy-student\" width=\"302\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Padilla_anatomy-Student-1.png 302w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Padilla_anatomy-Student-1-160x212.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Padilla_anatomy-Student-1-240x318.png 240w\" sizes=\"(max-width: 302px) 100vw, 302px\">The augmented visual doesn’t move, unless you rotate the sheet of paper projecting it, so as students walked around the visual, with their iPads serving as the lens, they got to see the skeleton from different angles, which allowed them to focus on specifics bones.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I also asked my students to document their experience by creating a video using the iPad’s camera. Through this process, students became more than just leaners. They were storytellers, experts and teachers. The video also allowed them to not only practice their pronunciation of some of the bones, but also provides an opportunity to verbally communicate their understanding.\u003c/p>\n\u003cp>Students used either \u003ca href=\"http://www.apple.com/ios/imovie/\">iMovie\u003c/a> or \u003ca href=\"https://itunes.apple.com/us/app/cute-cut-pro-full-featured/id618790117?mt=8\">Cute Cut Pro\u003c/a> to edit the their video. Students added titles, which served as labels. I also required them to add transitions and voice overs (when necessary) in addition to trimming their video clips.\u003c/p>\n\u003cp>While I have been doing video-making, storytelling, and other types of creative projects for the past three years, this was my first time using augmented reality. Here are some things I took note of after finishing the project.\u003c/p>\n\u003cul>\n\u003cli>Make sure and allow enough time for students to complete the project without feeling rushed. Not surprisingly, the first group of students to finish the Skeleton 4-D assignment left out several requirements because they were trying to finish too quickly. Based on my experiences helping other teachers with video projects, students need more than two days to complete an assignment of this magnitude.\u003c/li>\n\u003cli>Strongly encourage students to take advantage of all the app features at their disposal. For this particular activity, many students didn’t provide a variation of angles or zoom levels, which is one of the cool things that you can do using augmented reality. Instead students provided one view — the same angle — during the entirety of the project.\u003c/li>\n\u003cli>Remind students to “keep the main thing, the main thing.” Many students want to infuse their personality and creativity into the project, which I highly encourage. But some focus all of their attention on trying to add sense of humor to their project while not addressing some the key assigned elements. For example, one group focused more on putting together their blooper reel than actually providing a thorough tour of the human skeleton.\u003c/li>\n\u003cli>Ask students to constantly check, re-check and revise their work. For example, during the editing process, users are able to adjust volume levels or add audio. Several groups turned in projects where audio levels were too low, or where the speech was unclear or cut off. When students tell me they are done, I ask them to watch their video project one more time and check to see if anything is missing or needs to be fixed. After this final check, students uploaded their videos to Google Drive and share them with me.\u003c/li>\n\u003c/ul>\n\u003cp>I might make some changes next time around. Instead of using a video-making app, I’m thinking of using an app like \u003ca href=\"https://itunes.apple.com/us/app/book-creator-for-ipad/id442378070?mt=8\">Book Creator\u003c/a> to accompany the augmented reality piece. I’ll have students take screenshots (using their iPads) of the various bones and then add the pictures to different pages on Book Creator. From there, students can add voice and even scribble on the pages. Once they are finished, they can convert their project into a video, or submit it as a PDF if there is no audio.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Physical human systems models can be quite expensive. Using augmented reality is a cost-effective way for students to examine body systems in the classroom. Although the video-making apps mentioned do incur a cost, the \u003ca href=\"http://anatomy4d.daqri.com/\">Anatomy 4-D app \u003c/a>and the \u003ca href=\"http://anatomy4d.daqri.com/documents/anatomy-posters-all.pdf\">sheet of paper\u003c/a> that brings the augmented image to life are both free and don’t require WiFi.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by Logan Carter and Allison Robinson, students in Kira Hamman’s “Statistical Concepts and Reasoning” class at Pennsylvania State University, Mont Alto.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/YuJOhpNS0IY\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: American Chemical Society\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/DojGPBV4U0w\">The Science of Caffeine: The World’s Most Popular Drug\u003c/a>\u003cbr>\nThis video explains the science behind how caffeine keeps you awake and questions how much is safe to consume.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Do you consume caffeine? How much? Do you think you should you give it up or lessen the amount you use? \u003cstrong>#DoNowUCaffeine\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUCaffeine\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Caffeine\u003c/h2>\n\u003cfigure id=\"attachment_346213\" class=\"wp-caption alignright\" style=\"max-width: 306px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/306px-Caffeine.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-346213\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/306px-Caffeine.png\" alt=\"The chemical structure of caffeine\" width=\"306\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/306px-Caffeine.png 306w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/306px-Caffeine-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/306px-Caffeine-240x188.png 240w\" sizes=\"(max-width: 306px) 100vw, 306px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The chemical structure of caffeine \u003ccite>(Icey/Wikipedia)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caffeine is found in more than 60 species of plants. The most well-known natural sources are coffee beans, tea leaves, kola nuts and cacao pods. About \u003c/span>\u003ca href=\"http://www.fda.gov/downloads/UCM200805.pdf\">\u003cspan style=\"font-weight: 400\">80 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of U.S. adults use caffeine daily. For the coffee lover, caffeine is an \u003c/span>\u003ca href=\"http://as.vanderbilt.edu/clas-resources/media/Coffee%20Timeline.pdf\">\u003cspan style=\"font-weight: 400\">important part of the morning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It helps jump start the day. But to the scientific community, caffeine has a mixed reputation due to the combination of benefits and risks it represents.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moderate \u003c/span>\u003ca href=\"http://journals.rcni.com/doi/abs/10.7748/ns2009.11.24.9.41.c7371\">\u003cspan style=\"font-weight: 400\">caffeine consumption\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increases alertness and reaction time, improves memory and cognitive skills, and improves mood. In a \u003c/span>\u003ca href=\"http://jn.nutrition.org/content/144/6/890.abstract\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted by the National Institute of Aging, part of the U.S. Department of Health and Human Services, participants who were given caffeine before a cognitive test scored higher than those who had no caffeine. Beyond that, \u003c/span>\u003ca href=\"http://msue.anr.msu.edu/news/health_benefits_and_risks_associated_with_caffeine\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggest that the benefits of caffeine include helping to prevent Parkinson’s disease, reducing the risk of gallstones, \u003c/span>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1038/oby.2005.142/full\">\u003cspan style=\"font-weight: 400\">preventing weight gain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and even \u003c/span>\u003ca href=\"http://www.iscd.it/files/Use-of-a-Cosmetic-Caffeine-Lotion-in-the-Treatment-of-Male-Androgenetic-Alopecia.pdf\">\u003cspan style=\"font-weight: 400\">stimulating hair growth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.scopemed.org/fulltextpdf.php?mno=210607\">Long-term caffeine use\u003c/a> has been found to\u003c/span>\u003cspan style=\"font-weight: 400\"> increase the risk of certain kinds of heart disease, such as coronary heart disease and hypertension, but seems to lower the risk of other types of fatal heart diseases. More common risks of caffeine consumption above the \u003c/span>\u003ca href=\"http://coffeeandhealth.org/topic-overview/guidelines-on-caffeine-intake/\">\u003cspan style=\"font-weight: 400\">recommended amounts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> include insomnia, a fast heartbeat, restlessness, and muscle tremors. A \u003c/span>\u003ca href=\"http://ps.psychiatryonline.org/doi/full/10.1176/appi.ps.55.5.491\">\u003cspan style=\"font-weight: 400\">2004 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that caffeine increases the effects of nicotine on the body, which means that smokers who consume caffeine may form stronger nicotine addiction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Consuming moderate amounts of caffeine does not appear to be harmful, and may even be beneficial, but it’s not without risk. Will you give up caffeine?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Video: SciShow\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.youtube.com/watch?v=Xl1XBJLfIDU\">\u003cspan style=\"font-weight: 400\">Caffeine!\u003c/span>\u003c/a>\u003cbr>\nLearn about the effects of caffeine on the body.\u003c/p>\n\u003cp>\u003cstrong>Article: National Academic Press\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.nap.edu/read/18607/chapter/7#95\">\u003cspan style=\"font-weight: 400\">6 Caffeine Effects\u003c/span>\u003c/a>\u003cbr>\nRead about\u003cspan style=\"font-weight: 400\"> the effects of caffeine on various aspects of human behavior.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Website: Business Insider\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.businessinsider.com/caffeine-consumption-by-age-2015-4\">\u003cspan style=\"font-weight: 400\">Caffeine Consumption by Age\u003c/span>\u003c/a>\u003cbr>\nSee how caffeine consumption compares by age and source.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \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\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a biweekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by Logan Carter and Allison Robinson, students in Kira Hamman’s “Statistical Concepts and Reasoning” class at Pennsylvania State University, Mont Alto.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/YuJOhpNS0IY\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: American Chemical Society\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/DojGPBV4U0w\">The Science of Caffeine: The World’s Most Popular Drug\u003c/a>\u003cbr>\nThis video explains the science behind how caffeine keeps you awake and questions how much is safe to consume.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Do you consume caffeine? How much? Do you think you should you give it up or lessen the amount you use? \u003cstrong>#DoNowUCaffeine\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUCaffeine\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More About Caffeine\u003c/h2>\n\u003cfigure id=\"attachment_346213\" class=\"wp-caption alignright\" style=\"max-width: 306px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/306px-Caffeine.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-346213\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/306px-Caffeine.png\" alt=\"The chemical structure of caffeine\" width=\"306\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/306px-Caffeine.png 306w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/306px-Caffeine-160x125.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/306px-Caffeine-240x188.png 240w\" sizes=\"(max-width: 306px) 100vw, 306px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The chemical structure of caffeine \u003ccite>(Icey/Wikipedia)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caffeine is found in more than 60 species of plants. The most well-known natural sources are coffee beans, tea leaves, kola nuts and cacao pods. About \u003c/span>\u003ca href=\"http://www.fda.gov/downloads/UCM200805.pdf\">\u003cspan style=\"font-weight: 400\">80 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of U.S. adults use caffeine daily. For the coffee lover, caffeine is an \u003c/span>\u003ca href=\"http://as.vanderbilt.edu/clas-resources/media/Coffee%20Timeline.pdf\">\u003cspan style=\"font-weight: 400\">important part of the morning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It helps jump start the day. But to the scientific community, caffeine has a mixed reputation due to the combination of benefits and risks it represents.\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\">Moderate \u003c/span>\u003ca href=\"http://journals.rcni.com/doi/abs/10.7748/ns2009.11.24.9.41.c7371\">\u003cspan style=\"font-weight: 400\">caffeine consumption\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increases alertness and reaction time, improves memory and cognitive skills, and improves mood. In a \u003c/span>\u003ca href=\"http://jn.nutrition.org/content/144/6/890.abstract\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted by the National Institute of Aging, part of the U.S. Department of Health and Human Services, participants who were given caffeine before a cognitive test scored higher than those who had no caffeine. Beyond that, \u003c/span>\u003ca href=\"http://msue.anr.msu.edu/news/health_benefits_and_risks_associated_with_caffeine\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggest that the benefits of caffeine include helping to prevent Parkinson’s disease, reducing the risk of gallstones, \u003c/span>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1038/oby.2005.142/full\">\u003cspan style=\"font-weight: 400\">preventing weight gain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and even \u003c/span>\u003ca href=\"http://www.iscd.it/files/Use-of-a-Cosmetic-Caffeine-Lotion-in-the-Treatment-of-Male-Androgenetic-Alopecia.pdf\">\u003cspan style=\"font-weight: 400\">stimulating hair growth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.scopemed.org/fulltextpdf.php?mno=210607\">Long-term caffeine use\u003c/a> has been found to\u003c/span>\u003cspan style=\"font-weight: 400\"> increase the risk of certain kinds of heart disease, such as coronary heart disease and hypertension, but seems to lower the risk of other types of fatal heart diseases. More common risks of caffeine consumption above the \u003c/span>\u003ca href=\"http://coffeeandhealth.org/topic-overview/guidelines-on-caffeine-intake/\">\u003cspan style=\"font-weight: 400\">recommended amounts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> include insomnia, a fast heartbeat, restlessness, and muscle tremors. A \u003c/span>\u003ca href=\"http://ps.psychiatryonline.org/doi/full/10.1176/appi.ps.55.5.491\">\u003cspan style=\"font-weight: 400\">2004 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed that caffeine increases the effects of nicotine on the body, which means that smokers who consume caffeine may form stronger nicotine addiction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Consuming moderate amounts of caffeine does not appear to be harmful, and may even be beneficial, but it’s not without risk. Will you give up caffeine?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Video: SciShow\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.youtube.com/watch?v=Xl1XBJLfIDU\">\u003cspan style=\"font-weight: 400\">Caffeine!\u003c/span>\u003c/a>\u003cbr>\nLearn about the effects of caffeine on the body.\u003c/p>\n\u003cp>\u003cstrong>Article: National Academic Press\u003c/strong>\u003cbr>\n\u003ca href=\"https://www.nap.edu/read/18607/chapter/7#95\">\u003cspan style=\"font-weight: 400\">6 Caffeine Effects\u003c/span>\u003c/a>\u003cbr>\nRead about\u003cspan style=\"font-weight: 400\"> the effects of caffeine on various aspects of human behavior.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Website: Business Insider\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.businessinsider.com/caffeine-consumption-by-age-2015-4\">\u003cspan style=\"font-weight: 400\">Caffeine Consumption by Age\u003c/span>\u003c/a>\u003cbr>\nSee how caffeine consumption compares by age and source.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \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\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a biweekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The STEAM-Powered Writing Workshop",
"headTitle": "The STEAM-Powered Writing Workshop | KQED",
"content": "\u003cp>The writing workshop has been at the heart of my upper-elementary classroom since I began teaching 13 years ago, but the tech tools my students use to publish their work have evolved with the times. In recent years, \u003ca href=\"https://plasq.com/apps/comiclife/macwin/\">Plasq’s ComicLife\u003c/a> has become an indispensable digital addition to my students’ writing toolkit. What, at first glance, may look like a few motivating bells and whistles has, for me, become essential and transformative. ComicLife is ideal for the differentiated classroom. I rely on it to not only challenge eager writers, but also to reach reluctant ones. The tool’s intuitive, drag-and-drop design is simple enough to use with grades 4 and up. Beginners can work from pre-made templates, and more advanced or ambitious students can create their own designs from scratch.\u003c/p>\n\u003ch4>Audience & Authenticity\u003c/h4>\n\u003cp>As research on how students learn drives a shift toward authentic learning, teachers are, more than ever, looking for real-world contexts around which to build inquiry-based curricula. Learning to fine-tune narrative voice and identify an audience are key to developing fluidity as a writer, but often traditional activities designed to hone these skills are artificial (i.e., “Imagine you are a pilgrim”-style canned prompts and scenarios). ComicLife breaks the seal on the stale paradigm of the teacher as the students’ only audience. My students write with the understanding that their work will ultimately be published as comic books or graphic mini-novels for other kids their age; their audiences are much bigger than just me. Something real is at stake.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>It’s Science!\u003c/h4>\n\u003cp>Check out these examples of student created STEAM comic books from my writing workshop:\u003cbr>\n\u003ca href=\"http://room2ruminations.blogspot.com/2014/09/the-physics-of-flight-issue-2-of-its.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-346008\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a.jpg\" alt=\"carter2_cover2a\" width=\"300\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a-240x300.jpg 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cbr>\n\u003ca href=\"http://room2ruminations.blogspot.com/2016/03/squirt-gun-science-by-kids-in-room-2.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-346007\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a.jpg\" alt=\"carter2_cover1a\" width=\"300\" height=\"394\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a-160x210.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a-240x315.jpg 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003ch4>Steam Connections\u003c/h4>\n\u003cp>Publishing any piece of writing on ComicLife will involve the STEAM T (technology), A (art/design) and M (math) strands. The more complex the layout, the more real-world (and Common Core-aligned) math a project will involve. For example, measuring for panel size and margins; setting angles and degrees for image rotation; computing panels per page to meet page requirements set by printing services (multiples of four); creating and adhering to a printing budget. To make a ComicLife design even STEAM-ier, students can use the software to publish their science writing. For examples, click the titles to the right. Both were whole-class endeavors that involved writing about engineering experiments, thereby incorporating all five STEAM strands into a single project.\u003c/p>\n\u003ch4>Process: Layout\u003c/h4>\n\u003cp>My students do their comic book/graphic mini-novel layout and illustrations as a last step, after the writing process. I make sure their writing is polished, final-draft quality before they begin this phase. Then we follow the steps below.\u003c/p>\n\u003col>\n\u003cli>Separate the entire piece of writing into “snapshots” or “moments.” Usually just a sentence or two for each panel, although some students choose to lay out their work more like a picture book, with a single illustration above a paragraph or two of text (like \u003ca href=\"http://room2ruminations.blogspot.com/2016/07/alice-mean-girl-by-allison-age-9_53.html\">this one\u003c/a>). Hit enter a few times between each chunk of text.\u003c/li>\n\u003cli>Choose a graphic novel style (or blank project) ComicLife template and then lay out the book, adding a panel for each snapshot/moment and balloons for dialog. If you will be printing the books, make sure to set margins at the beginning of the process. Altering them later will be a hassle that involves resizing any panels that extend too far into the margins. See print or E-Book Options below.\u003c/li>\n\u003cli>Copy and paste each chunk of narration into text boxes or balloons for dialog, omitting quotation marks and dialog tags. This step involves some genre translation that I always capitalize on as a teachable moment: In prose, we rely on punctuation and dialog tags to indicate who the speaker is. In comics and graphic novels, balloons point out who’s talking. This is also the stage where students decide whether some bits of narration will be replaced with illustrations. In panels where they decide an image will work in place of text, I ask them to leave themselves a note in a text box about what to draw there.\u003c/li>\n\u003cli>Export this rough mock-up as a PDF (and print if desired) to serve as a map to follow as students create illustrations for each panel. As they work on their art, they will often end up splitting or combining panels to fit their aesthetic and page/panel limits.\u003c/li>\n\u003c/ol>\n\u003ch4>Process: Illustration\u003c/h4>\n\u003cp>\u003ci>Technique\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For a great primer on drawing for comics and graphic novels, check the YouTube series by Marvel comic artist Stan Lee, \u003ca href=\"https://www.youtube.com/watch?v=f3y6k_vk_Vg\">How to Draw Comics the Marvel Way\u003c/a>. The KQED \u003ci>Art School\u003c/i>/PBS Learning Media presentation, \u003ca href=\"http://www.pbslearningmedia.org/resource/8aecbcec-118c-4368-a4a0-36f7db1e24a0/thien-pham-graphic-arts/\">Graphic Novels with Thien Pham\u003c/a>, demonstrates one approach to panel lay out introduced in the Lee videos.\u003c/p>\n\u003cp>\u003ci>Tools: Hi- and Low-tech Options\u003c/i>\u003c/p>\n\u003cp>If you have access to multiple computers and graphics tablets, like \u003ca href=\"https://www.amazon.com/Wacom-Bamboo-Capture-Tablet-CTH470/dp/B005HGBEZ2\">Wacom’s Bamboo Tablet\u003c/a>, students can draw directly onto a blank canvas in Photoshop or a free in-browser image editor like \u003ca href=\"https://pixlr.com/editor/\">Pixlr Editor\u003c/a>. I’ve tried a Wacom tablet with my upper-elementary grade students, but some of them didn’t quite have the fine motor development necessary, so it was often more of a frustration than a help. Another drawback to graphics tablets (besides price) is that they are not Chromebook compatible.\u003c/p>\n\u003cp>For my students, \u003ca href=\"http://www.reallygoodstuff.com/magnetic-dry-erase-lap-boards/p/301800/tab/k8/\">dry erase lap boards\u003c/a> and markers work best. (To eliminate the temptation to deface the backs of the boards, order two-sided models.) Students can erase and rework a line drawing until it’s “perfect,” then scan it and alter it if necessary for subsequent panels. My students draw in black, add color to their scanned images in Pixlr (which runs in the browser on Chromebooks), then save finished work to their image libraries and download to the computer where they’ll be accessing ComicLife. Pixlr is free and easy to use on Chromebooks (open images in Drive then choose “open with Pixlr”), but the app can be buggy. For example, there’s an option to save images to Google Drive, but I’ve never been able to do this successfully. I recommend choosing “save to image library,” but be aware that the step can sometimes take several tries. Another option is to screenshot the image. I’ve also run into problems using Pixlr in browsers other than Chrome.\u003c/p>\n\u003cp>Many of my students combine both hi- and low-tech illustrating techniques to create collages that layer their drawings over background that they find in Google image searches. For example, the graphic mini-novel \u003ca href=\"http://room2ruminations.blogspot.com/2016/06/super-novaman-by-vanessa-age-8-angelina.html\">\u003ci>Super-novaman\u003c/i>\u003c/a> (created as part of \u003ca href=\"https://docs.google.com/document/d/1jZhDFeKKLKORmmbdBjB4Sx0Evg19k5rz0oypKnrjGpE/edit?usp=sharing\">this lesson in a mentor author unit on Brian Selznick\u003c/a>) features characters a few fourth grade artists drew on whiteboards, scanned and opened in Pixlr, then colored and layered over images they found online. The comic-style pixelated effect was achieved using a ComicLife image filter.\u003c/p>\n\u003cp>For \u003ca href=\"http://room2ruminations.blogspot.com/2016/08/tiptoeing-sunlight-by-misu-age-9.html\">\u003ci>Tiptoeing Sunlight\u003c/i>\u003c/a> (created as part of \u003ca href=\"https://docs.google.com/document/d/1WS8yyID2rltrBOZyVYwghEfG5t1wq2Dw59OQF7U7bxY/edit?usp=sharing\">this lesson\u003c/a> in the same Brian Selznick author study), a fourth-grade student author layered colored pencil drawings over photographs of her grandmother’s garden, the setting of her graphic vignette.\u003c/p>\n\u003cp>[gallery type=\"columns\" columns=\"2\" link=\"none\" size=\"medium\" ids=\"346120,346121\"]\u003c/p>\n\u003ch4>Process: Fonts, Filters & Fine Tuning\u003c/h4>\n\u003cp>After all the images have been scanned, created or altered in a photo editor, students can drag them into the appropriate panels, and tinker with image filters, font, and background colors and patterns until they achieve desired results. At this point, I offer some guidance on the connection between form and content. For example, you wouldn’t use an over-the-top, horror-style font on a graphic mini-novel about something serious like a grandparent’s death. If students can’t find the right font on ComicLife, there are tons of free ones to download from sites like \u003ca href=\"http://www.1001freefonts.com/\">1001FreeFonts\u003c/a>.\u003c/p>\n\u003ch4>Publishing Options\u003c/h4>\n\u003col>\n\u003cli>Save the final comic/mini-graphic novel as “images” in the “save as” menu, and post on a (free) class blog. Check my class blog, \u003ca href=\"http://room2ruminations.blogspot.com/\">Room2Ruminations\u003c/a>, for digital versions of the ComicLife projects my students have created.\u003c/li>\n\u003cli>If you have classroom Kindles or tablets, you can save comics as epub docs and upload them to the tablets. First you’ll need to download an ebook management system like \u003ca href=\"https://calibre-ebook.com/\">Calibre\u003c/a> (free) to format books correctly, then upload to your device.\u003c/li>\n\u003cli>You can save work as PDFs and print yourself, but the quality isn’t great and this process guzzles ink, which gets expensive fast.\u003c/li>\n\u003cli>If you’ve got the funding, you can have the comics printed by an online digital printing service like \u003ca href=\"http://ka-blam.com/main/\">KA-BLAM\u003c/a> (you must upload on Firefox). An eight-page comic book costs around $2 to print (less than it would cost in ink and paper to print yourself). The quality is professional and the finished products are huge motivators for reluctant writers. We’ve had comic book sales featuring author signings to recoup printing costs. If you go this route, make sure your books adhere to the dimensions KA-BLAM specifies. (Go to “Page set-up” in ComicLife and enter dimensions there.) Below are pictures of examples my students created.\u003c/li>\n\u003c/ol>\n\u003cp>[gallery type=\"columns\" link=\"none\" size=\"medium\" columns=\"2\" ids=\"346122,346123\"]\u003c/p>\n\u003ch4>\u003c/h4>\n\u003ch4>\u003c/h4>\n\u003ch4>Editor’s Note:\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make digital comics in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-digital-comics?utm_source=ITC&utm_medium=blog\">Making Digital Comics\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "The writing workshop has been at the heart of my upper-elementary classroom since I began teaching 13 years ago, but the tech tools my students use to publish their work have evolved with the times. In recent years, Plasq’s ComicLife has become an indispensable digital addition to my students’ writing toolkit. What, at first glance,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The writing workshop has been at the heart of my upper-elementary classroom since I began teaching 13 years ago, but the tech tools my students use to publish their work have evolved with the times. In recent years, \u003ca href=\"https://plasq.com/apps/comiclife/macwin/\">Plasq’s ComicLife\u003c/a> has become an indispensable digital addition to my students’ writing toolkit. What, at first glance, may look like a few motivating bells and whistles has, for me, become essential and transformative. ComicLife is ideal for the differentiated classroom. I rely on it to not only challenge eager writers, but also to reach reluctant ones. The tool’s intuitive, drag-and-drop design is simple enough to use with grades 4 and up. Beginners can work from pre-made templates, and more advanced or ambitious students can create their own designs from scratch.\u003c/p>\n\u003ch4>Audience & Authenticity\u003c/h4>\n\u003cp>As research on how students learn drives a shift toward authentic learning, teachers are, more than ever, looking for real-world contexts around which to build inquiry-based curricula. Learning to fine-tune narrative voice and identify an audience are key to developing fluidity as a writer, but often traditional activities designed to hone these skills are artificial (i.e., “Imagine you are a pilgrim”-style canned prompts and scenarios). ComicLife breaks the seal on the stale paradigm of the teacher as the students’ only audience. My students write with the understanding that their work will ultimately be published as comic books or graphic mini-novels for other kids their age; their audiences are much bigger than just me. Something real is at stake.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>It’s Science!\u003c/h4>\n\u003cp>Check out these examples of student created STEAM comic books from my writing workshop:\u003cbr>\n\u003ca href=\"http://room2ruminations.blogspot.com/2014/09/the-physics-of-flight-issue-2-of-its.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-346008\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a.jpg\" alt=\"carter2_cover2a\" width=\"300\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover2a-240x300.jpg 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cbr>\n\u003ca href=\"http://room2ruminations.blogspot.com/2016/03/squirt-gun-science-by-kids-in-room-2.html\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-346007\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a.jpg\" alt=\"carter2_cover1a\" width=\"300\" height=\"394\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a-160x210.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Carter2_Cover1a-240x315.jpg 240w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003ch4>Steam Connections\u003c/h4>\n\u003cp>Publishing any piece of writing on ComicLife will involve the STEAM T (technology), A (art/design) and M (math) strands. The more complex the layout, the more real-world (and Common Core-aligned) math a project will involve. For example, measuring for panel size and margins; setting angles and degrees for image rotation; computing panels per page to meet page requirements set by printing services (multiples of four); creating and adhering to a printing budget. To make a ComicLife design even STEAM-ier, students can use the software to publish their science writing. For examples, click the titles to the right. Both were whole-class endeavors that involved writing about engineering experiments, thereby incorporating all five STEAM strands into a single project.\u003c/p>\n\u003ch4>Process: Layout\u003c/h4>\n\u003cp>My students do their comic book/graphic mini-novel layout and illustrations as a last step, after the writing process. I make sure their writing is polished, final-draft quality before they begin this phase. Then we follow the steps below.\u003c/p>\n\u003col>\n\u003cli>Separate the entire piece of writing into “snapshots” or “moments.” Usually just a sentence or two for each panel, although some students choose to lay out their work more like a picture book, with a single illustration above a paragraph or two of text (like \u003ca href=\"http://room2ruminations.blogspot.com/2016/07/alice-mean-girl-by-allison-age-9_53.html\">this one\u003c/a>). Hit enter a few times between each chunk of text.\u003c/li>\n\u003cli>Choose a graphic novel style (or blank project) ComicLife template and then lay out the book, adding a panel for each snapshot/moment and balloons for dialog. If you will be printing the books, make sure to set margins at the beginning of the process. Altering them later will be a hassle that involves resizing any panels that extend too far into the margins. See print or E-Book Options below.\u003c/li>\n\u003cli>Copy and paste each chunk of narration into text boxes or balloons for dialog, omitting quotation marks and dialog tags. This step involves some genre translation that I always capitalize on as a teachable moment: In prose, we rely on punctuation and dialog tags to indicate who the speaker is. In comics and graphic novels, balloons point out who’s talking. This is also the stage where students decide whether some bits of narration will be replaced with illustrations. In panels where they decide an image will work in place of text, I ask them to leave themselves a note in a text box about what to draw there.\u003c/li>\n\u003cli>Export this rough mock-up as a PDF (and print if desired) to serve as a map to follow as students create illustrations for each panel. As they work on their art, they will often end up splitting or combining panels to fit their aesthetic and page/panel limits.\u003c/li>\n\u003c/ol>\n\u003ch4>Process: Illustration\u003c/h4>\n\u003cp>\u003ci>Technique\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For a great primer on drawing for comics and graphic novels, check the YouTube series by Marvel comic artist Stan Lee, \u003ca href=\"https://www.youtube.com/watch?v=f3y6k_vk_Vg\">How to Draw Comics the Marvel Way\u003c/a>. The KQED \u003ci>Art School\u003c/i>/PBS Learning Media presentation, \u003ca href=\"http://www.pbslearningmedia.org/resource/8aecbcec-118c-4368-a4a0-36f7db1e24a0/thien-pham-graphic-arts/\">Graphic Novels with Thien Pham\u003c/a>, demonstrates one approach to panel lay out introduced in the Lee videos.\u003c/p>\n\u003cp>\u003ci>Tools: Hi- and Low-tech Options\u003c/i>\u003c/p>\n\u003cp>If you have access to multiple computers and graphics tablets, like \u003ca href=\"https://www.amazon.com/Wacom-Bamboo-Capture-Tablet-CTH470/dp/B005HGBEZ2\">Wacom’s Bamboo Tablet\u003c/a>, students can draw directly onto a blank canvas in Photoshop or a free in-browser image editor like \u003ca href=\"https://pixlr.com/editor/\">Pixlr Editor\u003c/a>. I’ve tried a Wacom tablet with my upper-elementary grade students, but some of them didn’t quite have the fine motor development necessary, so it was often more of a frustration than a help. Another drawback to graphics tablets (besides price) is that they are not Chromebook compatible.\u003c/p>\n\u003cp>For my students, \u003ca href=\"http://www.reallygoodstuff.com/magnetic-dry-erase-lap-boards/p/301800/tab/k8/\">dry erase lap boards\u003c/a> and markers work best. (To eliminate the temptation to deface the backs of the boards, order two-sided models.) Students can erase and rework a line drawing until it’s “perfect,” then scan it and alter it if necessary for subsequent panels. My students draw in black, add color to their scanned images in Pixlr (which runs in the browser on Chromebooks), then save finished work to their image libraries and download to the computer where they’ll be accessing ComicLife. Pixlr is free and easy to use on Chromebooks (open images in Drive then choose “open with Pixlr”), but the app can be buggy. For example, there’s an option to save images to Google Drive, but I’ve never been able to do this successfully. I recommend choosing “save to image library,” but be aware that the step can sometimes take several tries. Another option is to screenshot the image. I’ve also run into problems using Pixlr in browsers other than Chrome.\u003c/p>\n\u003cp>Many of my students combine both hi- and low-tech illustrating techniques to create collages that layer their drawings over background that they find in Google image searches. For example, the graphic mini-novel \u003ca href=\"http://room2ruminations.blogspot.com/2016/06/super-novaman-by-vanessa-age-8-angelina.html\">\u003ci>Super-novaman\u003c/i>\u003c/a> (created as part of \u003ca href=\"https://docs.google.com/document/d/1jZhDFeKKLKORmmbdBjB4Sx0Evg19k5rz0oypKnrjGpE/edit?usp=sharing\">this lesson in a mentor author unit on Brian Selznick\u003c/a>) features characters a few fourth grade artists drew on whiteboards, scanned and opened in Pixlr, then colored and layered over images they found online. The comic-style pixelated effect was achieved using a ComicLife image filter.\u003c/p>\n\u003cp>For \u003ca href=\"http://room2ruminations.blogspot.com/2016/08/tiptoeing-sunlight-by-misu-age-9.html\">\u003ci>Tiptoeing Sunlight\u003c/i>\u003c/a> (created as part of \u003ca href=\"https://docs.google.com/document/d/1WS8yyID2rltrBOZyVYwghEfG5t1wq2Dw59OQF7U7bxY/edit?usp=sharing\">this lesson\u003c/a> in the same Brian Selznick author study), a fourth-grade student author layered colored pencil drawings over photographs of her grandmother’s garden, the setting of her graphic vignette.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch4>Process: Fonts, Filters & Fine Tuning\u003c/h4>\n\u003cp>After all the images have been scanned, created or altered in a photo editor, students can drag them into the appropriate panels, and tinker with image filters, font, and background colors and patterns until they achieve desired results. At this point, I offer some guidance on the connection between form and content. For example, you wouldn’t use an over-the-top, horror-style font on a graphic mini-novel about something serious like a grandparent’s death. If students can’t find the right font on ComicLife, there are tons of free ones to download from sites like \u003ca href=\"http://www.1001freefonts.com/\">1001FreeFonts\u003c/a>.\u003c/p>\n\u003ch4>Publishing Options\u003c/h4>\n\u003col>\n\u003cli>Save the final comic/mini-graphic novel as “images” in the “save as” menu, and post on a (free) class blog. Check my class blog, \u003ca href=\"http://room2ruminations.blogspot.com/\">Room2Ruminations\u003c/a>, for digital versions of the ComicLife projects my students have created.\u003c/li>\n\u003cli>If you have classroom Kindles or tablets, you can save comics as epub docs and upload them to the tablets. First you’ll need to download an ebook management system like \u003ca href=\"https://calibre-ebook.com/\">Calibre\u003c/a> (free) to format books correctly, then upload to your device.\u003c/li>\n\u003cli>You can save work as PDFs and print yourself, but the quality isn’t great and this process guzzles ink, which gets expensive fast.\u003c/li>\n\u003cli>If you’ve got the funding, you can have the comics printed by an online digital printing service like \u003ca href=\"http://ka-blam.com/main/\">KA-BLAM\u003c/a> (you must upload on Firefox). An eight-page comic book costs around $2 to print (less than it would cost in ink and paper to print yourself). The quality is professional and the finished products are huge motivators for reluctant writers. We’ve had comic book sales featuring author signings to recoup printing costs. If you go this route, make sure your books adhere to the dimensions KA-BLAM specifies. (Go to “Page set-up” in ComicLife and enter dimensions there.) Below are pictures of examples my students created.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about how to make digital comics in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/making-digital-comics?utm_source=ITC&utm_medium=blog\">Making Digital Comics\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In my \u003ca href=\"https://ww2.kqed.org/education/2016/11/15/embracing-annotations-and-creating-critical-readers/\">previous post I outlined what students should be annotating for in a complex text or novel.\u003c/a> But what about the \u003cb>how\u003c/b>? Before students can get comfortable with the idea of pouring their thoughts and feelings into the margins of \u003ci>To Kill a Mockingbird\u003c/i> or \u003ci>The Great Gatsby\u003c/i>, they need to see a critical reader model that kind of thinking aloud and then they need a lot of practice. For some students, it’s an unfamiliar process and one that feels forced. For others, it comes naturally and they relish the ability to personalize their learning. Either way, here are some places to start and some ways to differentiate for various learners.\u003c/p>\n\u003ch4>Project your thinking.\u003c/h4>\n\u003cp>When my students are just grasping what annotating looks like, I model what thinking aloud looks like using a document camera. I tell them that they should write whatever they are thinking, as it occurs to them, right in the margins. However, for many students this is completely new territory, so I also give them free rein to completely copy my process until they get the hang of it. I’ll read a paragraph and then say something like “This passage right here is a great example of the power of language and how it can serve as a barrier in some cases and a bridge in others.” Then I underline the specific lines and write that exact commentary. If you don’t have access to a document camera, the app \u003ca href=\"https://itunes.apple.com/us/app/notability/id360593530?mt=8\">Notability\u003c/a> is a great back up. It allows you to highlight and annotate any PDF.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334806 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation1.png\" alt=\"annotation1\" width=\"701\" height=\"516\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1.png 701w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-160x118.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-240x177.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-375x276.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-520x383.png 520w\" sizes=\"(max-width: 701px) 100vw, 701px\">\u003c/p>\n\u003ch4>Use Post-its.\u003c/h4>\n\u003cp>Ask any of my students and they will tell you that I am the Post-it queen. In most public school classrooms, kids don’t have the luxury of writing in their own copy of a book. So if making a shameless amount of copies is a no-no at your school, students can still comment in the “margins” if they place a post-it there. It also discourages from over-highlighting. Bonus: If you need an exit ticket for the day, or a way to check in on student progress, you can ask students to post their annotations around the room, on a whiteboard or poster.\u003c/p>\n\u003ch4>Start a \u003ca href=\"https://padlet.com\">Padlet\u003c/a>.\u003c/h4>\n\u003cp>This takes the Post-it concept and makes it a free-flowing poster — online! It does require students to use their smartphones or an electronic device, but there’s no app needed so it can be quickly implemented by plugging in a quick link. I like to ask my students to respond to a question or passage in one large document. It allows students to see what others are thinking and can reaffirm their own thoughts. It also provides lower-level students a way to see how to pump up their response by comparing it to more sophisticated comments. Also, leaving off students’ names makes it low stakes. Sometimes I will have students respond to a Padlet in place of a quiz. This not only differentiates the possibilities for them, but also lets me get a glimpse into their thinking process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334810 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation2.png\" alt=\"annotation2\" width=\"581\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2.png 581w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-240x125.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-375x196.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-520x271.png 520w\" sizes=\"(max-width: 581px) 100vw, 581px\">\u003c/p>\n\u003ch4>Pose a question on \u003ca href=\"https://classroom.google.com/\">Google Classroom\u003c/a>.\u003c/h4>\n\u003cp>If you already use the interactive site to post assignments and make classroom announcements, why not ask students to respond to a reading assignment with a thoughtful comment or question there? Teachers have the option to allow students to respond to each others’ posts, which makes it a similar experience to an online college class. Or not, if your middle schoolers need to keep it \u003ci>nice\u003c/i> online.\u003c/p>\n\u003ch4>Comment collaboratively with \u003ca href=\"https://hypothes.is/\">Hypothes.is\u003c/a>.\u003c/h4>\n\u003cp>This nonprofit allows teachers to link to any document, be it a news article or a PDF of a primary-source document, and students can all comment, highlight, even reply to one another — all on one page.\u003c/p>\n\u003ch4>Explore \u003ca href=\"http://rap.genius.com/\">Rap Genius\u003c/a>.\u003c/h4>\n\u003cp>The same muscle that made them wonder why Beyonce’s \u003ci>Lemonade\u003c/i> references Malcolm X can be put to use on other texts. This doesn’t have to be pandering to the youth. Pick a song that is rich with allusions (while also being school appropriate) and demonstrate how exploring a line of text more deeply can reveal a more complex meaning. Using this site may also reveal to them that they already think like this, it just might be about music or TV and not literature.\u003c/p>\n\u003ch4>Snapchat. Yes, Snapchat.\u003c/h4>\n\u003cp>How many lit nerds take pictures of passages that just blow our minds? Well, I do. So, why not make a story about what you are reading? This can literally be pictures of text with comments, or you might ask students to come up with visuals that reflect a theme/character/motif of a chapter. I would recommend that students take a screenshot of their snaps so they have a record of them, either for grading purposes or for later use.\u003c/p>\n\u003cfigure id=\"attachment_334812\" class=\"wp-caption aligncenter\" style=\"max-width: 447px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-334812 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation3.png\" alt=\"annotation3\" width=\"447\" height=\"559\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3.png 447w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-160x200.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-240x300.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-375x469.png 375w\" sizes=\"(max-width: 447px) 100vw, 447px\">\u003cfigcaption class=\"wp-caption-text\">A Snapchat annotation response\u003c/figcaption>\u003c/figure>\n\u003ch4>Twitter.\u003c/h4>\n\u003cp>Request 180 characters of commentary about a specific text. Have students send them to your Twitter handle.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Once they have lots of annotations, what should they do next? Here are a few ideas for extending that thinking.\u003c/strong>\u003c/p>\n\u003ch4>Make a \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio\">podcast\u003c/a>.\u003c/h4>\n\u003cp>Students can record a small group discussion, rooted in their annotations, and then edit it into podcast form.\u003c/p>\n\u003ch4>Connect to current events.\u003c/h4>\n\u003cp>I always tell my students that I only teach things that continue to be relevant. One way to expand annotations can be to have students find a news story or current issue that reflects one passage that they annotated with commentary. They might find a profile about a modern-day “Atticus” or trace the lasting effects of Jim Crow laws \u003ca href=\"https://ww2.kqed.org/lowdown/2016/04/27/redlining/\">via redlining maps\u003c/a>.\u003c/p>\n\u003ch4>Create a tumblr or blog.\u003c/h4>\n\u003cp>Visual learners can take a picture of each significant annotation and then categorize them in a meaningful way. One student might put them in chronological order to show a progression of thinking, while another might group them by theme or motif.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In my \u003ca href=\"https://ww2.kqed.org/education/2016/11/15/embracing-annotations-and-creating-critical-readers/\">previous post I outlined what students should be annotating for in a complex text or novel.\u003c/a> But what about the \u003cb>how\u003c/b>? Before students can get comfortable with the idea of pouring their thoughts and feelings into the margins of \u003ci>To Kill a Mockingbird\u003c/i> or \u003ci>The Great Gatsby\u003c/i>, they need to see a critical reader model that kind of thinking aloud and then they need a lot of practice. For some students, it’s an unfamiliar process and one that feels forced. For others, it comes naturally and they relish the ability to personalize their learning. Either way, here are some places to start and some ways to differentiate for various learners.\u003c/p>\n\u003ch4>Project your thinking.\u003c/h4>\n\u003cp>When my students are just grasping what annotating looks like, I model what thinking aloud looks like using a document camera. I tell them that they should write whatever they are thinking, as it occurs to them, right in the margins. However, for many students this is completely new territory, so I also give them free rein to completely copy my process until they get the hang of it. I’ll read a paragraph and then say something like “This passage right here is a great example of the power of language and how it can serve as a barrier in some cases and a bridge in others.” Then I underline the specific lines and write that exact commentary. If you don’t have access to a document camera, the app \u003ca href=\"https://itunes.apple.com/us/app/notability/id360593530?mt=8\">Notability\u003c/a> is a great back up. It allows you to highlight and annotate any PDF.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334806 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation1.png\" alt=\"annotation1\" width=\"701\" height=\"516\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1.png 701w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-160x118.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-240x177.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-375x276.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation1-520x383.png 520w\" sizes=\"(max-width: 701px) 100vw, 701px\">\u003c/p>\n\u003ch4>Use Post-its.\u003c/h4>\n\u003cp>Ask any of my students and they will tell you that I am the Post-it queen. In most public school classrooms, kids don’t have the luxury of writing in their own copy of a book. So if making a shameless amount of copies is a no-no at your school, students can still comment in the “margins” if they place a post-it there. It also discourages from over-highlighting. Bonus: If you need an exit ticket for the day, or a way to check in on student progress, you can ask students to post their annotations around the room, on a whiteboard or poster.\u003c/p>\n\u003ch4>Start a \u003ca href=\"https://padlet.com\">Padlet\u003c/a>.\u003c/h4>\n\u003cp>This takes the Post-it concept and makes it a free-flowing poster — online! It does require students to use their smartphones or an electronic device, but there’s no app needed so it can be quickly implemented by plugging in a quick link. I like to ask my students to respond to a question or passage in one large document. It allows students to see what others are thinking and can reaffirm their own thoughts. It also provides lower-level students a way to see how to pump up their response by comparing it to more sophisticated comments. Also, leaving off students’ names makes it low stakes. Sometimes I will have students respond to a Padlet in place of a quiz. This not only differentiates the possibilities for them, but also lets me get a glimpse into their thinking process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334810 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation2.png\" alt=\"annotation2\" width=\"581\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2.png 581w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-240x125.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-375x196.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation2-520x271.png 520w\" sizes=\"(max-width: 581px) 100vw, 581px\">\u003c/p>\n\u003ch4>Pose a question on \u003ca href=\"https://classroom.google.com/\">Google Classroom\u003c/a>.\u003c/h4>\n\u003cp>If you already use the interactive site to post assignments and make classroom announcements, why not ask students to respond to a reading assignment with a thoughtful comment or question there? Teachers have the option to allow students to respond to each others’ posts, which makes it a similar experience to an online college class. Or not, if your middle schoolers need to keep it \u003ci>nice\u003c/i> online.\u003c/p>\n\u003ch4>Comment collaboratively with \u003ca href=\"https://hypothes.is/\">Hypothes.is\u003c/a>.\u003c/h4>\n\u003cp>This nonprofit allows teachers to link to any document, be it a news article or a PDF of a primary-source document, and students can all comment, highlight, even reply to one another — all on one page.\u003c/p>\n\u003ch4>Explore \u003ca href=\"http://rap.genius.com/\">Rap Genius\u003c/a>.\u003c/h4>\n\u003cp>The same muscle that made them wonder why Beyonce’s \u003ci>Lemonade\u003c/i> references Malcolm X can be put to use on other texts. This doesn’t have to be pandering to the youth. Pick a song that is rich with allusions (while also being school appropriate) and demonstrate how exploring a line of text more deeply can reveal a more complex meaning. Using this site may also reveal to them that they already think like this, it just might be about music or TV and not literature.\u003c/p>\n\u003ch4>Snapchat. Yes, Snapchat.\u003c/h4>\n\u003cp>How many lit nerds take pictures of passages that just blow our minds? Well, I do. So, why not make a story about what you are reading? This can literally be pictures of text with comments, or you might ask students to come up with visuals that reflect a theme/character/motif of a chapter. I would recommend that students take a screenshot of their snaps so they have a record of them, either for grading purposes or for later use.\u003c/p>\n\u003cfigure id=\"attachment_334812\" class=\"wp-caption aligncenter\" style=\"max-width: 447px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-334812 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Annotation3.png\" alt=\"annotation3\" width=\"447\" height=\"559\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3.png 447w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-160x200.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-240x300.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Annotation3-375x469.png 375w\" sizes=\"(max-width: 447px) 100vw, 447px\">\u003cfigcaption class=\"wp-caption-text\">A Snapchat annotation response\u003c/figcaption>\u003c/figure>\n\u003ch4>Twitter.\u003c/h4>\n\u003cp>Request 180 characters of commentary about a specific text. Have students send them to your Twitter handle.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Once they have lots of annotations, what should they do next? Here are a few ideas for extending that thinking.\u003c/strong>\u003c/p>\n\u003ch4>Make a \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio\">podcast\u003c/a>.\u003c/h4>\n\u003cp>Students can record a small group discussion, rooted in their annotations, and then edit it into podcast form.\u003c/p>\n\u003ch4>Connect to current events.\u003c/h4>\n\u003cp>I always tell my students that I only teach things that continue to be relevant. One way to expand annotations can be to have students find a news story or current issue that reflects one passage that they annotated with commentary. They might find a profile about a modern-day “Atticus” or trace the lasting effects of Jim Crow laws \u003ca href=\"https://ww2.kqed.org/lowdown/2016/04/27/redlining/\">via redlining maps\u003c/a>.\u003c/p>\n\u003ch4>Create a tumblr or blog.\u003c/h4>\n\u003cp>Visual learners can take a picture of each significant annotation and then categorize them in a meaningful way. One student might put them in chronological order to show a progression of thinking, while another might group them by theme or motif.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>“Your homework is to read chapter three and answer questions 1-10. There will be a quiz tomorrow.”\u003c/em>\u003c/p>\n\u003cp>If you teach anything with a text, chances are you have assigned this homework. In my first year of teaching language arts, I was guilty of it as well. I spent hours writing reading questions and composing comprehension quizzes that, really, were nothing more than a “Gotcha! You didn’t read!” test. It should have come as no surprise when my students came to class with little to say about the night’s reading beyond those ten assigned questions. And that was the best case scenario. At worst, I had students who did not do the reading but copied the answers from friends or who simply skimming for the answers rather than reading deeply.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334070 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png\" alt=\"annotationbookmark\" width=\"243\" height=\"804\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png 243w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark-160x529.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark-240x794.png 240w\" sizes=\"(max-width: 243px) 100vw, 243px\">\u003c/aside>\n\u003cp>After that first year, I decided to question my own reading practices. What do critical readers naturally do? How do we question the text, make predictions, see patterns unfold? When I crack open a work of fiction or journalism, I go in with an inquisitive mindset. I expect the text to be challenging and thrust me into a world that is unfamiliar. I assume that I will need to get to know the characters the way I would get to know a new friend. I question the context and study-up on the historical background. I seek out patterns of ideas, which ultimately lead me to discover themes, symbols and motifs. What I didn’t realize was that these were skills many of my students lacked. They went into a text expecting it to be confusing without understanding that they could make sense of the pieces of the puzzle through their own inquiry.\u003c/p>\n\u003cp>So, I threw out the reading questions. Instead I began asking students to “talk to the text” and write down everything that comes to mind while they read a chapter. Now, when a new school year begins, I model what this thinking process looks like. I pass out loads of Post-Its and arm students with colorful pens so that they can make the margins of their books–even checked out ones–look like personal copies. I read a passage, and then add my commentary so they can see that it’s not an intimidating process. Oh, and I give them a \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png\">handy dandy bookmark\u003c/a> with suggestions.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Here are things I tell students to look for as they begin to form an annotation habit.\u003c/strong>\u003c/p>\n\u003ch4>1. Summarize.\u003c/h4>\n\u003cp>It sounds simple, but the first step to reading critically is comprehending the text completely. For many students, jotting down the main plot points at the end of a chunk of reading may help them make sense of the action and retain the material. 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Important historical markers?\u003c/li>\n\u003cli>Where is the story located? Is place critical to the story?\u003c/li>\n\u003cli>What might happen next based on foreshadowing or archetypal story patterns?\u003c/li>\n\u003cli>Do you see any common patterns or emerging themes?\u003c/li>\n\u003c/ul>\n\u003ch4>3. Make predictions.\u003c/h4>\n\u003cp>Students who can track patterns are more likely to notice themes and connections between a novel and what is happening in the world around them or between a primary source document and current events. Predictions help fuel discussions and sets students up for the next phase of learning, be it a formal writing assignment or a class discussion.\u003c/p>\n\u003ch4>4. Define and clarify.\u003c/h4>\n\u003cp>For many reluctant readers, vocabulary can be a huge road block both to understanding the text and actually completing the reading. Encourage students to take note of unfamiliar terms and define those terms in the margins (or on Post-its). 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This is where teachers have a great opportunity to model the type of critical thinking that might link a letter by Frederick Douglass or James Baldwin to a more current essay by Ta-Nehisi Coates or Roxane Gay.\u003c/p>\n\u003ch4>6. Infer and analyze.\u003c/h4>\n\u003cp>This is the hard part for many students. How do we get them to see patterns and translate that into some meaningful observations? I often ask students to take note of a specific idea. For example, when reading Funny in Farsi by Firoozeh Dumas, I ask students to underline any examples that demonstrate a time when language was a barrier or created confusion for her immigrant family. They may not realize it at the time, but later, when I have them step back and look at the text, they can see that the power of language is a clear theme in her memoir.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After exploring this process with my students, I immediately saw differences in engagement. Frankly, it also just got them to tackle the task of reading. Why did they decide to read this time? I believe it’s because they viewed the assignment as both a personal investment and, honestly, more difficult to copy. They knew I wasn’t looking for a stock response to the themes of the book. I wanted to see their unique thoughts in the margins.\u003c/p>\n\u003cp>As a tool for assessment, annotations provide me with insight into how my students perceive the text. When checking their books, I often see personal connections (”Hey, I go to the same church as Amy Tan!”), a-ha moments (“There’s an Oedipus complex in Back to the Future”), and poignant reflection (“Jem’s courtroom experience is like mine when I see video footage of police brutality . . . eye opening and innocence crushing”).\u003c/p>\n\u003cp>The level of questioning and the depth of our conversations keeps me coming back to this process. Do they resist it at first? Sure, most do. But that’s largely because it requires them to critically engage and stay engaged throughout the entire selection, which is a new experience for many students. Those who embrace the challenge of annotating walk away with a skill they can transfer from subject to subject, plus a time capsule of their thinking in high school English.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Coming next: The hows of using annotation — some places to start and ways to differentiate for various learners.\u003c/strong>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>“Your homework is to read chapter three and answer questions 1-10. There will be a quiz tomorrow.”\u003c/em>\u003c/p>\n\u003cp>If you teach anything with a text, chances are you have assigned this homework. In my first year of teaching language arts, I was guilty of it as well. I spent hours writing reading questions and composing comprehension quizzes that, really, were nothing more than a “Gotcha! You didn’t read!” test. It should have come as no surprise when my students came to class with little to say about the night’s reading beyond those ten assigned questions. And that was the best case scenario. At worst, I had students who did not do the reading but copied the answers from friends or who simply skimming for the answers rather than reading deeply.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-334070 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png\" alt=\"annotationbookmark\" width=\"243\" height=\"804\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png 243w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark-160x529.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/AnnotationBookmark-240x794.png 240w\" sizes=\"(max-width: 243px) 100vw, 243px\">\u003c/aside>\n\u003cp>After that first year, I decided to question my own reading practices. What do critical readers naturally do? How do we question the text, make predictions, see patterns unfold? When I crack open a work of fiction or journalism, I go in with an inquisitive mindset. I expect the text to be challenging and thrust me into a world that is unfamiliar. I assume that I will need to get to know the characters the way I would get to know a new friend. I question the context and study-up on the historical background. I seek out patterns of ideas, which ultimately lead me to discover themes, symbols and motifs. What I didn’t realize was that these were skills many of my students lacked. They went into a text expecting it to be confusing without understanding that they could make sense of the pieces of the puzzle through their own inquiry.\u003c/p>\n\u003cp>So, I threw out the reading questions. Instead I began asking students to “talk to the text” and write down everything that comes to mind while they read a chapter. Now, when a new school year begins, I model what this thinking process looks like. I pass out loads of Post-Its and arm students with colorful pens so that they can make the margins of their books–even checked out ones–look like personal copies. I read a passage, and then add my commentary so they can see that it’s not an intimidating process. Oh, and I give them a \u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/AnnotationBookmark.png\">handy dandy bookmark\u003c/a> with suggestions.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Here are things I tell students to look for as they begin to form an annotation habit.\u003c/strong>\u003c/p>\n\u003ch4>1. Summarize.\u003c/h4>\n\u003cp>It sounds simple, but the first step to reading critically is comprehending the text completely. For many students, jotting down the main plot points at the end of a chunk of reading may help them make sense of the action and retain the material. This is also a great jumping-off point for reluctant readers or students who are less than enthusiastic about your plan to have them actively engage with the text. Asking unmotivated students to summarize the previous chapter may seem more manageable and less of a personal risk, since they don’t have to make any self-to-text comments.\u003c/p>\n\u003ch4>2. Question the text.\u003c/h4>\n\u003cp>I often tell students that questioning the text can be anything from clarifying questions, “Where do they speak Farsi?” to contextual, “What were the relations between the U.S. and Iran in 1972?” to analytical, “I wonder what daily life would have been like for Firoozeh and her family with regards to the country’s political climate?” Other common question that arise tend to be\u003c/p>\n\u003cul>\n\u003cli>Who are these people? What are their motivations? What world are they living in?\u003c/li>\n\u003cli>What is the context? Time period? Important historical markers?\u003c/li>\n\u003cli>Where is the story located? Is place critical to the story?\u003c/li>\n\u003cli>What might happen next based on foreshadowing or archetypal story patterns?\u003c/li>\n\u003cli>Do you see any common patterns or emerging themes?\u003c/li>\n\u003c/ul>\n\u003ch4>3. Make predictions.\u003c/h4>\n\u003cp>Students who can track patterns are more likely to notice themes and connections between a novel and what is happening in the world around them or between a primary source document and current events. Predictions help fuel discussions and sets students up for the next phase of learning, be it a formal writing assignment or a class discussion.\u003c/p>\n\u003ch4>4. Define and clarify.\u003c/h4>\n\u003cp>For many reluctant readers, vocabulary can be a huge road block both to understanding the text and actually completing the reading. Encourage students to take note of unfamiliar terms and define those terms in the margins (or on Post-its). I like to tell them that they don’t need to have the lengthy dictionary definition, but a synonym that helps them access the meaning of the sentence can do the trick. The same principle applies to proper nouns, dates or historical references that may be unfamiliar. A quick Google search might be the difference between feeling completely confused by Amy Tan’s reference to San Francisco’s Sunset district and truly being able to imagine her walking around the city.\u003c/p>\n\u003ch4>5. Draw connections.\u003c/h4>\n\u003cp>When I read, I can’t stop myself from seeing the universal truths on the page represented in daily life. And I’m sure social studies teachers realize that the cliché “history repeats itself” is all too present in national and world affairs. This isn’t always obvious to students though, especially since they still have relatively few life experiences. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After exploring this process with my students, I immediately saw differences in engagement. Frankly, it also just got them to tackle the task of reading. Why did they decide to read this time? I believe it’s because they viewed the assignment as both a personal investment and, honestly, more difficult to copy. They knew I wasn’t looking for a stock response to the themes of the book. I wanted to see their unique thoughts in the margins.\u003c/p>\n\u003cp>As a tool for assessment, annotations provide me with insight into how my students perceive the text. When checking their books, I often see personal connections (”Hey, I go to the same church as Amy Tan!”), a-ha moments (“There’s an Oedipus complex in Back to the Future”), and poignant reflection (“Jem’s courtroom experience is like mine when I see video footage of police brutality . . . eye opening and innocence crushing”).\u003c/p>\n\u003cp>The level of questioning and the depth of our conversations keeps me coming back to this process. Do they resist it at first? Sure, most do. But that’s largely because it requires them to critically engage and stay engaged throughout the entire selection, which is a new experience for many students. Those who embrace the challenge of annotating walk away with a skill they can transfer from subject to subject, plus a time capsule of their thinking in high school English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">We’re in the home stretch. Election Day 2016 is almost here and will mark the end of a historic–and historically contentious–campaign season. Here are some suggestions for bringing election-related projects and lessons to a close with a special focus on Election Day and what comes next. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/10/13/what-is-the-electoral-college-and-is-it-time-to-get-rid-of-it/\">\u003cspan style=\"font-weight: 400\">Explainer: What Is the Deal With the Electoral College? \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\nThis video and post on KQED’s The Lowdown breaks down the history and inner workings on one of the quirkiest (and confusing) parts of our democracy. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/pbs-electoral-decoder/pbs-electoral-decoder/\">\u003cspan style=\"font-weight: 400\">PBS Electoral Decoder from PBS Election Central\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Get ready for the election night with this interactive look at the returns from every election in U.S. history! The map + timeline tool gives a summary of each campaign as well as the key issues of the day. In 2012, Mitt Romney and Barack Obama squared off over the Iraq War and the Great Recession. Compare that to the election of 1860 when Abraham Lincoln was confronting the dissolution of the union and the start of the Civil War. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/pov/electionday/lesson-plan/\">\u003cspan style=\"font-weight: 400\">Improving Elections in the United States\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\nThis lesson plan and the documentary \u003c/span>\u003ca href=\"http://www.pbs.org/pov/electionday/\">\u003cspan style=\"font-weight: 400\">Election Day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers a “street level” look at how Americans vote and highlights the diversity of polling places, ballots and voting methods in our country, where elections are managed by each county or municipality. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://elections.kqed.org/article/4062/what-exactly-is-the-presidents-job-description\">\u003cspan style=\"font-weight: 400\">What Is the Actual Job Description of the President of the United States?\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">We vote for the president, but how much power does the he/she \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">have? Can all those campaign promises become reality? This post, also from The Lowdown, explains it all and includes a lesson plan, as well as videos from PBS’s Crash Course Government series.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://actioncivicscollaborative.org/resources/toolbox/\">\u003cspan style=\"font-weight: 400\">Action Civics Toolbox\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">The election will soon be decided and the campaigns will close up shop. But the issues at the center of our national conversation are here to stay. These tools from the National Action Civics Collaborative provides ways for students make their voices heard.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/\">\u003cspan style=\"font-weight: 400\">Letters to the Next President 2.0 archive\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The Letters to the Next President project closes on Election Day, but the thousands of letters created by teens will remain online and accessible to all. Students can discover where their peers across the country stand on issues that matter most to them. Issues trending this week? Immigration, gun control, abortion rights and education. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">We’re in the home stretch. Election Day 2016 is almost here and will mark the end of a historic–and historically contentious–campaign season. Here are some suggestions for bringing election-related projects and lessons to a close with a special focus on Election Day and what comes next. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/10/13/what-is-the-electoral-college-and-is-it-time-to-get-rid-of-it/\">\u003cspan style=\"font-weight: 400\">Explainer: What Is the Deal With the Electoral College? \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\nThis video and post on KQED’s The Lowdown breaks down the history and inner workings on one of the quirkiest (and confusing) parts of our democracy. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/pbs-electoral-decoder/pbs-electoral-decoder/\">\u003cspan style=\"font-weight: 400\">PBS Electoral Decoder from PBS Election Central\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Get ready for the election night with this interactive look at the returns from every election in U.S. history! The map + timeline tool gives a summary of each campaign as well as the key issues of the day. In 2012, Mitt Romney and Barack Obama squared off over the Iraq War and the Great Recession. Compare that to the election of 1860 when Abraham Lincoln was confronting the dissolution of the union and the start of the Civil War. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/pov/electionday/lesson-plan/\">\u003cspan style=\"font-weight: 400\">Improving Elections in the United States\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003cbr>\nThis lesson plan and the documentary \u003c/span>\u003ca href=\"http://www.pbs.org/pov/electionday/\">\u003cspan style=\"font-weight: 400\">Election Day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers a “street level” look at how Americans vote and highlights the diversity of polling places, ballots and voting methods in our country, where elections are managed by each county or municipality. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://elections.kqed.org/article/4062/what-exactly-is-the-presidents-job-description\">\u003cspan style=\"font-weight: 400\">What Is the Actual Job Description of the President of the United States?\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">We vote for the president, but how much power does the he/she \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">have? Can all those campaign promises become reality? This post, also from The Lowdown, explains it all and includes a lesson plan, as well as videos from PBS’s Crash Course Government series.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://actioncivicscollaborative.org/resources/toolbox/\">\u003cspan style=\"font-weight: 400\">Action Civics Toolbox\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">The election will soon be decided and the campaigns will close up shop. But the issues at the center of our national conversation are here to stay. These tools from the National Action Civics Collaborative provides ways for students make their voices heard.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/\">\u003cspan style=\"font-weight: 400\">Letters to the Next President 2.0 archive\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The Letters to the Next President project closes on Election Day, but the thousands of letters created by teens will remain online and accessible to all. Students can discover where their peers across the country stand on issues that matter most to them. Issues trending this week? Immigration, gun control, abortion rights and education. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Is It Morally Justifiable to Kill an Endangered Animal if a Human Life Is at Risk?",
"headTitle": "Is It Morally Justifiable to Kill an Endangered Animal if a Human Life Is at Risk? | KQED",
"content": "\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by Ashley Baysinger, Thor Smith and Jasmine Parker, students in Jim Speer’s “Introduction to Environmental Science” class at Indiana State University.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/DojGPBV4U0w\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: U.S. Fish and Wildlife Service\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/DojGPBV4U0w\">The Endangered Species Act: 40 Years at the Forefront of Wildlife Conservation\u003c/a>\u003cbr>\nLearn about the Endangered Species Act of 1973 and various species it has protected.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Is it morally justifiable to kill an endangered animal if a human life is at risk? \u003cstrong>#DoNowULife\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowULife\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On May 28, 2016, a toddler fell into the exhibit of a Western Lowland gorilla named Harambe at the \u003c/span>\u003ca href=\"http://cincinnatizoo.org/blog/2016/05/29/cincinnati-zoo-devastated-by-death-of-beloved-gorilla/\">\u003cspan style=\"font-weight: 400\">Cincinnati Zoo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The gorilla grabbed the child and dragged him. A zoo employee shot the gorilla because he believed that Harambe would have injured or killed the child. This sparked a heated debate over whether killing this gorilla was the ethical thing to do. The Western Lowland gorilla is considered \u003c/span>\u003ca href=\"http://www.iucnredlist.org/details/9406/0\">\u003cspan style=\"font-weight: 400\">critically endangered\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> due to a variety of factors, including deforestation and infertility. Harambe’s death is not the first time that we have had to question the morality of killing an endangered animal in order to protect a human. Wolves, African painted dogs, Siberian tigers, and polar bears are among some of the endangered animals that have been killed \u003c/span>\u003ca href=\"http://www.ecowatch.com/5-times-animals-have-been-killed-in-zoos-due-to-human-encounters-1891162359.html\">\u003cspan style=\"font-weight: 400\">since 1987\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in self-defense situations in zoos or in the wild. Whose life has a higher value, the overpopulated human or the animal at risk of extinction? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Upon signing the \u003c/span>\u003ca href=\"http://www.ecology.info/endangered-species.htm\">\u003cspan style=\"font-weight: 400\">Endangered Species Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Richard Nixon stated, “Nothing is more priceless and more worthy of preservation than the rich array of animal life with which our country has been blessed. It is a many-faceted treasure, of value to scholars, scientists, and nature lovers alike, and it forms a vital part of the heritage we all share as Americans.” The Endangered Species Act protects endangered species and their ecosystems through \u003c/span>\u003ca href=\"http://www.nmfs.noaa.gov/pr/laws/esa/\">\u003cspan style=\"font-weight: 400\">federal law\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A species is considered \u003c/span>\u003ca href=\"http://dictionary.cambridge.org/us/dictionary/english/endangered\">\u003cspan style=\"font-weight: 400\">endangered \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when is it dangerously close to extinction. The Western Lowland Gorilla, which is considered critically endangered, has a population of about \u003c/span>\u003ca href=\"http://wwf.panda.org/what_we_do/endangered_species/great_apes/gorillas/western_lowland_gorilla/\">\u003cspan style=\"font-weight: 400\">100,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> individuals. The population has dropped by \u003c/span>\u003ca href=\"http://www.worldwildlife.org/species/western-lowland-gorilla\">\u003cspan style=\"font-weight: 400\">60 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the past 20-25 years. Despite the dwindling population of the gorillas, they are still considered dangerous animals to humans. Where do we draw the line when it comes to a life or death situation for an endangered animal versus a human? \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_323987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Gray-Wolf.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-323987\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Gray-Wolf-800x998.jpg\" alt=\"Gray wolf\" width=\"300\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-800x998.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-768x958.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-240x299.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-375x468.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-520x649.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf.jpg 876w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gray wolf \u003ccite>(Gary Kramer, U.S. Fish and Wildlife Service)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other side, some people are saying that the Endangered Species Act may put humans at a greater risk. Renowned primatologist Dr. Jane Goodall made a \u003c/span>\u003ca href=\"http://www.ifaw.org/united-states/news/jane-goodall-azzedine-downes-together-offer-thoughts-tragic-harambe-killing\">\u003cspan style=\"font-weight: 400\">statement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the events that took place at the Cincinnati Zoo, saying, “…it takes time for a tranquilizing dart to take effect. It was awful for the child, the parents, Harambe, the zoo, the keepers and the public. But when people come into contact with wild animals, life and death decisions sometimes have to be made.” Many people believe that a human’s life is more valuable than the life of an animal, regardless of whether it is close to extinction or not. \u003c/span>\u003cspan style=\"font-weight: 400\">And, some argue that the Endangered Species Act should be monitored at the state level. In one instance in particular in 2010, \u003c/span>\u003ca href=\"http://gunowners.org/self-defense-versus-the-endangered-species-act.htm\">\u003cspan style=\"font-weight: 400\">two hunters from Montana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were suddenly surrounded by a pack of wolves. The hunters were caught in a life-or-death situation, in which they killed the wolves in self-defense. This happened just after a federal judge \u003ca href=\"https://www.fws.gov/midwest/wolf/archives/2011ProposedDelisting/QAsPropRuleMay2011.html#NRM\">ruled to relist\u003c/a> the gray wolf as endangered after the Bush administration had removed it from the Endangered Species Act. (Note: This population of wolves is \u003ca href=\"https://www.fws.gov/mountain-prairie/es/grayWolf.php\">currently delisted\u003c/a>.) Utah Congressman Rob Bishop \u003c/span>\u003ca href=\"http://gunowners.org/self-defense-versus-the-endangered-species-act.htm\">\u003cspan style=\"font-weight: 400\">stated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “In most instances, state and local officials are better situated and more capable of managing and preserving wildlife than the federal government.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do you think? Should we always side with the protection of a human life or should we value these organisms that we are driving to extinction at a higher level than an individual human life?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Video: BBC\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.bbc.com/news/world-us-canada-36414813\" target=\"_blank\" rel=\"noopener noreferrer\">Harambe Gorilla Killing: Zoo Defends Shooting\u003c/a>\u003cbr>\nHear from the director of the Cincinnati Zoo about their decision to shoot Harambe, the gorilla.\u003c/p>\n\u003cp>\u003cstrong>Article: International Fund for Animal Welfare (IFAW)\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.ifaw.org/united-states/news/jane-goodall-azzedine-downes-together-offer-thoughts-tragic-harambe-killing\">Jane Goodall, Azzedine Downes Together Offer Thoughts on Tragic Harambe Killing\u003c/a>\u003cbr>\nRead an interview with Dr. Jane Goodall and Azzedine Downes, President and CEO of IFAW, about their opinions on the killing of Harambe the gorilla.\u003c/p>\n\u003cp>\u003cstrong>Article: The Conversation\u003c/strong>\u003cbr>\n\u003ca href=\"http://theconversation.com/how-do-we-weigh-the-moral-value-of-human-lives-against-animal-ones-60698\">How Do We Weigh the Moral Value of Human Lives Against Animal Ones?\u003c/a>\u003cbr>\nThis article explores human compassion, what we are willing to sacrifice, and the moral rights of humans, other animals and the environment.\u003c/p>\n\u003cp>\u003cstrong>Article: Gun Owners of America\u003cbr>\n\u003c/strong>\u003ca href=\"https://gunowners.org/self-defense-versus-the-endangered-species-act.htm\">Self-Defense Versus the Endangered Species Act\u003c/a>\u003cbr>\nThe Director of Federal Affairs for Gun Owners of America, a grassroots lobbying organization, discusses a situation in which gray wolves, which were federally listed as endangered, were killed by hunters in self-defense.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \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\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a biweekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post is part of KQED’s \u003ca href=\"http://ww2.kqed.org/education/tag/do-now-u/\">Do Now U\u003c/a> project. Do Now U is a biweekly activity for students and the public to engage and respond to current issues using social media. Do Now U aims to build civic engagement and digital literacy for learners of all ages. This post was written by Ashley Baysinger, Thor Smith and Jasmine Parker, students in Jim Speer’s “Introduction to Environmental Science” class at Indiana State University.\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/DojGPBV4U0w\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource\u003cbr>\nVIDEO: U.S. Fish and Wildlife Service\u003c/strong>\u003cbr>\n\u003ca href=\"https://youtu.be/DojGPBV4U0w\">The Endangered Species Act: 40 Years at the Forefront of Wildlife Conservation\u003c/a>\u003cbr>\nLearn about the Endangered Species Act of 1973 and various species it has protected.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>Is it morally justifiable to kill an endangered animal if a human life is at risk? \u003cstrong>#DoNowULife\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowULife\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On May 28, 2016, a toddler fell into the exhibit of a Western Lowland gorilla named Harambe at the \u003c/span>\u003ca href=\"http://cincinnatizoo.org/blog/2016/05/29/cincinnati-zoo-devastated-by-death-of-beloved-gorilla/\">\u003cspan style=\"font-weight: 400\">Cincinnati Zoo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The gorilla grabbed the child and dragged him. A zoo employee shot the gorilla because he believed that Harambe would have injured or killed the child. This sparked a heated debate over whether killing this gorilla was the ethical thing to do. The Western Lowland gorilla is considered \u003c/span>\u003ca href=\"http://www.iucnredlist.org/details/9406/0\">\u003cspan style=\"font-weight: 400\">critically endangered\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> due to a variety of factors, including deforestation and infertility. Harambe’s death is not the first time that we have had to question the morality of killing an endangered animal in order to protect a human. Wolves, African painted dogs, Siberian tigers, and polar bears are among some of the endangered animals that have been killed \u003c/span>\u003ca href=\"http://www.ecowatch.com/5-times-animals-have-been-killed-in-zoos-due-to-human-encounters-1891162359.html\">\u003cspan style=\"font-weight: 400\">since 1987\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in self-defense situations in zoos or in the wild. Whose life has a higher value, the overpopulated human or the animal at risk of extinction? \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\">Upon signing the \u003c/span>\u003ca href=\"http://www.ecology.info/endangered-species.htm\">\u003cspan style=\"font-weight: 400\">Endangered Species Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Richard Nixon stated, “Nothing is more priceless and more worthy of preservation than the rich array of animal life with which our country has been blessed. It is a many-faceted treasure, of value to scholars, scientists, and nature lovers alike, and it forms a vital part of the heritage we all share as Americans.” The Endangered Species Act protects endangered species and their ecosystems through \u003c/span>\u003ca href=\"http://www.nmfs.noaa.gov/pr/laws/esa/\">\u003cspan style=\"font-weight: 400\">federal law\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A species is considered \u003c/span>\u003ca href=\"http://dictionary.cambridge.org/us/dictionary/english/endangered\">\u003cspan style=\"font-weight: 400\">endangered \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when is it dangerously close to extinction. The Western Lowland Gorilla, which is considered critically endangered, has a population of about \u003c/span>\u003ca href=\"http://wwf.panda.org/what_we_do/endangered_species/great_apes/gorillas/western_lowland_gorilla/\">\u003cspan style=\"font-weight: 400\">100,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> individuals. The population has dropped by \u003c/span>\u003ca href=\"http://www.worldwildlife.org/species/western-lowland-gorilla\">\u003cspan style=\"font-weight: 400\">60 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the past 20-25 years. Despite the dwindling population of the gorillas, they are still considered dangerous animals to humans. Where do we draw the line when it comes to a life or death situation for an endangered animal versus a human? \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_323987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Gray-Wolf.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-323987\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/11/Gray-Wolf-800x998.jpg\" alt=\"Gray wolf\" width=\"300\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-800x998.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-768x958.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-240x299.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-375x468.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf-520x649.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/11/Gray-Wolf.jpg 876w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gray wolf \u003ccite>(Gary Kramer, U.S. Fish and Wildlife Service)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the other side, some people are saying that the Endangered Species Act may put humans at a greater risk. Renowned primatologist Dr. Jane Goodall made a \u003c/span>\u003ca href=\"http://www.ifaw.org/united-states/news/jane-goodall-azzedine-downes-together-offer-thoughts-tragic-harambe-killing\">\u003cspan style=\"font-weight: 400\">statement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the events that took place at the Cincinnati Zoo, saying, “…it takes time for a tranquilizing dart to take effect. It was awful for the child, the parents, Harambe, the zoo, the keepers and the public. But when people come into contact with wild animals, life and death decisions sometimes have to be made.” Many people believe that a human’s life is more valuable than the life of an animal, regardless of whether it is close to extinction or not. \u003c/span>\u003cspan style=\"font-weight: 400\">And, some argue that the Endangered Species Act should be monitored at the state level. In one instance in particular in 2010, \u003c/span>\u003ca href=\"http://gunowners.org/self-defense-versus-the-endangered-species-act.htm\">\u003cspan style=\"font-weight: 400\">two hunters from Montana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were suddenly surrounded by a pack of wolves. The hunters were caught in a life-or-death situation, in which they killed the wolves in self-defense. This happened just after a federal judge \u003ca href=\"https://www.fws.gov/midwest/wolf/archives/2011ProposedDelisting/QAsPropRuleMay2011.html#NRM\">ruled to relist\u003c/a> the gray wolf as endangered after the Bush administration had removed it from the Endangered Species Act. (Note: This population of wolves is \u003ca href=\"https://www.fws.gov/mountain-prairie/es/grayWolf.php\">currently delisted\u003c/a>.) Utah Congressman Rob Bishop \u003c/span>\u003ca href=\"http://gunowners.org/self-defense-versus-the-endangered-species-act.htm\">\u003cspan style=\"font-weight: 400\">stated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “In most instances, state and local officials are better situated and more capable of managing and preserving wildlife than the federal government.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do you think? Should we always side with the protection of a human life or should we value these organisms that we are driving to extinction at a higher level than an individual human life?\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Video: BBC\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.bbc.com/news/world-us-canada-36414813\" target=\"_blank\" rel=\"noopener noreferrer\">Harambe Gorilla Killing: Zoo Defends Shooting\u003c/a>\u003cbr>\nHear from the director of the Cincinnati Zoo about their decision to shoot Harambe, the gorilla.\u003c/p>\n\u003cp>\u003cstrong>Article: International Fund for Animal Welfare (IFAW)\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.ifaw.org/united-states/news/jane-goodall-azzedine-downes-together-offer-thoughts-tragic-harambe-killing\">Jane Goodall, Azzedine Downes Together Offer Thoughts on Tragic Harambe Killing\u003c/a>\u003cbr>\nRead an interview with Dr. Jane Goodall and Azzedine Downes, President and CEO of IFAW, about their opinions on the killing of Harambe the gorilla.\u003c/p>\n\u003cp>\u003cstrong>Article: The Conversation\u003c/strong>\u003cbr>\n\u003ca href=\"http://theconversation.com/how-do-we-weigh-the-moral-value-of-human-lives-against-animal-ones-60698\">How Do We Weigh the Moral Value of Human Lives Against Animal Ones?\u003c/a>\u003cbr>\nThis article explores human compassion, what we are willing to sacrifice, and the moral rights of humans, other animals and the environment.\u003c/p>\n\u003cp>\u003cstrong>Article: Gun Owners of America\u003cbr>\n\u003c/strong>\u003ca href=\"https://gunowners.org/self-defense-versus-the-endangered-species-act.htm\">Self-Defense Versus the Endangered Species Act\u003c/a>\u003cbr>\nThe Director of Federal Affairs for Gun Owners of America, a grassroots lobbying organization, discusses a situation in which gray wolves, which were federally listed as endangered, were killed by hunters in self-defense.\u003c/p>\n\u003chr>\n\u003cp>Find\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \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\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a biweekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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