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"title": "15 Great Digital Media Projects for the Presidential Election Season",
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"content": "\u003cp>I’m a high school social science teacher with many years of teaching experience (World History, U.S. History, and U.S. Government), and I am certain that each of the following can be effectively incorporated into many high school social science classes across the country to give students a greater opportunity to engage with the critical issues facing us this election season. The best part is that all the resources necessary for these projects can be found online for free.\u003c/p>\n\u003ch4>1. Find Out What Candidate You Side With\u003c/h4>\n\u003cp>Begin this project by having your students take the \u003ca href=\"https://www.isidewith.com\">Isidewith \u003c/a>quiz to find out which of the candidates they most likely side with. Then have them go online to learn more about that candidate.\u003c/p>\n\u003ch4>2. Find Out Whether You’re a Liberal or Conservative\u003c/h4>\n\u003cp>Begin this project by having your students take the PEW Research Center’s \u003ca href=\"http://www.people-press.org/quiz/political-typology/\">Political Typology Quiz\u003c/a> to find out if they are a steadfast conservative, a solid liberal or somewhere in between. Then have them visit the \u003ca href=\"http://www.people-press.org/2014/06/26/the-political-typology-beyond-red-vs-blue/\">Pew Research Center\u003c/a> and find out where they stand in comparison to the rest of the nation.\u003c/p>\n\u003ch4>3. Write a Letter to the Next President\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the \u003ca href=\"http://www.procon.org\">ProCon\u003c/a> website, which presents controversial issues in a straightforward, nonpartisan, primarily pro-con format. Then have your students write a letter to the next president, following the instructions that appear on the \u003ca href=\"https://letters2president.org\">Letters to the Next President 2.0\u003c/a> website. To view a letter one of my students wrote recently, click \u003ca href=\"https://letters2president.org/letters/1128\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/letters/1128\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303827 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/L2NP.png\" alt=\"L2NP\" width=\"404\" height=\"378\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP.png 404w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP-400x374.png 400w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/a>\u003c/p>\n\u003ch4>4. Document Your First-Ever Debate Party\u003c/h4>\n\u003cp>Begin this project by having your students plan a My First-Ever Presidential Debate Party. Encourage them to invite their friends and family. In the weeks leading up to the event, be sure to send out requests for food donations. Many grocery store chains give their managers the discretion to come through in this regard. For additional inspiration, click\u003ca href=\"https://docs.google.com/document/d/1Pa-y-jVq1u5OwEhBnEgy2Rdsadwiqg5Kdpu6LE-E1ek/edit\"> here\u003c/a>. Just before the party begins, have the student who is hosting the party record a version of the following message on camera:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hello everyone. My name is (insert) and I am a (insert) high school senior. Today, is (insert date) and at the moment, I’m standing here outside of my house waiting for some friends to come over. When they get here, we’re all going to go inside to watch the presidential debate. If you want to see what that looks like, stick around for the next three minutes.\u003c/p>\n\u003cp>The next three minutes can consist of a combination of still shots and video documenting what took place at the party. For the video segment, the host might want to ask those in attendance one or more of the following questions:\u003c/p>\n\u003cul>\n\u003cli>Who do you think won the debate?\u003c/li>\n\u003cli>How did the candidates respond to the questions that were posed? Were they straightforward, evasive or somewhere in between?\u003c/li>\n\u003cli>What part of the debate did you enjoy watching the most?\u003c/li>\n\u003cli>If you could have asked the candidates a question what would it have been?\u003c/li>\n\u003c/ul>\n\u003cp>Here’s a short video made by three San Marino High School seniors to document their first ever presidential debate party.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=8MJlmPhkJSI\u003c/p>\n\u003ch4>5. Create a 30-Second Campaign Ad\u003c/h4>\n\u003cp>Begin this project by having your students play \u003ca href=\"https://www.icivics.org/games/win-white-house\">Win the White House \u003c/a>to learn about the presidential election process and the importance of targeted broadcast messaging. Then have students pick a candidate and a state; research current polling data for that state; select a campaign issue; and create a 30-second ad that conveys the proper tone and message around that issue based on the current polling data. It may help for students to read the PBS article “\u003ca href=\"http://www.pbs.org/newshour/extra/lessons_plans/lights-camera-politics-create-your-own-presidential-campaign-ad-lesson-plan/\">Lights, Camera, Politics: Create Your Own Presidential Campaign Ad\u003c/a>.”\u003c/p>\n\u003ch4>6. Participate in a Class Debate\u003c/h4>\n\u003cp>Begin this project by having your students go online to learn what they can about past presidential debates. Then direct them to the \u003ca href=\"http://www.jointhedebates.org\">Join the Debate\u003c/a> website, which will provide students with an opportunity to promote, drive and guide a presidential election–style debate while also fully participating in it.\u003c/p>\n\u003cfigure id=\"attachment_303826\" class=\"wp-caption aligncenter\" style=\"max-width: 363px\">[media-credit standalone=0 name=\"Peter Paccone\" align=\"aligncenter\" width=\"363\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303826\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DebateStudent.png\" alt=\"SMHS senior facilitating the debate\" width=\"363\" height=\"403\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">SMHS senior facilitating the debate\u003c/figcaption>\u003c/figure>\n\u003ch4>7. Video Conference With Another Class\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the ProCon Web page \u003ca href=\"http://Should%20the%20United%20States%20Continue%20to%20Build%20a%20Fence%20or%20Wall%20Along%20the%20U.S./Mexico%20Border?\">Should the United States Continue to Build a Fence or Wall Along the U.S./Mexico Border?\u003c/a>, or another topic relevant to the two classes. Then provide them with a chance to engage in a video conference with students from another school, which provides them with a chance to civilly and respectfully share their views in regards to this question. Shortly before the video conference ends, have the students at both schools answer the \u003ca href=\"https://www.polleverywhere.com/multiple_choice_polls/HTD3jtOT7m4xXH4\">Poll Everywhere question\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_303829\" class=\"wp-caption aligncenter\" style=\"max-width: 625px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303829\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/VideoDebate.png\" alt=\"My US Government seniors video conferencing with John F. Kennedy High School US History juniors\" width=\"625\" height=\"350\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate.png 625w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate-400x224.png 400w\" sizes=\"(max-width: 625px) 100vw, 625px\">\u003cfigcaption class=\"wp-caption-text\">My US Government seniors video conferencing with John F. Kennedy High School US History juniors\u003c/figcaption>\u003c/figure>\n\u003ch4>8. Interview an Adult About the Election\u003c/h4>\n\u003cp>Begin this project by having your students read “\u003ca href=\"http://www.edutopia.org/discussion/storycorps-smartphone-app-great-way-students-learn-about-history\">The StoryCorps SmartPhone App: A Great Way for Students to Learn About History\u003c/a>.” Then have students interview an adult using the free \u003ca href=\"https://storycorps.me/\">StoryCorps app\u003c/a>. Interview subjects can be asked about their most memorable presidential election experiences, what America means to them, and their hopes for this election and the presidency of the candidate elected.\u003c/p>\n\u003cp>Remind them that, after the election, they can use the app to participate in StoryCorps’ The Great Thanksgiving Listen, in which, over the holiday weekend, high school students will record conversations with a grandparent or another elder about their lives. All recordings will be archived at the Library of Congress for future generations.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303824 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/AdultInterview.png\" alt=\"AdultInterview\" width=\"374\" height=\"560\">\u003c/p>\n\u003ch4>9. Decide the Future of the Electoral College\u003c/h4>\n\u003cp>Begin this project by having your students watch the CCP Grey video “\u003ca href=\"https://www.youtube.com/watch?v=OUS9mM8Xbbw\">How the Electoral College Works\u003c/a>” and the TED-Ed Lesson “\u003ca href=\"http://ed.ted.com/lessons/does-your-vote-count-the-electoral-college-explained-christina-greer\">The Electoral College Explained\u003c/a>.” Then have them tweet or message family and friends: “Do you think the Constitution should be amended to get rid of the Electoral College?” Have students share the responses they receive with the rest of the class. Then have the class as a whole take a look at what a \u003ca href=\"http://www.gallup.com/poll/159881/americans-call-term-limits-end-electoral-college.aspx\">2013 Gallop Poll\u003c/a> reveals about this question. To close, have the class engage in a mock Congressional joint committee hearing; see if 2/3rd of the committee will vote in favor of a proposal calling for the president to be determined by a direct vote of the people, rather than the Electoral College.\u003c/p>\n\u003ch4>10. Vote in a Mock Election\u003c/h4>\n\u003cp>Begin this project by having your students watch the TED-Talk “\u003ca href=\"http://www.ted.com/talks/eric_liu_let_s_make_voting_fun_again\">Let’s Make Voting Fun Again.\u003c/a>” Then have your students vote in a mock election. The \u003ca href=\"http://www.sos.ca.gov/elections/student-mock-election\">MyVote California Student Mock Election\u003c/a> will take place on October 11, 2016 and school registration is now open. After registering, you will receive a packet of materials (see image below).\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303828 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png\" alt=\"MockElectionMaterials\" width=\"411\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png 411w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials-400x300.png 400w\" sizes=\"(max-width: 411px) 100vw, 411px\">\u003c/p>\n\u003cp dir=\"ltr\">If you are a teacher, wish to have your students hold a mock election, and are looking for an inspirational how-to, click \u003ca href=\"https://medium.com/@ppaccone/the-california-student-mock-election-664c340d59df#.60tb3eht7\" target=\"_blank\" rel=\"noopener\">here\u003c/a>\u003c/p>\n\u003ch4>11. Predict the Outcome of the Election\u003c/h4>\n\u003cp>Begin this project by having your students go to the \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">PBS Learning Media’s Election Central\u003c/a> website to\u003c/p>\n\u003cul>\n\u003cli>Learn about the Electoral College.\u003c/li>\n\u003cli>Watch an introductory video about the presidential election process.\u003c/li>\n\u003cli>Explore an interactive timeline of all past presidential elections.\u003c/li>\n\u003c/ul>\n\u003cp>Then have them try to predict the outcome of the Electoral College by using PBS’s new, free interactive \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">Electoral Decoder\u003c/a> tool, which provides an opportunity to “play political pundit” to see how Donald Trump, Hillary Clinton or others could win or lose this year’s election. With the help of a cartogram, students see how a state that is large geographically may have a low number of electoral votes. It can also show how a candidate who has lost the electoral vote in most states can still win the presidency. Teachers can use the interactive map to predict the outcome of the current presidential election.\u003c/p>\n\u003cp>Students can save or print their maps or share them on social media. For example, one of my students used my classroom laptop to demonstrate how the new tool works.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Trump Wins. As predicted by one of my students. \u003ca href=\"https://t.co/4uUTFN5sgp\">https://t.co/4uUTFN5sgp\u003c/a> \u003ca href=\"https://twitter.com/hashtag/PBSEDUPrezPredictor?src=hash\">#PBSEDUPrezPredictor\u003c/a> @PBSLearningMedia\u003c/p>\n\u003cp>— Peter Paccone (@PeterPaccone) \u003ca href=\"https://twitter.com/PeterPaccone/status/783730359900876800\">October 5, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>I love that PBS provides students with the opportunity to share their predictions. What a great way to engage students! My ultimate goal is to have each of my students not only share on social media, but also print out their predictions. Then, the day after the election, they can compare their state-by-state predictions to the actual outcome.\u003c/p>\n\u003ch4>12. Send a Videogram to Barack Obama\u003c/h4>\n\u003cp>Begin this project by having your students watch the video “\u003ca href=\"http://www.nytimes.com/video/us/politics/100000004378024/how-will-obama-spend-his-retirement.html\">How Will Barack Obama Spend His Retirement?\u003c/a>” Then have them create a three-minute \u003ca href=\"http://www.edutopia.org/discussion/videogram-president-great-assignment-21st-century\">videogram\u003c/a>, which respectfully urges the president to give his support to something in retirement that is of importance to the students. Here’s a videogram that some of my students sent to President Obama last year.\u003cbr>\n[vimeo 156362368 w=640 h=360]\u003c/p>\n\u003ch4>13. Document Your Poll-Worker Experience\u003c/h4>\n\u003cp>Begin this project by having your students apply for a chance to work the polls on Election Day. Working the polls will provide your students with a unique opportunity to assist voters on Election Day. While working the polls, have your students use a digital camera to document the experience, using either still shots, video or both. Then have them use a \u003ca href=\"http://www.stuff.tv/features/10-best-video-editing-apps-mobile\">video editing app\u003c/a> to create two- to three-minute video describing the experience. Share with the class. For a variation, have the students attend a presidential campaign rally, volunteer for the Trump or Clinton campaigns or visit a campaign headquarters. To learn how to apply for a chance to work the polls in California, click \u003ca href=\"http://www.sos.ca.gov/elections/poll-worker-information/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-303979\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg\" alt=\"studentpollworker\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1440x958.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1920x1277.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-960x639.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker.jpg 1936w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>14. Document your Voting Booth Experience\u003c/h4>\n\u003cp>Begin this project by encouraging students who will turn 18 before Election Day to vote. Then have those students write a 500-word or less description of what it was like to vote, including where the voting took place, what it looked like inside, how long it took to vote, how they were treated by the poll workers, what specifically they were called upon to do, and what they thought about the whole experience afterward. The description should also include one or more photographs of the student at the ballot box and wearing his/her “I Voted” sticker.\u003c/p>\n\u003cp>Students can email me their description, and I will add it to my article “\u003ca href=\"https://medium.com/@ppaccone/the-student-poll-worker-program-4eab5d2a3d8b#.eiyz9714s\">The California Student Poll Worker Program.\u003c/a>” I can be reached at\u003ca href=\"mailto:paccone@smusd.us\"> paccone@smusd.us\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-304015 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Voting.jpg\" alt=\"Voting\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>15. Make a Presidential Election Blog\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Begin this project by encouraging your students to use Blogger, WordPress, or another blogging platform to create a My 2016 Presidential Election Blog. Students’ blogs should showcase any/all of following:\u003c/p>\n\u003cul>\n\u003cli>Their \u003ca href=\"https://www.isidewith.com/\">Isidewith\u003c/a> quiz results\u003c/li>\n\u003cli>Their\u003ca href=\"http://www.people-press.org/quiz/political-typology/\"> political typology quiz\u003c/a> results\u003c/li>\n\u003cli>Photos/videos of them working the polls, attending a debate party, volunteering for a campaign, participating in an in-class debate, casting a ballot during a mock election, etc.\u003c/li>\n\u003cli>Their \u003ca href=\"https://letters2president.org/\">letter to the next president\u003c/a>\u003c/li>\n\u003cli>Their\u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\"> Electoral College prediction\u003c/a>\u003c/li>\n\u003cli>Their StoryCorps interview\u003c/li>\n\u003cli>Responses to the tweet “Do you think the Constitution should be amended to get rid of the Electoral College?”\u003c/li>\n\u003cli>A I Voted sticker, if applicable\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I’m a high school social science teacher with many years of teaching experience (World History, U.S. History, and U.S. Government), and I am certain that each of the following can be effectively incorporated into many high school social science classes across the country to give students a greater opportunity to engage with the critical issues facing us this election season. The best part is that all the resources necessary for these projects can be found online for free.\u003c/p>\n\u003ch4>1. Find Out What Candidate You Side With\u003c/h4>\n\u003cp>Begin this project by having your students take the \u003ca href=\"https://www.isidewith.com\">Isidewith \u003c/a>quiz to find out which of the candidates they most likely side with. Then have them go online to learn more about that candidate.\u003c/p>\n\u003ch4>2. Find Out Whether You’re a Liberal or Conservative\u003c/h4>\n\u003cp>Begin this project by having your students take the PEW Research Center’s \u003ca href=\"http://www.people-press.org/quiz/political-typology/\">Political Typology Quiz\u003c/a> to find out if they are a steadfast conservative, a solid liberal or somewhere in between. Then have them visit the \u003ca href=\"http://www.people-press.org/2014/06/26/the-political-typology-beyond-red-vs-blue/\">Pew Research Center\u003c/a> and find out where they stand in comparison to the rest of the nation.\u003c/p>\n\u003ch4>3. Write a Letter to the Next President\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the \u003ca href=\"http://www.procon.org\">ProCon\u003c/a> website, which presents controversial issues in a straightforward, nonpartisan, primarily pro-con format. Then have your students write a letter to the next president, following the instructions that appear on the \u003ca href=\"https://letters2president.org\">Letters to the Next President 2.0\u003c/a> website. To view a letter one of my students wrote recently, click \u003ca href=\"https://letters2president.org/letters/1128\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://letters2president.org/letters/1128\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303827 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/L2NP.png\" alt=\"L2NP\" width=\"404\" height=\"378\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP.png 404w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/L2NP-400x374.png 400w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/a>\u003c/p>\n\u003ch4>4. Document Your First-Ever Debate Party\u003c/h4>\n\u003cp>Begin this project by having your students plan a My First-Ever Presidential Debate Party. Encourage them to invite their friends and family. In the weeks leading up to the event, be sure to send out requests for food donations. Many grocery store chains give their managers the discretion to come through in this regard. For additional inspiration, click\u003ca href=\"https://docs.google.com/document/d/1Pa-y-jVq1u5OwEhBnEgy2Rdsadwiqg5Kdpu6LE-E1ek/edit\"> here\u003c/a>. Just before the party begins, have the student who is hosting the party record a version of the following message on camera:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hello everyone. My name is (insert) and I am a (insert) high school senior. Today, is (insert date) and at the moment, I’m standing here outside of my house waiting for some friends to come over. When they get here, we’re all going to go inside to watch the presidential debate. If you want to see what that looks like, stick around for the next three minutes.\u003c/p>\n\u003cp>The next three minutes can consist of a combination of still shots and video documenting what took place at the party. For the video segment, the host might want to ask those in attendance one or more of the following questions:\u003c/p>\n\u003cul>\n\u003cli>Who do you think won the debate?\u003c/li>\n\u003cli>How did the candidates respond to the questions that were posed? Were they straightforward, evasive or somewhere in between?\u003c/li>\n\u003cli>What part of the debate did you enjoy watching the most?\u003c/li>\n\u003cli>If you could have asked the candidates a question what would it have been?\u003c/li>\n\u003c/ul>\n\u003cp>Here’s a short video made by three San Marino High School seniors to document their first ever presidential debate party.\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/8MJlmPhkJSI'\n title='//www.youtube.com/embed/8MJlmPhkJSI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch4>5. Create a 30-Second Campaign Ad\u003c/h4>\n\u003cp>Begin this project by having your students play \u003ca href=\"https://www.icivics.org/games/win-white-house\">Win the White House \u003c/a>to learn about the presidential election process and the importance of targeted broadcast messaging. Then have students pick a candidate and a state; research current polling data for that state; select a campaign issue; and create a 30-second ad that conveys the proper tone and message around that issue based on the current polling data. It may help for students to read the PBS article “\u003ca href=\"http://www.pbs.org/newshour/extra/lessons_plans/lights-camera-politics-create-your-own-presidential-campaign-ad-lesson-plan/\">Lights, Camera, Politics: Create Your Own Presidential Campaign Ad\u003c/a>.”\u003c/p>\n\u003ch4>6. Participate in a Class Debate\u003c/h4>\n\u003cp>Begin this project by having your students go online to learn what they can about past presidential debates. Then direct them to the \u003ca href=\"http://www.jointhedebates.org\">Join the Debate\u003c/a> website, which will provide students with an opportunity to promote, drive and guide a presidential election–style debate while also fully participating in it.\u003c/p>\n\u003cfigure id=\"attachment_303826\" class=\"wp-caption aligncenter\" style=\"max-width: 363px\">[media-credit standalone=0 name=\"Peter Paccone\" align=\"aligncenter\" width=\"363\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303826\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DebateStudent.png\" alt=\"SMHS senior facilitating the debate\" width=\"363\" height=\"403\">[/media-credit]\u003cfigcaption class=\"wp-caption-text\">SMHS senior facilitating the debate\u003c/figcaption>\u003c/figure>\n\u003ch4>7. Video Conference With Another Class\u003c/h4>\n\u003cp>Begin this project by having your students take a close look at the ProCon Web page \u003ca href=\"http://Should%20the%20United%20States%20Continue%20to%20Build%20a%20Fence%20or%20Wall%20Along%20the%20U.S./Mexico%20Border?\">Should the United States Continue to Build a Fence or Wall Along the U.S./Mexico Border?\u003c/a>, or another topic relevant to the two classes. Then provide them with a chance to engage in a video conference with students from another school, which provides them with a chance to civilly and respectfully share their views in regards to this question. Shortly before the video conference ends, have the students at both schools answer the \u003ca href=\"https://www.polleverywhere.com/multiple_choice_polls/HTD3jtOT7m4xXH4\">Poll Everywhere question\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_303829\" class=\"wp-caption aligncenter\" style=\"max-width: 625px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303829\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/VideoDebate.png\" alt=\"My US Government seniors video conferencing with John F. Kennedy High School US History juniors\" width=\"625\" height=\"350\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate.png 625w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/VideoDebate-400x224.png 400w\" sizes=\"(max-width: 625px) 100vw, 625px\">\u003cfigcaption class=\"wp-caption-text\">My US Government seniors video conferencing with John F. Kennedy High School US History juniors\u003c/figcaption>\u003c/figure>\n\u003ch4>8. Interview an Adult About the Election\u003c/h4>\n\u003cp>Begin this project by having your students read “\u003ca href=\"http://www.edutopia.org/discussion/storycorps-smartphone-app-great-way-students-learn-about-history\">The StoryCorps SmartPhone App: A Great Way for Students to Learn About History\u003c/a>.” Then have students interview an adult using the free \u003ca href=\"https://storycorps.me/\">StoryCorps app\u003c/a>. Interview subjects can be asked about their most memorable presidential election experiences, what America means to them, and their hopes for this election and the presidency of the candidate elected.\u003c/p>\n\u003cp>Remind them that, after the election, they can use the app to participate in StoryCorps’ The Great Thanksgiving Listen, in which, over the holiday weekend, high school students will record conversations with a grandparent or another elder about their lives. All recordings will be archived at the Library of Congress for future generations.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303824 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/AdultInterview.png\" alt=\"AdultInterview\" width=\"374\" height=\"560\">\u003c/p>\n\u003ch4>9. Decide the Future of the Electoral College\u003c/h4>\n\u003cp>Begin this project by having your students watch the CCP Grey video “\u003ca href=\"https://www.youtube.com/watch?v=OUS9mM8Xbbw\">How the Electoral College Works\u003c/a>” and the TED-Ed Lesson “\u003ca href=\"http://ed.ted.com/lessons/does-your-vote-count-the-electoral-college-explained-christina-greer\">The Electoral College Explained\u003c/a>.” Then have them tweet or message family and friends: “Do you think the Constitution should be amended to get rid of the Electoral College?” Have students share the responses they receive with the rest of the class. Then have the class as a whole take a look at what a \u003ca href=\"http://www.gallup.com/poll/159881/americans-call-term-limits-end-electoral-college.aspx\">2013 Gallop Poll\u003c/a> reveals about this question. To close, have the class engage in a mock Congressional joint committee hearing; see if 2/3rd of the committee will vote in favor of a proposal calling for the president to be determined by a direct vote of the people, rather than the Electoral College.\u003c/p>\n\u003ch4>10. Vote in a Mock Election\u003c/h4>\n\u003cp>Begin this project by having your students watch the TED-Talk “\u003ca href=\"http://www.ted.com/talks/eric_liu_let_s_make_voting_fun_again\">Let’s Make Voting Fun Again.\u003c/a>” Then have your students vote in a mock election. The \u003ca href=\"http://www.sos.ca.gov/elections/student-mock-election\">MyVote California Student Mock Election\u003c/a> will take place on October 11, 2016 and school registration is now open. After registering, you will receive a packet of materials (see image below).\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-303828 aligncenter\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png\" alt=\"MockElectionMaterials\" width=\"411\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials.png 411w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/MockElectionMaterials-400x300.png 400w\" sizes=\"(max-width: 411px) 100vw, 411px\">\u003c/p>\n\u003cp dir=\"ltr\">If you are a teacher, wish to have your students hold a mock election, and are looking for an inspirational how-to, click \u003ca href=\"https://medium.com/@ppaccone/the-california-student-mock-election-664c340d59df#.60tb3eht7\" target=\"_blank\" rel=\"noopener\">here\u003c/a>\u003c/p>\n\u003ch4>11. Predict the Outcome of the Election\u003c/h4>\n\u003cp>Begin this project by having your students go to the \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">PBS Learning Media’s Election Central\u003c/a> website to\u003c/p>\n\u003cul>\n\u003cli>Learn about the Electoral College.\u003c/li>\n\u003cli>Watch an introductory video about the presidential election process.\u003c/li>\n\u003cli>Explore an interactive timeline of all past presidential elections.\u003c/li>\n\u003c/ul>\n\u003cp>Then have them try to predict the outcome of the Electoral College by using PBS’s new, free interactive \u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\">Electoral Decoder\u003c/a> tool, which provides an opportunity to “play political pundit” to see how Donald Trump, Hillary Clinton or others could win or lose this year’s election. With the help of a cartogram, students see how a state that is large geographically may have a low number of electoral votes. It can also show how a candidate who has lost the electoral vote in most states can still win the presidency. Teachers can use the interactive map to predict the outcome of the current presidential election.\u003c/p>\n\u003cp>Students can save or print their maps or share them on social media. For example, one of my students used my classroom laptop to demonstrate how the new tool works.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Trump Wins. As predicted by one of my students. \u003ca href=\"https://t.co/4uUTFN5sgp\">https://t.co/4uUTFN5sgp\u003c/a> \u003ca href=\"https://twitter.com/hashtag/PBSEDUPrezPredictor?src=hash\">#PBSEDUPrezPredictor\u003c/a> @PBSLearningMedia\u003c/p>\n\u003cp>— Peter Paccone (@PeterPaccone) \u003ca href=\"https://twitter.com/PeterPaccone/status/783730359900876800\">October 5, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>I love that PBS provides students with the opportunity to share their predictions. What a great way to engage students! My ultimate goal is to have each of my students not only share on social media, but also print out their predictions. Then, the day after the election, they can compare their state-by-state predictions to the actual outcome.\u003c/p>\n\u003ch4>12. Send a Videogram to Barack Obama\u003c/h4>\n\u003cp>Begin this project by having your students watch the video “\u003ca href=\"http://www.nytimes.com/video/us/politics/100000004378024/how-will-obama-spend-his-retirement.html\">How Will Barack Obama Spend His Retirement?\u003c/a>” Then have them create a three-minute \u003ca href=\"http://www.edutopia.org/discussion/videogram-president-great-assignment-21st-century\">videogram\u003c/a>, which respectfully urges the president to give his support to something in retirement that is of importance to the students. Here’s a videogram that some of my students sent to President Obama last year.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch4>13. Document Your Poll-Worker Experience\u003c/h4>\n\u003cp>Begin this project by having your students apply for a chance to work the polls on Election Day. Working the polls will provide your students with a unique opportunity to assist voters on Election Day. While working the polls, have your students use a digital camera to document the experience, using either still shots, video or both. Then have them use a \u003ca href=\"http://www.stuff.tv/features/10-best-video-editing-apps-mobile\">video editing app\u003c/a> to create two- to three-minute video describing the experience. Share with the class. For a variation, have the students attend a presidential campaign rally, volunteer for the Trump or Clinton campaigns or visit a campaign headquarters. To learn how to apply for a chance to work the polls in California, click \u003ca href=\"http://www.sos.ca.gov/elections/poll-worker-information/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-303979\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg\" alt=\"studentpollworker\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-400x266.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1440x958.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1920x1277.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-1180x785.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker-960x639.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/studentpollworker.jpg 1936w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>14. Document your Voting Booth Experience\u003c/h4>\n\u003cp>Begin this project by encouraging students who will turn 18 before Election Day to vote. Then have those students write a 500-word or less description of what it was like to vote, including where the voting took place, what it looked like inside, how long it took to vote, how they were treated by the poll workers, what specifically they were called upon to do, and what they thought about the whole experience afterward. The description should also include one or more photographs of the student at the ballot box and wearing his/her “I Voted” sticker.\u003c/p>\n\u003cp>Students can email me their description, and I will add it to my article “\u003ca href=\"https://medium.com/@ppaccone/the-student-poll-worker-program-4eab5d2a3d8b#.eiyz9714s\">The California Student Poll Worker Program.\u003c/a>” I can be reached at\u003ca href=\"mailto:paccone@smusd.us\"> paccone@smusd.us\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-304015 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/Voting.jpg\" alt=\"Voting\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/10/Voting-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003ch4>15. Make a Presidential Election Blog\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Begin this project by encouraging your students to use Blogger, WordPress, or another blogging platform to create a My 2016 Presidential Election Blog. Students’ blogs should showcase any/all of following:\u003c/p>\n\u003cul>\n\u003cli>Their \u003ca href=\"https://www.isidewith.com/\">Isidewith\u003c/a> quiz results\u003c/li>\n\u003cli>Their\u003ca href=\"http://www.people-press.org/quiz/political-typology/\"> political typology quiz\u003c/a> results\u003c/li>\n\u003cli>Photos/videos of them working the polls, attending a debate party, volunteering for a campaign, participating in an in-class debate, casting a ballot during a mock election, etc.\u003c/li>\n\u003cli>Their \u003ca href=\"https://letters2president.org/\">letter to the next president\u003c/a>\u003c/li>\n\u003cli>Their\u003ca href=\"http://pbseduelectioncentral.com/electoral-decoder\"> Electoral College prediction\u003c/a>\u003c/li>\n\u003cli>Their StoryCorps interview\u003c/li>\n\u003cli>Responses to the tweet “Do you think the Constitution should be amended to get rid of the Electoral College?”\u003c/li>\n\u003cli>A I Voted sticker, if applicable\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Digital citizenship isn’t about being active on the Internet — uploading your next Snapchat or updating your Facebook status. Digital citizenship means learning to protect yourself online and behaving in ways that keep your personal information secure, and educators can play a key role in teaching these skills. Some specific skills might include learning internet safety, protecting your privacy, and learning how to promote good social and digital footprints for success.\u003c/p>\n\u003cp>We hear about the idea of digital citizenship at our schools, but what is it really? \u003ca href=\"https://www.commonsensemedia.org/educators/digital-citizenship\">Common Sense Education\u003c/a> identifies digital citizenship as a way of “helping educators [to] teach safe, responsible, and effective technology use.” As a high school special education teacher, my job teaching digital citizenship has unique challenges because my students often need instruction fine-tuned to their level of understanding. It’s my goal to identify their strengths and weaknesses and guide them in a way that meets their individual needs.\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://www.commonsensemedia.org/educators\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297970\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/CommonSenseLogo.png\" alt=\"CommonSenseLogo\" width=\"225\" height=\"88\">\u003c/a>\n\u003ch6>Common Sense Education’s \u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">K-12 Digital Citizenship Curriculum\u003c/a> is designed to empower students to think critically, behave safely, and participate responsibly in our digital world. Lesson topics include:\u003c/h6>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297972\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigCitizenshipTopics.png\" alt=\"DigCitizenshipTopics\" width=\"225\" height=\"397\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Thanks to a U.S. Department of Education RTTT-D federal grant, all schools in my district have an initiative in place that allows for 1:1 Chromebook access for grades 6–12 — an amazing feat that has improved the likelihood of students having easy access to technology.\u003c/p>\n\u003cp>One of the challenges of teaching my students to be good digital citizens is their inevitable lack of proper access to technology-based learning tools — they don’t have the correct login for a particular program, a website is blocked or they’ve forgotten their password. I’ve become used to these roadblocks, and can help them navigate. Luckily, many of my students have smartphones, which helps us get around these barriers at the beginning of the year. Early on, I have them download apps to save their passwords, since memory and retaining information can be hard for those with processing disorders.\u003c/p>\n\u003cp>Last year, teaching students how to create a resume provided an important lesson on using the Internet safely. I had them log into the Chromebooks and develop resumes using an online program, but when I asked my students to leave personal information blank and enter it in a Word or Google Doc later when it was secure, they didn’t understand why. I had to explain that entering personal information online isn’t always the safest thing, especially if you aren’t sure of the security of the website. Some possible options for password managers can be found here.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I appreciate that my students want to use their computers to collaborate. I often assign them projects where they can add each other to their Google work -— they do this by clicking the “Share” button at the top right of their Google Doc. I always ask that they add me too, so I can keep track of changes made. I can also help them by making comments or revisions that they can fix by clicking the “Resolve” button on the right side of their screen.\u003c/p>\n\u003cp>Still, things don’t always go smoothly. One specific incident happened with one of my Resource English seniors. She’d been working on a presentation for more than a week, and when she came in to present her project, it was gone. Unfortunately, she had forgotten to log out of her shared Chromebook the day before, and another student in a later class had maliciously deleted all of her hard work. I then had to take steps to fix the situation with our administration.\u003c/p>\n\u003col>\n\u003cli>I had to decide on a way to help her earn her grade, even if we couldn’t recover the missing work.\u003c/li>\n\u003cli>I had to find out who had deleted the work.\u003c/li>\n\u003cli>I had to contact the administrative authorities and alert them to a possible bullying scenario.\u003c/li>\n\u003cli>And, I had to contact our district tech department to see if there was any way to find the student’s work.\u003c/li>\n\u003c/ol>\n\u003cp>In the end, we were able to find some of the original project. She still had to add a few slides, but I allowed her some extra time to complete it. We also found out who had deleted the work, and that student was reprimanded. I used this specific lesson with my 9th-10th grade class later in the year to teach them about digital citizenship.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My experiences have taught me that not all students know how to correctly navigate the Internet and all of its resources on their path to digital citizenship. This year, I began by offering my students a safe and secure way to contact me and their classmates by using the \u003ca href=\"https://www.remind.com/\">Remind\u003c/a> application on their phones. This ensures privacy from phone numbers on both my side and the student’s side – since you cannot see the other person’s number. Another resource I used is an online planner app – \u003ca href=\"https://teachers.io/\">Teacher.io\u003c/a>, which allows me to create a shared calendar with my students, and post it to their calendars. This app keeps my resource kids in charge of their own calendars, while still maintaining structure of their time management. My hope is that by consistently engaging with these new resources myself, I will help my next group of students develop digital citizenship skills that not only can they use, but that they can also share with their friends.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Digital citizenship isn’t about being active on the Internet — uploading your next Snapchat or updating your Facebook status. Digital citizenship means learning to protect yourself online and behaving in ways that keep your personal information secure, and educators can play a key role in teaching these skills. Some specific skills might include learning internet safety, protecting your privacy, and learning how to promote good social and digital footprints for success.\u003c/p>\n\u003cp>We hear about the idea of digital citizenship at our schools, but what is it really? \u003ca href=\"https://www.commonsensemedia.org/educators/digital-citizenship\">Common Sense Education\u003c/a> identifies digital citizenship as a way of “helping educators [to] teach safe, responsible, and effective technology use.” As a high school special education teacher, my job teaching digital citizenship has unique challenges because my students often need instruction fine-tuned to their level of understanding. It’s my goal to identify their strengths and weaknesses and guide them in a way that meets their individual needs.\u003c/p>\n\u003caside class=\"alignright\">\u003ca href=\"https://www.commonsensemedia.org/educators\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297970\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/CommonSenseLogo.png\" alt=\"CommonSenseLogo\" width=\"225\" height=\"88\">\u003c/a>\n\u003ch6>Common Sense Education’s \u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">K-12 Digital Citizenship Curriculum\u003c/a> is designed to empower students to think critically, behave safely, and participate responsibly in our digital world. Lesson topics include:\u003c/h6>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/educators/scope-and-sequence\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-297972\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/10/DigCitizenshipTopics.png\" alt=\"DigCitizenshipTopics\" width=\"225\" height=\"397\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Thanks to a U.S. Department of Education RTTT-D federal grant, all schools in my district have an initiative in place that allows for 1:1 Chromebook access for grades 6–12 — an amazing feat that has improved the likelihood of students having easy access to technology.\u003c/p>\n\u003cp>One of the challenges of teaching my students to be good digital citizens is their inevitable lack of proper access to technology-based learning tools — they don’t have the correct login for a particular program, a website is blocked or they’ve forgotten their password. I’ve become used to these roadblocks, and can help them navigate. Luckily, many of my students have smartphones, which helps us get around these barriers at the beginning of the year. Early on, I have them download apps to save their passwords, since memory and retaining information can be hard for those with processing disorders.\u003c/p>\n\u003cp>Last year, teaching students how to create a resume provided an important lesson on using the Internet safely. I had them log into the Chromebooks and develop resumes using an online program, but when I asked my students to leave personal information blank and enter it in a Word or Google Doc later when it was secure, they didn’t understand why. I had to explain that entering personal information online isn’t always the safest thing, especially if you aren’t sure of the security of the website. Some possible options for password managers can be found here.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>English language learners (ELLs) need more than just conversation and writing skills to be successful. American English, like any dialect, contains many nuances, idioms and humor that are confusing to students who are taking courses in their second language. Many of my ELL students are either taking English courses while living abroad or are preparing for entrance exams so they can attend school in the U.S. Their various exams and assignments require them to know American English from the inside out. Because I cannot realistically travel around the world to meet with all of them, I work with free online media tools that allow me to create a virtual classroom and share educational media documents with students separated by distance.\u003c/p>\n\u003ch4>Connecting Students and Teachers\u003c/h4>\n\u003cp>The first issue I ran into when creating a virtual classroom was coordination. Participants were living in different time zones and had Internet access at different times of the school year, so it was important to find a tool with a ton of storage capacity that would allow me to easily update materials from year to year while conserving time. After researching, I decided that the best choice would be to create a \u003ca href=\"https://support.google.com/plus/answer/6320407?hl=en\">Google Circle\u003c/a> — the only base requirement is that everyone needs a gmail address. After adding my students to the Circle, they were able to view everything I posted from the beginning to the end of the term.\u003c/p>\n\u003ch4>An Online Classroom\u003c/h4>\n\u003cp>In order to provide a social element to this online learning network, I recorded some very basic videos on my iPad and uploaded them to YouTube as “unlisted.” (This is a free and easy way to record lessons in a classroom or home office.) Once I put the links in the Circle, they were visible to all students and the videos could be watched and rewatched as often as necessary. Depending on a teacher’s specific requirements, students can either be sent home to watch videos at their convenience, or educational clips can be shared within a classroom environment. I also provided a lesson with each video, whether it was meant for the TESOL, SAT or ACT exam. All the materials I used were free for everyone to access, so any interested student could participate.\u003c/p>\n\u003cp>Take, for example, the SAT reading comprehension sections. Both the old and new versions of the test sections are dry, to put it mildly. Even students who speak English as their native language find themselves reading these passages over and over again trying to figure out what’s going on while the clock runs out. For an ELL, “reading in-between the lines” can be even more difficult. Embedding videos and discussions of an educator explaining a specific sentence or question allows students as close to an interactive experience as possible.\u003c/p>\n\u003ch4>Visible Emotion\u003c/h4>\n\u003cp>The extra benefit of adding a recorded audio-visual element is that it gives students the opportunity to see my face as well as my reactions to different reading comprehension assignments. This helps students decipher American humor and understand different emotions behind words. A student might ask me what it means when a character in the text was “feeling under the weather,” which makes no sense at all when translated literally. After I’ve gathered enough of these kinds of questions, I can film an explanatory video in as little as 24 hours.\u003c/p>\n\u003ch4>Continuing From Year to Year\u003c/h4>\n\u003cp>The most convenient thing about this teaching method is that it provides continuity from one year to the next. Previous videos and information can easily be saved and stored for future students to view. Although there are a few organizational issues (for instance, the earlier videos get automatically categorized to the right-hand side of the screen), I can easily comment on, update and delete older information. A Google Circle also allows teachers to share supplemental educational materials with students who have questions or want to do further study. Students can collaborate with each other or write to the teacher privately in a standard email format.\u003c/p>\n\u003ch4>Classroom Applications\u003c/h4>\n\u003cp>Teachers of ELLs who get to see their students in a brick-and-mortar classroom can also use free media tools (such as a Google Circle and YouTube) for extended homework assignments and test prep study. When teachers have 40 plus students in a high school or adult-level classroom, they won’t get an ideal amount one-on-one time, but they can still interact with students in a recorded format and personalize the English language–learning experience. This can also be really helpful for educators who team teach, job share, or work with teaching assistants in the classroom environment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>KQED Teach is designed to prepare educators for the digital literacy demands associated with teaching with media. Our newest course, produced in partnership with the amazing producers and educators at \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a>, provides teachers with the skills and resources needed to produce their own podcasts, as well as bring podcasting into the classroom.\u003c/p>\n\u003cp style=\"text-align: center;\">\u003ca href=\"https://teach.kqed.org\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-293625\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/signupbutton1-400x98.png\" alt=\"signupbutton1-400x98\" width=\"232\" height=\"57\">\u003c/a>\u003c/p>\n\u003cp>Visit \u003ca href=\"https://teach.kqed.org\">KQED Teach\u003c/a> for access to this amazing free course and a vibrant community of fellow educators learning along with you. You’ll also find our other courses on Media Essentials, Social Media, and Video Storytelling Essentials.\u003c/p>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> courses are always free and self-paced so that you can learn what you want, when you want. They are designed around a simple learning cycle:\u003c/p>\n\u003cul>\n\u003cli>Make a variety of digital media and gain confidence in the role of producer.\u003c/li>\n\u003cli>Share your projects and discuss your learning and experiences integrating new skills in your learning environment, with a community of educators learning and developing with you.\u003c/li>\n\u003cli>Then, Level up and Repeat.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://teach.kqed.org/\" target=\"_blank\" rel=\"noopener\">KQED Teach\u003c/a> courses focus on key digital literacies including participation in online communities, the ability to decipher and manipulate digital imagery in a variety of forms, and competence in both making original media and sharing it with audiences that matter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Through these courses we believe you will gain the confidence and ability to integrate media into your curriculum in exciting ways that empower both you and your students.\u003c/p>\n\n",
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"content": "\u003cp>Whenever my sixth grade students tackle difficult topics, such as climate change, I want them to not only learn about the science, but also to to explore personal and community-based solutions. Enter \u003ca href=\"http://earthcaregeek.weebly.com/\">Earth Care Geek\u003c/a> — the project we embarked on last year to explore some of the complex science issues in the headlines.\u003c/p>\n\u003cp>Although my preference for a large project is to have it mapped out before starting, this time I had just a rough sketch in mind: learn about a topic, look at Web content with a critical eye, understand there are multiple points of view on complex issues, and communicate findings with evidence and passion to the public to inspire others to care about, and even take action on, an issue.\u003c/p>\n\u003cp>Since this project-based learning would take place over the course of several months, selecting inquiry groups was particularly important. I selected about a dozen current events and students rated their interest in learning more about each topic. Groups were formed based on expressed interest — with group dynamics factored in to create a workable balance.\u003c/p>\n\u003cp>I explained to students that they would create a website to share their findings with the world, but before we started, we would need to learn about vetting websites. As part of that process, students would dissect organizations’ names and mission statements as well as look at sites’ authors, sponsors and content for evidence of possible bias. They’d also need to determine if the statistics cited were published in peer reviewed science journals.\u003c/p>\n\u003cp>To begin, I had them review several pre-selected sites on the topic of genetically modified organisms (GMOs). We started with a straight-forward site that everyone could clearly see had a perspective on the issue: the Non-GMO Project, which had plenty of evidence — from the URL to their mission statement — of a particular perspective on the topic. The website for a consumer journal about healthy eating choices was less obviously biased, and was even thought by students to be neutral until one found on a PDF embedded in the last question of the FAQs page that listed the sites’ sponsors. Although they didn’t recognize the names of the large biotech sponsors of the site, they were familiar with the half-dozen fast food restaurants listed. One student blurted out: “Hey, how can these folks tell us what healthy food is? They don’t even serve any. I really question what this website says since these companies are paying for it.” It was a big “Aha!” moment. With a skeptical eye established, they started to explore other websites. I provided a Google document that each group used to aggregate their research, including who took the notes, whether a site was neutral or had a perspective and evidence to back their claim.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With this information, each group wrote a paper giving an overview of their topic. Then each student had to write a \u003ca href=\"http://thegreatpacificgarbageptch.weebly.com/learn.html\">point-of-view summary\u003c/a> from the perspective of one member of society. For example, students whose group did an Earth Care Geek project on honeybee \u003ca href=\"http://rescuethebees.weebly.com/learn.html\">Colony Collapse Disorder\u003c/a> examined how consumers, local beekeepers and large scale orchardists might be impacted.\u003c/p>\n\u003cp>Students were also encouraged to use a variety of sources, from articles to essays to video, to help them understand how different people might respond to their assigned issue. A few groups asked if they could conduct interviews with experts and scientists and activists. They also wrote their own reflections on the topic. Each student’s piece of the assignment was peer reviewed by other group members, then by other classmates. Only after multiple revisions were students allowed to create a public website to share their findings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Requiring students to deeply explore topics before creating their websites provided a strong foundation as we moved into the next phase — Act and Geek Out. The Act section included creating a PSA as well as a five-minute educational video about the topic. And since many people change behaviors due to emotional appeal, we added an element of joy into the topics with the Geek Out section. Students provided fun tips on how to change your life and engage your community. We learned that we can all be Earth Care Geeks with fun strategies to make a difference.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Whenever my sixth grade students tackle difficult topics, such as climate change, I want them to not only learn about the science, but also to to explore personal and community-based solutions. Enter \u003ca href=\"http://earthcaregeek.weebly.com/\">Earth Care Geek\u003c/a> — the project we embarked on last year to explore some of the complex science issues in the headlines.\u003c/p>\n\u003cp>Although my preference for a large project is to have it mapped out before starting, this time I had just a rough sketch in mind: learn about a topic, look at Web content with a critical eye, understand there are multiple points of view on complex issues, and communicate findings with evidence and passion to the public to inspire others to care about, and even take action on, an issue.\u003c/p>\n\u003cp>Since this project-based learning would take place over the course of several months, selecting inquiry groups was particularly important. I selected about a dozen current events and students rated their interest in learning more about each topic. Groups were formed based on expressed interest — with group dynamics factored in to create a workable balance.\u003c/p>\n\u003cp>I explained to students that they would create a website to share their findings with the world, but before we started, we would need to learn about vetting websites. As part of that process, students would dissect organizations’ names and mission statements as well as look at sites’ authors, sponsors and content for evidence of possible bias. They’d also need to determine if the statistics cited were published in peer reviewed science journals.\u003c/p>\n\u003cp>To begin, I had them review several pre-selected sites on the topic of genetically modified organisms (GMOs). We started with a straight-forward site that everyone could clearly see had a perspective on the issue: the Non-GMO Project, which had plenty of evidence — from the URL to their mission statement — of a particular perspective on the topic. The website for a consumer journal about healthy eating choices was less obviously biased, and was even thought by students to be neutral until one found on a PDF embedded in the last question of the FAQs page that listed the sites’ sponsors. Although they didn’t recognize the names of the large biotech sponsors of the site, they were familiar with the half-dozen fast food restaurants listed. One student blurted out: “Hey, how can these folks tell us what healthy food is? They don’t even serve any. I really question what this website says since these companies are paying for it.” It was a big “Aha!” moment. With a skeptical eye established, they started to explore other websites. I provided a Google document that each group used to aggregate their research, including who took the notes, whether a site was neutral or had a perspective and evidence to back their claim.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With this information, each group wrote a paper giving an overview of their topic. Then each student had to write a \u003ca href=\"http://thegreatpacificgarbageptch.weebly.com/learn.html\">point-of-view summary\u003c/a> from the perspective of one member of society. For example, students whose group did an Earth Care Geek project on honeybee \u003ca href=\"http://rescuethebees.weebly.com/learn.html\">Colony Collapse Disorder\u003c/a> examined how consumers, local beekeepers and large scale orchardists might be impacted.\u003c/p>\n\u003cp>Students were also encouraged to use a variety of sources, from articles to essays to video, to help them understand how different people might respond to their assigned issue. A few groups asked if they could conduct interviews with experts and scientists and activists. They also wrote their own reflections on the topic. Each student’s piece of the assignment was peer reviewed by other group members, then by other classmates. Only after multiple revisions were students allowed to create a public website to share their findings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Requiring students to deeply explore topics before creating their websites provided a strong foundation as we moved into the next phase — Act and Geek Out. The Act section included creating a PSA as well as a five-minute educational video about the topic. And since many people change behaviors due to emotional appeal, we added an element of joy into the topics with the Geek Out section. Students provided fun tips on how to change your life and engage your community. We learned that we can all be Earth Care Geeks with fun strategies to make a difference.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Health journalism is a mess, which provides a great opportunity for science teachers. For my middle school science class, specifically, it provided the context and motivation for everything we did from our body systems unit to our culminating public health project.\u003c/p>\n\u003cp>Last summer, WNYC’s On the Media launched their “\u003ca href=\"http://www.wnyc.org/story/skeptics-guide-health-news-and-diet-fads/\">Skeptic’s Guide to Health News\u003c/a>.” In the accompanying podcast episode, they tell the story of how a Ph.D-toting journalist laid a trap for health reporters with a study on chocolate and health risks. He did purposefully awful science (small sample size, mining a huge data set for correlations, etc.) in order to prove that he could find a journal to publish it and then garner worldwide media coverage. Soon, the Daily Mail was running the headline “\u003ca href=\"http://www.dailymail.co.uk/femail/article-3018945/New-study-reveals-eating-chocolate-doesn-t-affect-Body-Mass-Index-help-LOSE-weight.html\">Pass the Easter Egg! New study reveals that eating chocolate doesn’t affect your Body Mass Index!\u003c/a>”\u003c/p>\n\u003cp>My students and I listened to the episode on the first day of a semester. Eighth graders delighted in the prank-like nature of getting a purposefully bad study into the mainstream news. They discussed how confusing it was to try to figure out which foods are considered “good” and “bad” when experts appear to be constantly flip flopping. And we talked a lot about gluten.\u003c/p>\n\u003cp>The conversation not only set up a series of student-generated questions that could motivate our exploration of the biochemistry of cholesterol, the interaction between the brain and the digestive system, and other core content, but it demanded that we explore science as a process. The conversation naturally segued into how to set up properly controlled trials, how to differentiate causation and correlation, and the importance of understanding whether a study was conducted on mice, humans or cells in a petri dish.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>On the Media’s “Breaking News Handbook” for Health News\u003c/h4>\n\u003cp>\u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-290919\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png\" alt=\"BreakingNewsHandbook\" width=\"620\" height=\"878\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png 620w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1-400x566.png 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Having analyzed and discussed the eleven points in \u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">On the Media’s “Breaking News Handbook” for Health News\u003c/a>, their homework was to comb the Web for sensational headlines so they could practice tearing the stories apart with their new toolkit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are few headlines they found, from sources both reputable and not so reputable:\u003c/p>\n\u003cul>\n\u003cli>“\u003ca href=\"http://well.blogs.nytimes.com/2015/10/12/wine-may-help-with-diabetes/?_r=0\">Wine May Help With Diabetes\u003c/a>” (The New York Times blog)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.newsmax.com/Health/Health-News/once-a-week-sex-couples-happiest/2015/11/18/id/702672/\">Once-A-Week Sex Makes Couples Happiest\u003c/a>” (NewsMax)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.goodhousekeeping.com/health/diet-nutrition/news/a36274/drinking-tequila-can-help-you-lose-weight/\">Drinking Tequila Could Help You Lose Weight\u003c/a>” (Good Housekeeping)\u003c/li>\n\u003c/ul>\n\u003cp>Students then had to identify at least two violations of the handbook’s 11 pitfalls. As an optional extension, students could track down the published primary research that the news story was based on and compare the leaps and jumps that had been made from primary research to Internet click bait.\u003c/p>\n\u003cp>Even for students who did not do the extension and just took joy in finding ridiculous headlines about borderline inappropriate things, the activity set an important tone for the semester. They were motivated to seek out health-related headlines on the semester’s themes, but also to be skeptical of grand claims. They remembered the catchy phrases from the skeptic’s handbook:\u003c/p>\n\u003cul>\n\u003cli>Beware of single-source stories.\u003c/li>\n\u003cli>Headline percentages are misleading.\u003c/li>\n\u003cli>There’s a leap from mice to men.\u003c/li>\n\u003c/ul>\n\u003cp>They brought these phrases up again and again throughout the semester, particularly with our end-of-year assignment, The Public Health Project.\u003c/p>\n\u003cp>At The Nueva School, the 8th grade year culminates with students taking a two week trip to China, Japan or Spain, depending on what language they’ve been studying for the last three years. During this trip they have assignments for each core subject. Their science assignment is to identify a public health challenge in the country they visit and to create a compelling piece of science communication that accurately and entertainingly tells the story of their topic.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Two Examples of Student Health Journalism\u003c/h4>\n\u003cp>https://youtu.be/sUJJZNOb_7k\u003cbr>\nhttps://youtu.be/Mye6fDFy6pk\u003c/p>\n\u003c/aside>\n\u003cp>Students researched various topic before their trip, pitched a story (which they could change at any time) and then choose a communication medium, which could be a podcast, an article, a YouTube video, or any other format they had encountered over the course of the year. Both the content and the medium were up to them. They simply had to keep in mind the principles of good health journalism they had been studying all semester, while making it entertaining for a general audience. They were encouraged to incorporate some of the basic biology topics that we had covered over the course of the year, but the learning goals were more focused on interdisciplinary storytelling then on reviewing specific core content.\u003c/p>\n\u003cp>One student who went to China chose to study the \u003ca href=\"https://youtu.be/sUJJZNOb_7k\">impact of the “One Child Policy” on elderly care\u003c/a>, and how modern technology can help address some of the challenges. A student who went to Japan chose to study the\u003ca href=\"https://youtu.be/Mye6fDFy6pk\"> health impacts of eating so many pickled vegetables\u003c/a>, and how health experts seek to balance the population’s higher-than-average sodium intake. Student videos were incorporated into an interactive iBook featuring their assignments from all of their subjects and were published online so that teachers, family members and their peers could see their work. Having to create their own science media certainly gave them some empathy with the tension between sensationalism, oversimplification, conveying information and leaving their audience with useful and accurate information to make their own decisions.\u003c/p>\n\u003cp>Between the playful subterfuge of the \u003ca href=\"http://io9.gizmodo.com/i-fooled-millions-into-thinking-chocolate-helps-weight-1707251800\">chocolate study prank\u003c/a>, the raw middle schooler joy of challenging the authority of popular media, and the ability to create their own media based on their travels, this skeptical framing of the semester offered an excellent way to infuse life science study with enduring lessons about critical thinking and media literacy.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Health journalism is a mess, which provides a great opportunity for science teachers. For my middle school science class, specifically, it provided the context and motivation for everything we did from our body systems unit to our culminating public health project.\u003c/p>\n\u003cp>Last summer, WNYC’s On the Media launched their “\u003ca href=\"http://www.wnyc.org/story/skeptics-guide-health-news-and-diet-fads/\">Skeptic’s Guide to Health News\u003c/a>.” In the accompanying podcast episode, they tell the story of how a Ph.D-toting journalist laid a trap for health reporters with a study on chocolate and health risks. He did purposefully awful science (small sample size, mining a huge data set for correlations, etc.) in order to prove that he could find a journal to publish it and then garner worldwide media coverage. Soon, the Daily Mail was running the headline “\u003ca href=\"http://www.dailymail.co.uk/femail/article-3018945/New-study-reveals-eating-chocolate-doesn-t-affect-Body-Mass-Index-help-LOSE-weight.html\">Pass the Easter Egg! New study reveals that eating chocolate doesn’t affect your Body Mass Index!\u003c/a>”\u003c/p>\n\u003cp>My students and I listened to the episode on the first day of a semester. Eighth graders delighted in the prank-like nature of getting a purposefully bad study into the mainstream news. They discussed how confusing it was to try to figure out which foods are considered “good” and “bad” when experts appear to be constantly flip flopping. And we talked a lot about gluten.\u003c/p>\n\u003cp>The conversation not only set up a series of student-generated questions that could motivate our exploration of the biochemistry of cholesterol, the interaction between the brain and the digestive system, and other core content, but it demanded that we explore science as a process. The conversation naturally segued into how to set up properly controlled trials, how to differentiate causation and correlation, and the importance of understanding whether a study was conducted on mice, humans or cells in a petri dish.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>On the Media’s “Breaking News Handbook” for Health News\u003c/h4>\n\u003cp>\u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-290919\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png\" alt=\"BreakingNewsHandbook\" width=\"620\" height=\"878\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1.png 620w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/BreakingNews_McFadden1-1-400x566.png 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Having analyzed and discussed the eleven points in \u003ca href=\"https://media2.wnyc.org/i/620/878/l/80/1/OTMBNCH_healthnews.png\">On the Media’s “Breaking News Handbook” for Health News\u003c/a>, their homework was to comb the Web for sensational headlines so they could practice tearing the stories apart with their new toolkit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are few headlines they found, from sources both reputable and not so reputable:\u003c/p>\n\u003cul>\n\u003cli>“\u003ca href=\"http://well.blogs.nytimes.com/2015/10/12/wine-may-help-with-diabetes/?_r=0\">Wine May Help With Diabetes\u003c/a>” (The New York Times blog)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.newsmax.com/Health/Health-News/once-a-week-sex-couples-happiest/2015/11/18/id/702672/\">Once-A-Week Sex Makes Couples Happiest\u003c/a>” (NewsMax)\u003c/li>\n\u003cli>“\u003ca href=\"http://www.goodhousekeeping.com/health/diet-nutrition/news/a36274/drinking-tequila-can-help-you-lose-weight/\">Drinking Tequila Could Help You Lose Weight\u003c/a>” (Good Housekeeping)\u003c/li>\n\u003c/ul>\n\u003cp>Students then had to identify at least two violations of the handbook’s 11 pitfalls. As an optional extension, students could track down the published primary research that the news story was based on and compare the leaps and jumps that had been made from primary research to Internet click bait.\u003c/p>\n\u003cp>Even for students who did not do the extension and just took joy in finding ridiculous headlines about borderline inappropriate things, the activity set an important tone for the semester. They were motivated to seek out health-related headlines on the semester’s themes, but also to be skeptical of grand claims. They remembered the catchy phrases from the skeptic’s handbook:\u003c/p>\n\u003cul>\n\u003cli>Beware of single-source stories.\u003c/li>\n\u003cli>Headline percentages are misleading.\u003c/li>\n\u003cli>There’s a leap from mice to men.\u003c/li>\n\u003c/ul>\n\u003cp>They brought these phrases up again and again throughout the semester, particularly with our end-of-year assignment, The Public Health Project.\u003c/p>\n\u003cp>At The Nueva School, the 8th grade year culminates with students taking a two week trip to China, Japan or Spain, depending on what language they’ve been studying for the last three years. During this trip they have assignments for each core subject. Their science assignment is to identify a public health challenge in the country they visit and to create a compelling piece of science communication that accurately and entertainingly tells the story of their topic.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch4>Two Examples of Student Health Journalism\u003c/h4>\n\u003cp>https://youtu.be/sUJJZNOb_7k\u003cbr>\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/Mye6fDFy6pk'\n title='//www.youtube.com/embed/Mye6fDFy6pk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/aside>\n\u003cp>Students researched various topic before their trip, pitched a story (which they could change at any time) and then choose a communication medium, which could be a podcast, an article, a YouTube video, or any other format they had encountered over the course of the year. Both the content and the medium were up to them. They simply had to keep in mind the principles of good health journalism they had been studying all semester, while making it entertaining for a general audience. They were encouraged to incorporate some of the basic biology topics that we had covered over the course of the year, but the learning goals were more focused on interdisciplinary storytelling then on reviewing specific core content.\u003c/p>\n\u003cp>One student who went to China chose to study the \u003ca href=\"https://youtu.be/sUJJZNOb_7k\">impact of the “One Child Policy” on elderly care\u003c/a>, and how modern technology can help address some of the challenges. A student who went to Japan chose to study the\u003ca href=\"https://youtu.be/Mye6fDFy6pk\"> health impacts of eating so many pickled vegetables\u003c/a>, and how health experts seek to balance the population’s higher-than-average sodium intake. Student videos were incorporated into an interactive iBook featuring their assignments from all of their subjects and were published online so that teachers, family members and their peers could see their work. Having to create their own science media certainly gave them some empathy with the tension between sensationalism, oversimplification, conveying information and leaving their audience with useful and accurate information to make their own decisions.\u003c/p>\n\u003cp>Between the playful subterfuge of the \u003ca href=\"http://io9.gizmodo.com/i-fooled-millions-into-thinking-chocolate-helps-weight-1707251800\">chocolate study prank\u003c/a>, the raw middle schooler joy of challenging the authority of popular media, and the ability to create their own media based on their travels, this skeptical framing of the semester offered an excellent way to infuse life science study with enduring lessons about critical thinking and media literacy.\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "5 Classroom Management Tips for Technology Integration",
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"content": "\u003cp>My first year of teaching, my administrator handed me an iPad and said, “Play around with it.” Like I had all the time in the world as a first-year teacher to play around with a piece of technology I’d never used! Even though my administration didn’t pressure me about integration right away, I pressured myself. It’s hard enough to battle for students’ attention against romantic relationships, hormones, fatigue and cell phones. Now, we are suppose to hand them another distraction. Being the people-pleasing person I am, I jumped right in.\u003c/p>\n\u003cp>I would love to tell you that technology integrates itself, but it doesn’t. There are no technology faeries that come into your classroom to plug all the wires into the right places, create interesting videos for lessons or keeps students engaged. What I can offer you is five tips that I’ve learned along the way, so you can benefit from my blood, sweat and tears. If you have ever been fearful of integrating technology into your classroom, fear no more.\u003c/p>\n\u003ch3>1. Create clear instructions\u003c/h3>\n\u003cp>Students act like they know everything there is to know about technology, but they don’t. It is helpful to have clear instructions that you review, model and have accessible throughout the year. I post easy, step-by-step instructions on my wall that are color coordinated and include visual icons. For larger projects, I create videos that go over the instructions using \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. This way the student can watch the video as many times as necessary.\u003c/p>\n\u003ch3>2. Recruit student tech support\u003c/h3>\n\u003cp>Students are more likely to ask another student for help than the teacher. I suggest recruiting at least two students (diligent, helpful and encouraging students) per class to become the student tech support team. I try to develop a team atmosphere between them. They have lunch meetings in my class where I feed them snacks and train them on programs that I will be using. They even have a cool name “Browning’s Tech Squad.” They are able to troubleshoot with their peers and decide when a problem needs my assistance.\u003c/p>\n\u003ch3>3. Get up and move\u003c/h3>\n\u003cp>First-year teachers are told that proximity will solve many of their class management issues. The same can be said for integrating technology. My students are in groups of six with their Chromebooks all facing different directions; therefore, I am up and moving around the room a lot. There is no management strategy that is better that your presence around the room, however, there are some ways keep them on track and minimize your walking-around time. During tests, I move students to pair seating. This way I can see all the screens at the same time. Also, they are not allowed to dim their screen and iPads are to be kept flat on the table.\u003c/p>\n\u003ch3>4. Engage their interests\u003c/h3>\n\u003cp>Using technology shouldn’t mean doing the same boring worksheets on the computer instead of paper. Be mindful of all the opportunities that technology offers, including engaging videos, music, programs and online communication (like blogs) to help your students relate to the content materials. Finding these resources can be time consuming. Recruit your teaching team to lighten the load. Each of the teachers in your team can research one way to integrate technology into your next unit. By time you start, you can have four or five different engaging strategies or resources ready.\u003c/p>\n\u003ch3>5. Create a professional online community\u003c/h3>\n\u003cp>Digital citizenship may be the buzzword of the decade, but it is of great importance. Students are often thrown onto computers without any direction on how to behave or perform. Without guidance, students will approach academic digital work with the same relaxed mindset they bring to social media or online games outside the classroom. It is much easier to be proactive and teach them how to be professional than to deal with cyberbullying, or worse, later.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schools have students sign technology user agreements, but students don’t read them. I have my students create their own contract. First, we watch videos of professionals talking about online practices (inviting a business leader as a guest speaker would be powerful). We read stories about misconduct online. They even share their own experiences. Based on all that information, they create their contract. They take ownership of the level of professionalism they want in their online classroom.\u003c/p>\n\u003cp>You also need to create an authentic audience for their work, and discuss how to develop the correct level of professionalism for each type of audience. My students’ update stream on \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a> is their place to chat. They can tell jokes, post polls, share information, etc. They have discussion posts within their assignments, where their peers are also their audience, but this time their writing is academic and purpose-driven. They also have presentations, interviews and projects that they share with business leaders from the community, and they must learn how to adjust their language, style and content to communicate with them effectively.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You might not have technology faeries to help you, but you don’t have to fear fighting for your students’ attention. You can’t plan for every possible scenario when integrating technology into your instruction, but a well-developed and interesting plan can make all the difference. You don’t have to overhaul your whole instructional plan, just pick one thing and try it out. Be patient with your students and be prepared to laugh at the problems (if you don’t, you will cry). And when it finally does work, you can pat yourself on the back, give your students well-deserved praise and share your success with your friendly neighborhood technology faery.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>My first year of teaching, my administrator handed me an iPad and said, “Play around with it.” Like I had all the time in the world as a first-year teacher to play around with a piece of technology I’d never used! Even though my administration didn’t pressure me about integration right away, I pressured myself. It’s hard enough to battle for students’ attention against romantic relationships, hormones, fatigue and cell phones. Now, we are suppose to hand them another distraction. Being the people-pleasing person I am, I jumped right in.\u003c/p>\n\u003cp>I would love to tell you that technology integrates itself, but it doesn’t. There are no technology faeries that come into your classroom to plug all the wires into the right places, create interesting videos for lessons or keeps students engaged. What I can offer you is five tips that I’ve learned along the way, so you can benefit from my blood, sweat and tears. If you have ever been fearful of integrating technology into your classroom, fear no more.\u003c/p>\n\u003ch3>1. Create clear instructions\u003c/h3>\n\u003cp>Students act like they know everything there is to know about technology, but they don’t. It is helpful to have clear instructions that you review, model and have accessible throughout the year. I post easy, step-by-step instructions on my wall that are color coordinated and include visual icons. For larger projects, I create videos that go over the instructions using \u003ca href=\"https://www.screencastify.com/\">screencastify\u003c/a>. This way the student can watch the video as many times as necessary.\u003c/p>\n\u003ch3>2. Recruit student tech support\u003c/h3>\n\u003cp>Students are more likely to ask another student for help than the teacher. I suggest recruiting at least two students (diligent, helpful and encouraging students) per class to become the student tech support team. I try to develop a team atmosphere between them. They have lunch meetings in my class where I feed them snacks and train them on programs that I will be using. They even have a cool name “Browning’s Tech Squad.” They are able to troubleshoot with their peers and decide when a problem needs my assistance.\u003c/p>\n\u003ch3>3. Get up and move\u003c/h3>\n\u003cp>First-year teachers are told that proximity will solve many of their class management issues. The same can be said for integrating technology. My students are in groups of six with their Chromebooks all facing different directions; therefore, I am up and moving around the room a lot. There is no management strategy that is better that your presence around the room, however, there are some ways keep them on track and minimize your walking-around time. During tests, I move students to pair seating. This way I can see all the screens at the same time. Also, they are not allowed to dim their screen and iPads are to be kept flat on the table.\u003c/p>\n\u003ch3>4. Engage their interests\u003c/h3>\n\u003cp>Using technology shouldn’t mean doing the same boring worksheets on the computer instead of paper. Be mindful of all the opportunities that technology offers, including engaging videos, music, programs and online communication (like blogs) to help your students relate to the content materials. Finding these resources can be time consuming. Recruit your teaching team to lighten the load. Each of the teachers in your team can research one way to integrate technology into your next unit. By time you start, you can have four or five different engaging strategies or resources ready.\u003c/p>\n\u003ch3>5. Create a professional online community\u003c/h3>\n\u003cp>Digital citizenship may be the buzzword of the decade, but it is of great importance. Students are often thrown onto computers without any direction on how to behave or perform. Without guidance, students will approach academic digital work with the same relaxed mindset they bring to social media or online games outside the classroom. It is much easier to be proactive and teach them how to be professional than to deal with cyberbullying, or worse, later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools have students sign technology user agreements, but students don’t read them. I have my students create their own contract. First, we watch videos of professionals talking about online practices (inviting a business leader as a guest speaker would be powerful). We read stories about misconduct online. They even share their own experiences. Based on all that information, they create their contract. They take ownership of the level of professionalism they want in their online classroom.\u003c/p>\n\u003cp>You also need to create an authentic audience for their work, and discuss how to develop the correct level of professionalism for each type of audience. My students’ update stream on \u003ca href=\"https://www.schoology.com/\">Schoology\u003c/a> is their place to chat. They can tell jokes, post polls, share information, etc. They have discussion posts within their assignments, where their peers are also their audience, but this time their writing is academic and purpose-driven. They also have presentations, interviews and projects that they share with business leaders from the community, and they must learn how to adjust their language, style and content to communicate with them effectively.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You might not have technology faeries to help you, but you don’t have to fear fighting for your students’ attention. You can’t plan for every possible scenario when integrating technology into your instruction, but a well-developed and interesting plan can make all the difference. You don’t have to overhaul your whole instructional plan, just pick one thing and try it out. Be patient with your students and be prepared to laugh at the problems (if you don’t, you will cry). And when it finally does work, you can pat yourself on the back, give your students well-deserved praise and share your success with your friendly neighborhood technology faery.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>We spend much of our lives speaking to an audience. Job interviews, discussions with friends, and asking for directions all require speaking publicly with a certain level of proficiency. So why do we limit the practice of this skill within our classrooms? I admit that in the past I shied away from requiring students to make presentations in front of their classmates. I recognized that the fear of public speaking is a genuine one, and I didn’t want to subject my students to a possibly traumatic experience. But in an attempt to protect my students, I limited opportunities to facilitate public speaking projects. I eventually realized that speaking in front of an audience is a vital skill needed for success in the real world, and I decided to tackle the infamous class presentation and make it an integral part of my program.\u003c/p>\n\u003cp>Since diving in head first last fall, I have been refining the way students speak in my class. I devised a plan to create lessons around presentations that could highlight what students were learning in the classroom. I wanted to help students see that speaking in front of an audience is a skill they can obtain with practice. Above all, I wanted the speaking activities to be authentic and truly provide the students with the opportunity to be good at something that often noted as a fear among students and adults alike. These original thoughts evolved into a weekly “communication task”.\u003c/p>\n\u003cp>The initial goal of the weekly communication task was simple: I wanted my students to speak in front of an audience. The first month was rough. There were tears. There was frustration, and even an outburst of anger at having to do something “so ridiculous.” But we stayed the course, and what evolved has become one of my favorite components of our one-classroom, diploma program. Over the course of the past year, my students participated in a lip sync battle, recited monologues, presented research, shared personal memories about their lives, and debated topics of social injustice. We laughed together, and we learned to pay attention to what makes us uncomfortable and embrace those moments as opportunities for growth.\u003c/p>\n\u003cp>My exploration through this process has led me to five steps that will help you make public speaking a regular part of your classroom. These steps allowed me to create a supportive classroom environment and, within weeks, there was 100 percent student participation in these activities.\u003c/p>\n\u003ch3>1. Calendar It\u003c/h3>\n\u003cp>Designate a predictable time — weekly if possible — to hold your communication tasks. By keeping a predictable schedule for presentations, the concept of public speaking becomes as familiar as music class or math. It takes away the mystery and makes presentations part of the regular schedule.\u003c/p>\n\u003ch3>2. Set the Tone\u003c/h3>\n\u003cp>Classroom culture is a key component of a successful public speaking program.. Make sure to create ground rules and discuss how students can support one another through moments of uncertainty. As the teacher, model patience and compassion while holding students accountable for tasks. But remember, being compassionate does not mean that a reluctant student never speaks in your class. Be creative about how cautious students can participate. (See “Culture of Opts In” below.)\u003c/p>\n\u003ch3>3. Start Small\u003c/h3>\n\u003cp>In the beginning, the objective is to break down student barriers around public speaking. Our first communication task was reading favorite song lyrics to the class. Students were not required to memorize their pieces, which allowed them to get over the biggest hurdle — the act of speaking publicly. More robust subject content and thoughtful analysis comes with time as you create tasks that highlight key learning objectives.\u003c/p>\n\u003ch3>4. Culture of “Opts In”\u003c/h3>\n\u003cp>Some students will be reluctant to speak in public, and it is important to honor their concerns. When I first began this venture, some students relied on a tried-and-true strategy: the opt out. I knew if I allowed this as an option, the power of the communication tasks would be diminished. Above all else, I wanted my students to communicate their ideas and analysis of important topics to their audience. If having a buddy stand alongside gave a student the confidence needed to present in front of the class, then I allowed this support as a viable scaffold. You can provide feedback and encouragement that will eventually make it possible for that student to stand on his own two feet.\u003c/p>\n\u003ch3>5. Celebrate! Celebrate! Celebrate!\u003c/h3>\n\u003cp>The feedback you give students should be constructive and authentic. But above all else, the feedback should be supportive. Celebrate every chance you get. Asking students to go in front of their peers and speak is no small feat. It takes an amount of courage that should always be celebrated. In addition to the feedback I give at the end of each presentation, I also use a two-column rubric sheet that has space to highlight the skills that students are working on and their areas of strength. This simple rubric cuts to the chase and allows students to see what they did well and where they can improve.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Bottom Line\u003cbr>\nThe bottom line is that we owe it to our students to help them become skilled at speaking publicly on topics they are passionate about. Critical thinking skills and deep analysis will mean little if they are not able to communicate their discoveries and thoughts with others.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>We spend much of our lives speaking to an audience. Job interviews, discussions with friends, and asking for directions all require speaking publicly with a certain level of proficiency. So why do we limit the practice of this skill within our classrooms? I admit that in the past I shied away from requiring students to make presentations in front of their classmates. I recognized that the fear of public speaking is a genuine one, and I didn’t want to subject my students to a possibly traumatic experience. But in an attempt to protect my students, I limited opportunities to facilitate public speaking projects. 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There were tears. There was frustration, and even an outburst of anger at having to do something “so ridiculous.” But we stayed the course, and what evolved has become one of my favorite components of our one-classroom, diploma program. Over the course of the past year, my students participated in a lip sync battle, recited monologues, presented research, shared personal memories about their lives, and debated topics of social injustice. We laughed together, and we learned to pay attention to what makes us uncomfortable and embrace those moments as opportunities for growth.\u003c/p>\n\u003cp>My exploration through this process has led me to five steps that will help you make public speaking a regular part of your classroom. These steps allowed me to create a supportive classroom environment and, within weeks, there was 100 percent student participation in these activities.\u003c/p>\n\u003ch3>1. Calendar It\u003c/h3>\n\u003cp>Designate a predictable time — weekly if possible — to hold your communication tasks. By keeping a predictable schedule for presentations, the concept of public speaking becomes as familiar as music class or math. It takes away the mystery and makes presentations part of the regular schedule.\u003c/p>\n\u003ch3>2. Set the Tone\u003c/h3>\n\u003cp>Classroom culture is a key component of a successful public speaking program.. Make sure to create ground rules and discuss how students can support one another through moments of uncertainty. As the teacher, model patience and compassion while holding students accountable for tasks. But remember, being compassionate does not mean that a reluctant student never speaks in your class. Be creative about how cautious students can participate. (See “Culture of Opts In” below.)\u003c/p>\n\u003ch3>3. Start Small\u003c/h3>\n\u003cp>In the beginning, the objective is to break down student barriers around public speaking. 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You can provide feedback and encouragement that will eventually make it possible for that student to stand on his own two feet.\u003c/p>\n\u003ch3>5. Celebrate! Celebrate! Celebrate!\u003c/h3>\n\u003cp>The feedback you give students should be constructive and authentic. But above all else, the feedback should be supportive. Celebrate every chance you get. Asking students to go in front of their peers and speak is no small feat. It takes an amount of courage that should always be celebrated. In addition to the feedback I give at the end of each presentation, I also use a two-column rubric sheet that has space to highlight the skills that students are working on and their areas of strength. This simple rubric cuts to the chase and allows students to see what they did well and where they can improve.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Bottom Line\u003cbr>\nThe bottom line is that we owe it to our students to help them become skilled at speaking publicly on topics they are passionate about. Critical thinking skills and deep analysis will mean little if they are not able to communicate their discoveries and thoughts with others.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Are Immigrants More or Less Welcome Today in the U.S. Than in the Past?",
"headTitle": "Are Immigrants More or Less Welcome Today in the U.S. Than in the Past? | KQED",
"content": "\u003ch2>Immigration in the U.S.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The United States has historically been a major destination for immigrants. In 2014 alone, \u003c/span>\u003ca href=\"http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states#Current%20and%20Historical%20Numbers%20and%20Shares\">\u003cspan style=\"font-weight: 400\">1.3 million individuals immigrated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> here from all over the world to start a new life. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>Do you think immigrants are more or less welcome today in the United States than in the past?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, in times of economic hardship and periods of instability around national security, immigrants become the target of nativism – \u003c/span>\u003cspan style=\"font-weight: 400\">the policy of protecting the interests of native-born or established inhabitants against those of immigrants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the U.S.’s long history of immigration, nativist sentiments among American politicians date as far back as the 1700’s\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003cspan style=\"font-weight: 400\">Learn more about the impact of nativism on racial and immigrant groups in the United States in \u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/12/fear-of-foreigners-a-cartoon-history-of-nativism-in-america/\">this cartoon from the Lowdown\u003c/a>.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-282183 size-thumbnail\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1-400x232.png\" alt=\"Andy Warner\" width=\"400\" height=\"232\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1-400x232.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1.png 620w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, these nativist views are targeted largely toward Muslim and Mexican immigrants. We have seen a rise in these sentiments as the election approaches. Some politicians have used alarming rhetoric about the immigration experience while others look for a path to policy reform.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-282222 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims.png\" alt=\"Andy Warner\" width=\"620\" height=\"324\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims.png 620w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims-400x209.png 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s where the \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/08/15/where-republicans-and-democrats-stand-on-12-major-issues/\">\u003cspan style=\"font-weight: 400\">Democratic and Republican parties stand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and how\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/08/22/election-2016-where-clinton-and-trump-stand-on-the-major-issues-interactive/\">\u003cspan style=\"font-weight: 400\"> Hillary Clinton and Donald Trump\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have approached the issue over the course of the campaign. Note how the candidates’ views sometimes differ from the official party platforms. For example, Donald Trump’s call for a travel ban on Muslims is well known, but this stance doesn’t appear anywhere in the official Republican platform.\u003c/span>\u003c/p>\n\u003cp>Alternatively, there are efforts to make a more inclusive society for immigrants and look at the U.S.’s history of immigration as something to embrace. These initiatives include \u003ca href=\"http://www.fwd.us/\">FWD.us\u003c/a>, which seeks reform that grants opportunities for immigrant entrepreneurs, and “\u003ca href=\"https://www.raceforward.org/practice/tools/drop-i-word-campaign\">Drop the I-Word Campaign\u003c/a>“, which aims to shed negative perceptions of undocumented individuals in the media.\u003c/p>\n\u003cp>\u003cb>What do you think of the way immigrants are treated in the United States? Are immigrants more or less welcome today than in the past?\u003c/b>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: The Lowdown/KQED\u003cbr>\n\u003c/strong>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/12/fear-of-foreigners-a-cartoon-history-of-nativism-in-america/\">Fear of Foreigners: A History of Nativism in America\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Article: The New York Times\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.nytimes.com/2015/12/09/business/international/for-immigrants-america-is-still-more-welcoming-than-europe.html?_r=0\">For Immigrants, America Is Still More Welcoming Than Europe\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Article: Vox\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.vox.com/2015/1/12/7474897/immigration-america-maps\">37 Maps That Explain How America is a Nation of Immigrants\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Opinion: The New York Times\u003cbr>\n\u003c/strong>\u003ca href=\"http://opinionator.blogs.nytimes.com/2014/02/19/immigrants-welcome-here/\">Immigrants Welcome Here\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>Immigration in the U.S.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The United States has historically been a major destination for immigrants. In 2014 alone, \u003c/span>\u003ca href=\"http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states#Current%20and%20Historical%20Numbers%20and%20Shares\">\u003cspan style=\"font-weight: 400\">1.3 million individuals immigrated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> here from all over the world to start a new life. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use this abridged version to spark a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>Do you think immigrants are more or less welcome today in the United States than in the past?\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, in times of economic hardship and periods of instability around national security, immigrants become the target of nativism – \u003c/span>\u003cspan style=\"font-weight: 400\">the policy of protecting the interests of native-born or established inhabitants against those of immigrants.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the U.S.’s long history of immigration, nativist sentiments among American politicians date as far back as the 1700’s\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003cspan style=\"font-weight: 400\">Learn more about the impact of nativism on racial and immigrant groups in the United States in \u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/12/fear-of-foreigners-a-cartoon-history-of-nativism-in-america/\">this cartoon from the Lowdown\u003c/a>.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-282183 size-thumbnail\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1-400x232.png\" alt=\"Andy Warner\" width=\"400\" height=\"232\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1-400x232.png 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Ben-Frank-the-nativist1.png 620w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, these nativist views are targeted largely toward Muslim and Mexican immigrants. We have seen a rise in these sentiments as the election approaches. Some politicians have used alarming rhetoric about the immigration experience while others look for a path to policy reform.\u003c/span>\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=\"wp-image-282222 size-full\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims.png\" alt=\"Andy Warner\" width=\"620\" height=\"324\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims.png 620w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/Trump-and-Muslims-400x209.png 400w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s where the \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/08/15/where-republicans-and-democrats-stand-on-12-major-issues/\">\u003cspan style=\"font-weight: 400\">Democratic and Republican parties stand\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and how\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/08/22/election-2016-where-clinton-and-trump-stand-on-the-major-issues-interactive/\">\u003cspan style=\"font-weight: 400\"> Hillary Clinton and Donald Trump\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have approached the issue over the course of the campaign. Note how the candidates’ views sometimes differ from the official party platforms. For example, Donald Trump’s call for a travel ban on Muslims is well known, but this stance doesn’t appear anywhere in the official Republican platform.\u003c/span>\u003c/p>\n\u003cp>Alternatively, there are efforts to make a more inclusive society for immigrants and look at the U.S.’s history of immigration as something to embrace. These initiatives include \u003ca href=\"http://www.fwd.us/\">FWD.us\u003c/a>, which seeks reform that grants opportunities for immigrant entrepreneurs, and “\u003ca href=\"https://www.raceforward.org/practice/tools/drop-i-word-campaign\">Drop the I-Word Campaign\u003c/a>“, which aims to shed negative perceptions of undocumented individuals in the media.\u003c/p>\n\u003cp>\u003cb>What do you think of the way immigrants are treated in the United States? Are immigrants more or less welcome today than in the past?\u003c/b>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: The Lowdown/KQED\u003cbr>\n\u003c/strong>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/12/fear-of-foreigners-a-cartoon-history-of-nativism-in-america/\">Fear of Foreigners: A History of Nativism in America\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Article: The New York Times\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.nytimes.com/2015/12/09/business/international/for-immigrants-america-is-still-more-welcoming-than-europe.html?_r=0\">For Immigrants, America Is Still More Welcoming Than Europe\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Article: Vox\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.vox.com/2015/1/12/7474897/immigration-america-maps\">37 Maps That Explain How America is a Nation of Immigrants\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Opinion: The New York Times\u003cbr>\n\u003c/strong>\u003ca href=\"http://opinionator.blogs.nytimes.com/2014/02/19/immigrants-welcome-here/\">Immigrants Welcome Here\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
"closealltabs": {
"id": "closealltabs",
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
},
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"id": "freakonomics-radio",
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"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
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