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"content": "\u003cp>The \u003ca href=\"https://namle.net/\" target=\"_blank\" rel=\"noopener noreferrer\">National Association for Media Literacy Education\u003c/a> (NAMLE) has selected the \u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Educator Certification by KQED\u003c/a> for the 2022 Media Literate Media Award. This award recognizes outstanding contributions to media literacy made by media professionals with national reach. Past winners of this award include Bill Moyers, Snopes.com, On the Media/WNYC and PBS News Hour Student Reporting Labs.\u003c/p>\n\u003cp>We are delighted with this award, but most of all, we are inspired by the teachers who make media literacy a priority for their own growth and then bring these skills to their students.\u003c/p>\n\u003cp>Here’s what educators have to say about what they got out of becoming certified PBS Media Literacy Educators:\u003c/p>\n\u003cblockquote>\u003cp>This certification has made me more aware of all aspects of media literacy and the importance of modeling these literacies to the teachers and students I work with. —District Technology Integration Specialist, K-2 teachers and students\u003c/p>\n\u003cp>I realized that I needed a personal ‘upgrade,’ especially in technology and media education. Certification in Media Literacy means that the journey of improvement—how to create, evaluate, analyze, assess and use media—has begun and continues. I feel more prepared to inspire, instruct, and guide students, one step at a time, to also be media literate. —Spanish Teacher\u003c/p>\n\u003cp>The additional learning I completed in order to earn this certification, and the strategies I constructed to enact lessons toward this certification, have already strengthened my practice. I am also now a recognized leader in my school community for media-based instruction and assessment. —High School English Teacher\u003c/p>\u003c/blockquote>\n\u003ch2>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">About PBS Media Literacy Educator Certification by KQED\u003c/a>\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-534043 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png\" alt=\"PBS Media Literacy Certification by KQED program icon\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01.png 360w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>This free, competency-based certification program walks you through earning 8 micro-credentials that demonstrate and validate your media literacy skills. Open to educators of all grades and subjects and to those who coach other teachers. Not sure where to start? We offer free, online courses on \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a> that help you build the skills and knowledge needed to start earning micro-credentials and to become certified.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://namle.net/\" target=\"_blank\" rel=\"noopener noreferrer\">National Association for Media Literacy Education\u003c/a> (NAMLE) has selected the \u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Media Literacy Educator Certification by KQED\u003c/a> for the 2022 Media Literate Media Award. This award recognizes outstanding contributions to media literacy made by media professionals with national reach. Past winners of this award include Bill Moyers, Snopes.com, On the Media/WNYC and PBS News Hour Student Reporting Labs.\u003c/p>\n\u003cp>We are delighted with this award, but most of all, we are inspired by the teachers who make media literacy a priority for their own growth and then bring these skills to their students.\u003c/p>\n\u003cp>Here’s what educators have to say about what they got out of becoming certified PBS Media Literacy Educators:\u003c/p>\n\u003cblockquote>\u003cp>This certification has made me more aware of all aspects of media literacy and the importance of modeling these literacies to the teachers and students I work with. —District Technology Integration Specialist, K-2 teachers and students\u003c/p>\n\u003cp>I realized that I needed a personal ‘upgrade,’ especially in technology and media education. Certification in Media Literacy means that the journey of improvement—how to create, evaluate, analyze, assess and use media—has begun and continues. I feel more prepared to inspire, instruct, and guide students, one step at a time, to also be media literate. —Spanish Teacher\u003c/p>\n\u003cp>The additional learning I completed in order to earn this certification, and the strategies I constructed to enact lessons toward this certification, have already strengthened my practice. I am also now a recognized leader in my school community for media-based instruction and assessment. —High School English Teacher\u003c/p>\u003c/blockquote>\n\u003ch2>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">About PBS Media Literacy Educator Certification by KQED\u003c/a>\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/p/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-534043 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png\" alt=\"PBS Media Literacy Certification by KQED program icon\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2020/05/Media-Literacy-Certification-e-01.png 360w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003c/p>\n\u003cp>This free, competency-based certification program walks you through earning 8 micro-credentials that demonstrate and validate your media literacy skills. Open to educators of all grades and subjects and to those who coach other teachers. Not sure where to start? We offer free, online courses on \u003ca href=\"https://teach.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a> that help you build the skills and knowledge needed to start earning micro-credentials and to become certified.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The last time inflation was really high was back in the late 70s and early 80s. At that time, the Federal Reserve decided to raise interest rates a ton–up to 20%. And this did bring inflation under control BUT it caused massive unemployment and led to a big recession. Are there other ways to stop inflation? And can we do anything now to prevent high inflation in the future? Myles explores the possibilities in the second part of \u003ca href=\"https://youtu.be/3TfQuU4QMGM\">our two-part series\u003c/a>.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/119?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What is inflation? \u003c/strong>\u003c/p>\n\u003cp>Inflation is the increase in the cost of goods and services over time. It’s measured by the Bureau of Labor Statistics using the Consumer Price Index (CPI)– which looks at the cost of a bunch of different items called a “basket of goods”. In general terms, inflation happens when “there’s too much money chasing not enough goods.” And the Fed tries to keep inflation at around 2% each year.\u003c/p>\n\u003cp>\u003cstrong>How has the U.S. dealt with high inflation in the past? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The last time inflation was really high was back in the late 70s and early 80s. At that time, Paul Volcker was the chairman of the Federal Reserve– which is like the bank of all banks – it sets monetary policies to help control the flow of money between banks. One of the ways it does that is by setting interest rates. When it comes to borrowing money an interest rate is what the bank charges you to take out a loan. The higher the interest rate, the more money you’ll pay the bank. So back in the late 70s when inflation was really high the Federal Reserve decided to raise interest rates a ton– up to 20%. The thinking was that inflation was really bad because there was too much money floating around, so raising interest rates makes it harder to access money. And this did bring inflation under control BUT it caused unemployment to surge and led to a big recession.\u003c/p>\n\u003cp>\u003cstrong>Why does increasing the interest rate control inflation? \u003c/strong>\u003c/p>\n\u003cp>Generally speaking, when interest rates increase, it makes it more expensive for consumers to take out loans to buy things, and it makes it more expensive for businesses to invest in things necessary to run their business. So companies do less business, they lay off workers, people lose their jobs, spending goes down and unemployment increases. Since people are buying less– prices drop and inflation goes down. Economists also say that rising interest rates that much that quickly also sent a strong signal to businesses that the Fed wasn’t going to allow inflation to get out of control. 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Breaking up monopolies and mega-corporations could also help control inflation in the long run. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The last time inflation was really high was back in the late 70s and early 80s. At that time, Paul Volcker was the chairman of the Federal Reserve– which is like the bank of all banks – it sets monetary policies to help control the flow of money between banks. One of the ways it does that is by setting interest rates. When it comes to borrowing money an interest rate is what the bank charges you to take out a loan. The higher the interest rate, the more money you’ll pay the bank. So back in the late 70s when inflation was really high the Federal Reserve decided to raise interest rates a ton– up to 20%. The thinking was that inflation was really bad because there was too much money floating around, so raising interest rates makes it harder to access money. 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If businesses think that inflation will keep going up, they’re likely to raise their prices in anticipation of keeping up with the higher cost of living.\u003c/p>\n\u003cp>\u003cstrong>What are some long-term ways to control inflation? \u003c/strong>\u003c/p>\n\u003cp>There are a variety of long-term ways to control inflation in the future. One is ending our dependence on fossil fuels since they tend to contribute a lot to overall inflation. Green and renewable energy prices are more stable and aren’t dictated by the global oil market which can be very volatile. Other solutions include bringing back more manufacturing to the US to help alleviate some of the supply chain bottlenecks caused by covid shutdowns in factories abroad and reduced shipping schedules. Housing is also a contributor to inflation so adopting policies that allow for more affordable housing can help with inflation in the long run. 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"title": "Prepare Youth for Civic Engagement with Free Media Literacy PD",
"headTitle": "Prepare Youth for Civic Engagement with Free Media Literacy PD | KQED",
"content": "\u003cblockquote>\u003cp>\u003cstrong>The new, completely reimagined \u003ca href=\"http://teach.kqed.org\">KQED Teach\u003c/a> provides free award-winning professional development that helps educators level up their media literacy and media making skills. \u003c/strong>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>Media Literacy & Student Voice\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-quality media literacy instruction is vital for the health of individuals and communities. \u003c/span>\u003cspan style=\"font-weight: 400\">Without these skills, people lack the means to contribute to public conversations or engage in efforts to improve our communities. \u003c/span>\u003cspan style=\"font-weight: 400\">This limits people’s ability to have their voices heard on the issues that matter to their families, their communities and themselves. \u003c/span>\u003cspan style=\"font-weight: 400\">They’re also left vulnerable to \u003c/span>\u003cspan style=\"font-weight: 400\">misinformation, disinformation, propaganda\u003c/span>\u003cspan style=\"font-weight: 400\"> and other spurious claims pervasive on social media, TV and even group messaging apps. This leads to a devaluation of truth and endangers our democracy and our world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all know that young people already make and share (and consume) A LOT of media every day. According to Pew Research Center in 2018, \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/\">\u003cspan style=\"font-weight: 400\">95% of teenagers had access to a smartphone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for personal use. This percentage was consistent across differences in ethnicity, class and gender. But only a \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2018/11/28/teens-and-their-experiences-on-social-media/\">\u003cspan style=\"font-weight: 400\">small percentage of teens post frequently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and most post rarely, or never: 29% of teens never post videos online, and 91% of teens never post content about political or civic issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">T\u003c/span>\u003cspan style=\"font-weight: 400\">he voices of young people must be present in the conversations we are having as a community and as a nation.\u003c/span>\u003cspan style=\"font-weight: 400\"> Young people need media literacy skills to more confidently join these conversations safely and respectfully–while powerfully representing themselves and their views. Responsible media making about the issues that confront our communities requires youth (and everyone else, too!) to have the skills necessary to evaluate the trustworthiness of sources and identify the ways in which bias might impact media.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Meaningful Media Creation for the Classroom\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators are well positioned to meet the need to support and empower students to develop their voice through the creation and sharing of stories about their place in the world. Meaningful media creation inspires classroom engagement, builds critical literacy skills essential for engaging in modern society and supports the social and emotional health of students who are empowered to tell their own stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, of course, storytelling with media addresses many writing, reading, speaking and listening skills required by both the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) and it is ideally suited to project-based learning (PBL). With digital media consumption becoming a regular part of classroom instruction, media literacy is relevant across all subject areas and essential for civic engagement, as well as college and career readiness.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That is why, this spring we launched a re-imagined version of \u003c/span>\u003ca href=\"https://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, our free, award winning, professional development platform designed for educators to level up their media literacy skills. Rather than just providing instructional or curriculum support to teachers, our learn-by-doing approach supports educators to improve their own media literacy and plan instruction to support their students’ media literacy development around the content they are already responsible for teaching. For example, investing in gaining the technical skills to make their own instructional media provides the confidence and know-how to better engage their students with media making projects. Likewise, gaining a better understanding of how to properly validate digital sources and identify misinformation is an important precursor to supporting students to learn these skills. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">I really appreciate that when I’m looking through KQED Teach, I’m learning, I’m playing around with things and then I’m thinking of new ways to introduce the material to my students. – High School Language Arts Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>Media Training from Media Makers\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED is a nonprofit, public media station with more than 65 years’ experience in education, and \u003c/span>\u003cspan style=\"font-weight: 400\">student media literacy and digital citizenship are at the core of the work we do here.\u003c/span>\u003cspan style=\"font-weight: 400\"> We are passionate about \u003c/span>\u003ca href=\"https://www.kqed.org/youthtakeover\">\u003cspan style=\"font-weight: 400\">the elevation of diverse youth voices to KQED’s airwaves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges\">\u003cspan style=\"font-weight: 400\">digital platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Our focus is on supporting educators and their students to gain the skills and knowledge required to evaluate information quality, communicate effectively using a wide range of media and be better prepared to join the civic conversation as adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We regularly see the positive impact of student media making as a pathway to student engagement and the necessary media literacy skills that will serve them throughout their lives as both consumers and producers of media. We support teachers in understanding the ways that storytelling—across a variety of media and in all subject areas—can help students approach complex topics more easily, effectively demonstrate their mastery of standards and acquire critical media literacy skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What makes KQED Teach different from other PD learning platforms is our focus on providing teachers with the same experiences the current standards are asking of students. Learning-by-doing, producing for an audience, sharing work publicly, and giving and receiving feedback are all essential components of 21st century learning. We want teachers to experience the things we often ask students to do without a second thought, like adopt new media-making skills and take the emotional risk of publicly sharing personal work. We believe that focusing on the development of 21st century literacy skills for teachers leads directly to opportunities to integrate these skills into their learning environments, thereby better engaging students.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">KQED Teach has been the most helpful to me in feeling more confident in being able to be a cutting edge media literacy teacher. The courses helped me to learn how to teach the kids not only how to make their own podcast but the value of listening – not just looking at images, but listening. – High School Science Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>PD Designed For Teachers, By Teachers\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designed to be completed in between 2 and 10 hours, \u003c/span>\u003ca href=\"https://kqed.teachable.com/courses\">\u003cspan style=\"font-weight: 400\">KQED Teach courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make it easy, engaging, and fun for K-12 educators to level up their media making skills and learn how to support their students to do the same. Each completed course earns you a Certificate of Completion and helps you earn micro-credentials toward \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Courses are designed by KQED’s own professional media literacy educators, for educators around these core skills and provide resources and access to skills that can immediately be applied in the classroom:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Making Media for Classroom Use:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Create original audio, video, image-based and interactive media content to support learning.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Evaluating Online Information:\u003c/strong> Learn how to access valid and credible resources and identify misinformation.\u003c/li>\n\u003cli>\u003cstrong>Analyzing Media:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Gain an understanding of how production choices influence the way media messages are interpreted and acted upon.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Evaluating Online Tools for Classroom Use:\u003c/strong> \u003cspan style=\"font-weight: 400\">Learn to evaluate the online tools you use with your students with respect to student safety and federal rules and regulations. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Implementing Media Projects:\u003c/strong> Create projects specific to your content area in which students learn and demonstrate understanding by accessing, creating and sharing media.\u003c/li>\n\u003cli>\u003cstrong>Assessing Student Media:\u003c/strong> Design and implement high quality assessments for student-created media that align to standards and provide learners with quality feedback.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that KQED Teach courses are best positioned to meet educators’ learning needs around media literacy and media making for the classroom, they are: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Always available\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> All courses can be taken anytime, anywhere. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Self-paced – with instructor support\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> You learn when you can. When you’re ready, our instructors will be there with advice and feedback. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Accessible and welcoming to educators with limited technical knowledge\u003c/strong>\u003cspan style=\"font-weight: 400\"> or previous experience with media making. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Relevant to educators working within a wide variety of classroom technology set-ups\u003c/strong>\u003cspan style=\"font-weight: 400\"> and differing levels of student access to technology. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Relevant to educators serving in a variety of roles\u003c/strong>\u003cspan style=\"font-weight: 400\"> from librarians, to instructional coaches, to teachers in any grade level or content area. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Focused on project-based learning practices\u003c/strong> \u003cspan style=\"font-weight: 400\">that center student choice, self-expression, meaningful engagement with curriculum, critical thinking and creation for an audience beyond the classroom.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Designed to foster connections.\u003c/strong> Through public sharing of your work, you contribute to an ever expanding course text with other contributors a click away.\u003cb> \u003c/b>\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">The instructors understand so much about teaching and teachers and, of course, the subject matter. The courses inform my lesson plans and keep subjects exciting for me and for my students. – Middle School Language Arts Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many organizations already trust KQED to provide educators with an outstanding professional development experience. KQED Teach has been recognized by Common Sense Media as a “Super resource for making media in the classroom” and is recommended by the California Department of Education as a high quality provider of media literacy professional development for educators.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Get Started!\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether you are a traditional classroom teacher, a librarian, an instructional coach, leading an extra-curricular program or any other role you might play where you support young people using media for learning, KQED Teach is here to help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re \u003c/span>\u003cstrong>a K-12 teacher\u003c/strong> \u003cspan style=\"font-weight: 400\">looking to level up your media literacy skills so you can help your students find their voices, \u003c/span>\u003ca href=\"http://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">head on over to KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and sign up for your first self-paced course. You’ll be online and learning in minutes!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if you’re wondering\u003c/span> \u003cstrong>what kinds of media you might inspire your students to create\u003c/strong>\u003cspan style=\"font-weight: 400\">, our \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\">KQED Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provide a starting point to connect audio, video and graphic storytelling projects to content you are already teaching. Check out our newest \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/call-for-change\">\u003cspan style=\"font-weight: 400\">Call for Change Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, designed to help students reach beyond the classroom and share their ideas for how to make the world a better place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are you a \u003c/span>\u003cstrong>district or building leader\u003c/strong>\u003cspan style=\"font-weight: 400\"> looking for a customized sequence and scope for professional learning? Reach out to our \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/for-leaders/\">\u003cspan style=\"font-weight: 400\">partnerships team to collaborate on a plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">See you on Teach!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cstrong>The new, completely reimagined \u003ca href=\"http://teach.kqed.org\">KQED Teach\u003c/a> provides free award-winning professional development that helps educators level up their media literacy and media making skills. \u003c/strong>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>Media Literacy & Student Voice\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-quality media literacy instruction is vital for the health of individuals and communities. \u003c/span>\u003cspan style=\"font-weight: 400\">Without these skills, people lack the means to contribute to public conversations or engage in efforts to improve our communities. \u003c/span>\u003cspan style=\"font-weight: 400\">This limits people’s ability to have their voices heard on the issues that matter to their families, their communities and themselves. \u003c/span>\u003cspan style=\"font-weight: 400\">They’re also left vulnerable to \u003c/span>\u003cspan style=\"font-weight: 400\">misinformation, disinformation, propaganda\u003c/span>\u003cspan style=\"font-weight: 400\"> and other spurious claims pervasive on social media, TV and even group messaging apps. This leads to a devaluation of truth and endangers our democracy and our world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all know that young people already make and share (and consume) A LOT of media every day. According to Pew Research Center in 2018, \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/\">\u003cspan style=\"font-weight: 400\">95% of teenagers had access to a smartphone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for personal use. This percentage was consistent across differences in ethnicity, class and gender. But only a \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2018/11/28/teens-and-their-experiences-on-social-media/\">\u003cspan style=\"font-weight: 400\">small percentage of teens post frequently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and most post rarely, or never: 29% of teens never post videos online, and 91% of teens never post content about political or civic issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">T\u003c/span>\u003cspan style=\"font-weight: 400\">he voices of young people must be present in the conversations we are having as a community and as a nation.\u003c/span>\u003cspan style=\"font-weight: 400\"> Young people need media literacy skills to more confidently join these conversations safely and respectfully–while powerfully representing themselves and their views. Responsible media making about the issues that confront our communities requires youth (and everyone else, too!) to have the skills necessary to evaluate the trustworthiness of sources and identify the ways in which bias might impact media.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Meaningful Media Creation for the Classroom\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators are well positioned to meet the need to support and empower students to develop their voice through the creation and sharing of stories about their place in the world. Meaningful media creation inspires classroom engagement, builds critical literacy skills essential for engaging in modern society and supports the social and emotional health of students who are empowered to tell their own stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, of course, storytelling with media addresses many writing, reading, speaking and listening skills required by both the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) and it is ideally suited to project-based learning (PBL). With digital media consumption becoming a regular part of classroom instruction, media literacy is relevant across all subject areas and essential for civic engagement, as well as college and career readiness.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That is why, this spring we launched a re-imagined version of \u003c/span>\u003ca href=\"https://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, our free, award winning, professional development platform designed for educators to level up their media literacy skills. Rather than just providing instructional or curriculum support to teachers, our learn-by-doing approach supports educators to improve their own media literacy and plan instruction to support their students’ media literacy development around the content they are already responsible for teaching. For example, investing in gaining the technical skills to make their own instructional media provides the confidence and know-how to better engage their students with media making projects. Likewise, gaining a better understanding of how to properly validate digital sources and identify misinformation is an important precursor to supporting students to learn these skills. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">I really appreciate that when I’m looking through KQED Teach, I’m learning, I’m playing around with things and then I’m thinking of new ways to introduce the material to my students. – High School Language Arts Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>Media Training from Media Makers\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED is a nonprofit, public media station with more than 65 years’ experience in education, and \u003c/span>\u003cspan style=\"font-weight: 400\">student media literacy and digital citizenship are at the core of the work we do here.\u003c/span>\u003cspan style=\"font-weight: 400\"> We are passionate about \u003c/span>\u003ca href=\"https://www.kqed.org/youthtakeover\">\u003cspan style=\"font-weight: 400\">the elevation of diverse youth voices to KQED’s airwaves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges\">\u003cspan style=\"font-weight: 400\">digital platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Our focus is on supporting educators and their students to gain the skills and knowledge required to evaluate information quality, communicate effectively using a wide range of media and be better prepared to join the civic conversation as adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We regularly see the positive impact of student media making as a pathway to student engagement and the necessary media literacy skills that will serve them throughout their lives as both consumers and producers of media. We support teachers in understanding the ways that storytelling—across a variety of media and in all subject areas—can help students approach complex topics more easily, effectively demonstrate their mastery of standards and acquire critical media literacy skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What makes KQED Teach different from other PD learning platforms is our focus on providing teachers with the same experiences the current standards are asking of students. Learning-by-doing, producing for an audience, sharing work publicly, and giving and receiving feedback are all essential components of 21st century learning. We want teachers to experience the things we often ask students to do without a second thought, like adopt new media-making skills and take the emotional risk of publicly sharing personal work. We believe that focusing on the development of 21st century literacy skills for teachers leads directly to opportunities to integrate these skills into their learning environments, thereby better engaging students.\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">KQED Teach has been the most helpful to me in feeling more confident in being able to be a cutting edge media literacy teacher. The courses helped me to learn how to teach the kids not only how to make their own podcast but the value of listening – not just looking at images, but listening. – High School Science Teacher\u003c/span>\u003c/p>\u003c/blockquote>\n\u003ch4>\u003cb>PD Designed For Teachers, By Teachers\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designed to be completed in between 2 and 10 hours, \u003c/span>\u003ca href=\"https://kqed.teachable.com/courses\">\u003cspan style=\"font-weight: 400\">KQED Teach courses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make it easy, engaging, and fun for K-12 educators to level up their media making skills and learn how to support their students to do the same. Each completed course earns you a Certificate of Completion and helps you earn micro-credentials toward \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/certification/\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Courses are designed by KQED’s own professional media literacy educators, for educators around these core skills and provide resources and access to skills that can immediately be applied in the classroom:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Making Media for Classroom Use:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Create original audio, video, image-based and interactive media content to support learning.\u003cbr>\n\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Evaluating Online Information:\u003c/strong> Learn how to access valid and credible resources and identify misinformation.\u003c/li>\n\u003cli>\u003cstrong>Analyzing Media:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Gain an understanding of how production choices influence the way media messages are interpreted and acted upon.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Evaluating Online Tools for Classroom Use:\u003c/strong> \u003cspan style=\"font-weight: 400\">Learn to evaluate the online tools you use with your students with respect to student safety and federal rules and regulations. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Implementing Media Projects:\u003c/strong> Create projects specific to your content area in which students learn and demonstrate understanding by accessing, creating and sharing media.\u003c/li>\n\u003cli>\u003cstrong>Assessing Student Media:\u003c/strong> Design and implement high quality assessments for student-created media that align to standards and provide learners with quality feedback.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that KQED Teach courses are best positioned to meet educators’ learning needs around media literacy and media making for the classroom, they are: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Always available\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> All courses can be taken anytime, anywhere. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Self-paced – with instructor support\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> You learn when you can. When you’re ready, our instructors will be there with advice and feedback. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Accessible and welcoming to educators with limited technical knowledge\u003c/strong>\u003cspan style=\"font-weight: 400\"> or previous experience with media making. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Relevant to educators working within a wide variety of classroom technology set-ups\u003c/strong>\u003cspan style=\"font-weight: 400\"> and differing levels of student access to technology. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Relevant to educators serving in a variety of roles\u003c/strong>\u003cspan style=\"font-weight: 400\"> from librarians, to instructional coaches, to teachers in any grade level or content area. \u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Focused on project-based learning practices\u003c/strong> \u003cspan style=\"font-weight: 400\">that center student choice, self-expression, meaningful engagement with curriculum, critical thinking and creation for an audience beyond the classroom.\u003c/span>\u003c/li>\n\u003cli>\u003cstrong>Designed to foster connections.\u003c/strong> Through public sharing of your work, you contribute to an ever expanding course text with other contributors a click away.\u003cb> \u003c/b>\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">The instructors understand so much about teaching and teachers and, of course, the subject matter. 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KQED Teach has been recognized by Common Sense Media as a “Super resource for making media in the classroom” and is recommended by the California Department of Education as a high quality provider of media literacy professional development for educators.\u003c/span>\u003c/p>\n\u003ch4>\u003cb>Get Started!\u003c/b>\u003c/h4>\n\u003ch2>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether you are a traditional classroom teacher, a librarian, an instructional coach, leading an extra-curricular program or any other role you might play where you support young people using media for learning, KQED Teach is here to help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re \u003c/span>\u003cstrong>a K-12 teacher\u003c/strong> \u003cspan style=\"font-weight: 400\">looking to level up your media literacy skills so you can help your students find their voices, \u003c/span>\u003ca href=\"http://teach.kqed.org\">\u003cspan style=\"font-weight: 400\">head on over to KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and sign up for your first self-paced course. You’ll be online and learning in minutes!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And if you’re wondering\u003c/span> \u003cstrong>what kinds of media you might inspire your students to create\u003c/strong>\u003cspan style=\"font-weight: 400\">, our \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers\">\u003cspan style=\"font-weight: 400\">KQED Youth Media Challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provide a starting point to connect audio, video and graphic storytelling projects to content you are already teaching. Check out our newest \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/call-for-change\">\u003cspan style=\"font-weight: 400\">Call for Change Challenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, designed to help students reach beyond the classroom and share their ideas for how to make the world a better place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are you a \u003c/span>\u003cstrong>district or building leader\u003c/strong>\u003cspan style=\"font-weight: 400\"> looking for a customized sequence and scope for professional learning? Reach out to our \u003c/span>\u003ca href=\"https://edu-landing.kqed.org/for-leaders/\">\u003cspan style=\"font-weight: 400\">partnerships team to collaborate on a plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Inflation is the increase in the cost of goods and services over time. It becomes a problem when wages don’t keep up with the rising cost of things. In this video, Myles Bess investigates the current causes of inflation and how it impacts our lives in part 1 of this two-part series.\u003c/p>\n\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/118?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What is inflation? \u003c/strong>\u003c/p>\n\u003cp>It’s the increase in the cost of goods & services over time. It’s measured by the Bureau of Labor Statistics using the Consumer Price Index (CPI)– which looks at the cost of a bunch of different items called a “basket of goods” They release monthly reports, so when people say inflation is at 8% this month, what they usually mean is that stuff on average costs about 8% more than it did the same time the previous year. The Federal Reserve sets policies to try to keep it around 2%.\u003c/p>\n\u003cp>\u003cstrong>Is inflation bad? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As of April 2022, inflation was around 8% and it becomes a problem when wages don’t keep up with the rising cost of things. According to a UPenn analysis, in 2021 wages for the lowest-paid workers did go up by about 6.5%. But the increase in those earnings didn’t keep up with inflation in 2021. Even middle-income earners’ wages had a hard time keeping up with rising costs.\u003c/p>\n\u003cp>\u003cstrong>What’s causing inflation? \u003c/strong>\u003c/p>\n\u003cp>There’s lots of debate about what’s causing the current inflation. But in general, economists tend to point to agree on a couple of things. The first is supply chain issues from shutdowns during the pandemic. World wide a lot of factories shut down, materials stopped being mined, and shipping companies reduced their schedules. This created bottlenecks making it harder for us to get stuff we wanted to buy. Meanwhile, a lot of us were stuck at home and started ordering stuff online so demand for things rose. Supply was low and demand was high so you get inflation. Our dependence on fossil fuels is another big driver of the inflation we are seeing. The U.S. is still very dependent on fossil fuels which are at the mercy of the volatile global oil market and influenced by things like geopolitics, financial downturns, and war. Currently, oil prices are super high, partly because of the war in Ukraine.\u003c/p>\n\u003cp>\u003cstrong> Did the Covid stimulus cause inflation? \u003c/strong>\u003c/p>\n\u003cp>There’s lots of debate among economists about this. But the Federal Reserve Bank of San Francisco did an analysis showing that both Trump and Biden’s stimulus plan could account for about 3 percentage points of the inflation we are seeing, but there’s a large margin of uncertainty around that number.\u003c/p>\n\u003cp>\u003cstrong>Is corporate greed responsible for inflation?\u003c/strong>\u003c/p>\n\u003cp>In certain markets– there are just a few companies that control a large portion of the market– which makes it easier for them to raise their prices because they have less competition. And now, they can use the excuse that inflation is making it more expensive for them to run their business, so they have to increase their prices. But there are some reports of some big companies raising their prices and reporting record profits– suggesting that they are raising their prices more than they really need to, and that contributes to inflation as well. Moral of the story: lots of different things are impacting inflation.\u003c/p>\n\u003cp>\u003cb>SOURCES\u003c/b>\u003c/p>\n\u003cp>\u003cb>What’s Causing Inflation (NBC News)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/business/business-news/whats-causing-inflation-economists-point-fingers-different-culprits-rcna16156\">\u003cspan style=\"font-weight: 400\">https://www.nbcnews.com/business/business-news/whats-causing-inflation-economists-point-fingers-different-culprits-rcna16156\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this \u003c/span>\u003ca href=\"https://www.nbcnews.com/business/business-news/whats-causing-inflation-economists-point-fingers-different-culprits-rcna16156\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from NBC News by Phil McCausland, various economists weigh in on the various causes of the current rise of inflation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Inflation Hits Just Keep Coming, Raising Stakes for the Fed\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wsj.com/articles/ukraine-war-oil-gas-prices-inflation-federal-reserve-11647268257\">\u003cspan style=\"font-weight: 400\">https://www.wsj.com/articles/ukraine-war-oil-gas-prices-inflation-federal-reserve-11647268257\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This Wall Street Journal \u003c/span>\u003ca href=\"https://www.wsj.com/articles/ukraine-war-oil-gas-prices-inflation-federal-reserve-11647268257\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Nick Timiraos explores how the war in Ukraine impacts the US economy and how the federal reserve is responding.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Did Wages Keep Up with Inflation in 2021? (UPenn)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://budgetmodel.wharton.upenn.edu/issues/2022/2/21/did-wages-keep-up-with-inflation-in-2021\">\u003cspan style=\"font-weight: 400\">https://budgetmodel.wharton.upenn.edu/issues/2022/2/21/did-wages-keep-up-with-inflation-in-2021\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://budgetmodel.wharton.upenn.edu/issues/2022/2/21/did-wages-keep-up-with-inflation-in-2021\">\u003cspan style=\"font-weight: 400\">analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Wharton Business School of UPenn examines how wage earnings compare to the rise of inflation in 2021.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Revealed Top US Companies Raising Prices Even as Prices Surge (The Guardian)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/business/2022/apr/27/inflation-corporate-america-increased-prices-profits\">\u003cspan style=\"font-weight: 400\">https://www.theguardian.com/business/2022/apr/27/inflation-corporate-america-increased-prices-profits\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.theguardian.com/business/2022/apr/27/inflation-corporate-america-increased-prices-profits\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Tom Perkins in the Guardian analyzes how corporations have reported increased profits despite rising inflation because they have been passing on costs to consumers by raising prices on their goods and services.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Why Is US Inflation Higher Than In Other Countries (Federal Reserve Bank of San Francisco)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.frbsf.org/economic-research/publications/economic-letter/2022/march/why-is-us-inflation-higher-than-in-other-countries/\">\u003cspan style=\"font-weight: 400\">https://www.frbsf.org/economic-research/publications/economic-letter/2022/march/why-is-us-inflation-higher-than-in-other-countries/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.frbsf.org/economic-research/publications/economic-letter/2022/march/why-is-us-inflation-higher-than-in-other-countries/\">\u003cspan style=\"font-weight: 400\">analysis \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">from the Federal Reserve Bank of San Francisco compares inflation rates between various countries and reveals that the US has increasingly outpaced inflation of other developed countries.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Why Oil Prices Matter to Global Economy Expert Explains (World Economic Forum)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.weforum.org/agenda/2022/02/why-oil-prices-matter-to-global-economy-expert-explains/\">\u003cspan style=\"font-weight: 400\">https://www.weforum.org/agenda/2022/02/why-oil-prices-matter-to-global-economy-expert-explains/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this \u003c/span>\u003ca href=\"https://www.weforum.org/agenda/2022/02/why-oil-prices-matter-to-global-economy-expert-explains/\">\u003cspan style=\"font-weight: 400\">article \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">from the World Economic Forum by Amy White, an expert in the oil and gas industry explains how oil impacts global economies and inflation rates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">OTHER SOURCES:\u003c/span>\u003c/p>\n\u003cp>\u003cb>What Drives Crude Oil Prices (EIA)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.eia.gov/finance/markets/crudeoil/spot_prices.php#:~:text=The%20volatility%20of%20oil%20prices,fixed%20in%20the%20near%2Dterm\">\u003cspan style=\"font-weight: 400\">https://www.eia.gov/finance/markets/crudeoil/spot_prices.php#:~:text=The%20volatility%20of%20oil%20prices,fixed%20in%20the%20near%2Dterm\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>How High is Inflation and What Causes It? What to Know\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wsj.com/articles/inflation-definition-cause-what-is-it-11644353564\">\u003cspan style=\"font-weight: 400\">https://www.wsj.com/articles/inflation-definition-cause-what-is-it-11644353564\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>How I (and US Policy Makers) Got Inflation Wrong (Vox)\u003c/b>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/22996474/inflation-federal-reserve-nairu-ngdp-powell\">\u003cspan style=\"font-weight: 400\">https://www.vox.com/22996474/inflation-federal-reserve-nairu-ngdp-powell\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>A Socialist Primer on Monetary Policy and Inflation (Jacobin)\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://jacobin.com/2021/09/socialist-primer-monetary-policy-inflation-federal-reserve-volcker-shock-class-tim-barker-interview\">\u003cspan style=\"font-weight: 400\">https://jacobin.com/2021/09/socialist-primer-monetary-policy-inflation-federal-reserve-volcker-shock-class-tim-barker-interview\u003c/span>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As of April 2022, inflation was around 8% and it becomes a problem when wages don’t keep up with the rising cost of things. According to a UPenn analysis, in 2021 wages for the lowest-paid workers did go up by about 6.5%. But the increase in those earnings didn’t keep up with inflation in 2021. Even middle-income earners’ wages had a hard time keeping up with rising costs.\u003c/p>\n\u003cp>\u003cstrong>What’s causing inflation? \u003c/strong>\u003c/p>\n\u003cp>There’s lots of debate about what’s causing the current inflation. But in general, economists tend to point to agree on a couple of things. The first is supply chain issues from shutdowns during the pandemic. World wide a lot of factories shut down, materials stopped being mined, and shipping companies reduced their schedules. This created bottlenecks making it harder for us to get stuff we wanted to buy. Meanwhile, a lot of us were stuck at home and started ordering stuff online so demand for things rose. Supply was low and demand was high so you get inflation. Our dependence on fossil fuels is another big driver of the inflation we are seeing. The U.S. is still very dependent on fossil fuels which are at the mercy of the volatile global oil market and influenced by things like geopolitics, financial downturns, and war. Currently, oil prices are super high, partly because of the war in Ukraine.\u003c/p>\n\u003cp>\u003cstrong> Did the Covid stimulus cause inflation? \u003c/strong>\u003c/p>\n\u003cp>There’s lots of debate among economists about this. But the Federal Reserve Bank of San Francisco did an analysis showing that both Trump and Biden’s stimulus plan could account for about 3 percentage points of the inflation we are seeing, but there’s a large margin of uncertainty around that number.\u003c/p>\n\u003cp>\u003cstrong>Is corporate greed responsible for inflation?\u003c/strong>\u003c/p>\n\u003cp>In certain markets– there are just a few companies that control a large portion of the market– which makes it easier for them to raise their prices because they have less competition. And now, they can use the excuse that inflation is making it more expensive for them to run their business, so they have to increase their prices. But there are some reports of some big companies raising their prices and reporting record profits– suggesting that they are raising their prices more than they really need to, and that contributes to inflation as well. Moral of the story: lots of different things are impacting inflation.\u003c/p>\n\u003cp>\u003cb>SOURCES\u003c/b>\u003c/p>\n\u003cp>\u003cb>What’s Causing Inflation (NBC News)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/business/business-news/whats-causing-inflation-economists-point-fingers-different-culprits-rcna16156\">\u003cspan style=\"font-weight: 400\">https://www.nbcnews.com/business/business-news/whats-causing-inflation-economists-point-fingers-different-culprits-rcna16156\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this \u003c/span>\u003ca href=\"https://www.nbcnews.com/business/business-news/whats-causing-inflation-economists-point-fingers-different-culprits-rcna16156\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from NBC News by Phil McCausland, various economists weigh in on the various causes of the current rise of inflation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Inflation Hits Just Keep Coming, Raising Stakes for the Fed\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wsj.com/articles/ukraine-war-oil-gas-prices-inflation-federal-reserve-11647268257\">\u003cspan style=\"font-weight: 400\">https://www.wsj.com/articles/ukraine-war-oil-gas-prices-inflation-federal-reserve-11647268257\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This Wall Street Journal \u003c/span>\u003ca href=\"https://www.wsj.com/articles/ukraine-war-oil-gas-prices-inflation-federal-reserve-11647268257\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Nick Timiraos explores how the war in Ukraine impacts the US economy and how the federal reserve is responding.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Did Wages Keep Up with Inflation in 2021? (UPenn)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://budgetmodel.wharton.upenn.edu/issues/2022/2/21/did-wages-keep-up-with-inflation-in-2021\">\u003cspan style=\"font-weight: 400\">https://budgetmodel.wharton.upenn.edu/issues/2022/2/21/did-wages-keep-up-with-inflation-in-2021\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://budgetmodel.wharton.upenn.edu/issues/2022/2/21/did-wages-keep-up-with-inflation-in-2021\">\u003cspan style=\"font-weight: 400\">analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Wharton Business School of UPenn examines how wage earnings compare to the rise of inflation in 2021.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Revealed Top US Companies Raising Prices Even as Prices Surge (The Guardian)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/business/2022/apr/27/inflation-corporate-america-increased-prices-profits\">\u003cspan style=\"font-weight: 400\">https://www.theguardian.com/business/2022/apr/27/inflation-corporate-america-increased-prices-profits\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.theguardian.com/business/2022/apr/27/inflation-corporate-america-increased-prices-profits\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Tom Perkins in the Guardian analyzes how corporations have reported increased profits despite rising inflation because they have been passing on costs to consumers by raising prices on their goods and services.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Why Is US Inflation Higher Than In Other Countries (Federal Reserve Bank of San Francisco)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.frbsf.org/economic-research/publications/economic-letter/2022/march/why-is-us-inflation-higher-than-in-other-countries/\">\u003cspan style=\"font-weight: 400\">https://www.frbsf.org/economic-research/publications/economic-letter/2022/march/why-is-us-inflation-higher-than-in-other-countries/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.frbsf.org/economic-research/publications/economic-letter/2022/march/why-is-us-inflation-higher-than-in-other-countries/\">\u003cspan style=\"font-weight: 400\">analysis \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">from the Federal Reserve Bank of San Francisco compares inflation rates between various countries and reveals that the US has increasingly outpaced inflation of other developed countries.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Why Oil Prices Matter to Global Economy Expert Explains (World Economic Forum)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.weforum.org/agenda/2022/02/why-oil-prices-matter-to-global-economy-expert-explains/\">\u003cspan style=\"font-weight: 400\">https://www.weforum.org/agenda/2022/02/why-oil-prices-matter-to-global-economy-expert-explains/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this \u003c/span>\u003ca href=\"https://www.weforum.org/agenda/2022/02/why-oil-prices-matter-to-global-economy-expert-explains/\">\u003cspan style=\"font-weight: 400\">article \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">from the World Economic Forum by Amy White, an expert in the oil and gas industry explains how oil impacts global economies and inflation rates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">OTHER SOURCES:\u003c/span>\u003c/p>\n\u003cp>\u003cb>What Drives Crude Oil Prices (EIA)\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.eia.gov/finance/markets/crudeoil/spot_prices.php#:~:text=The%20volatility%20of%20oil%20prices,fixed%20in%20the%20near%2Dterm\">\u003cspan style=\"font-weight: 400\">https://www.eia.gov/finance/markets/crudeoil/spot_prices.php#:~:text=The%20volatility%20of%20oil%20prices,fixed%20in%20the%20near%2Dterm\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>How High is Inflation and What Causes It? What to Know\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wsj.com/articles/inflation-definition-cause-what-is-it-11644353564\">\u003cspan style=\"font-weight: 400\">https://www.wsj.com/articles/inflation-definition-cause-what-is-it-11644353564\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>How I (and US Policy Makers) Got Inflation Wrong (Vox)\u003c/b>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/22996474/inflation-federal-reserve-nairu-ngdp-powell\">\u003cspan style=\"font-weight: 400\">https://www.vox.com/22996474/inflation-federal-reserve-nairu-ngdp-powell\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>A Socialist Primer on Monetary Policy and Inflation (Jacobin)\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://jacobin.com/2021/09/socialist-primer-monetary-policy-inflation-federal-reserve-volcker-shock-class-tim-barker-interview\">\u003cspan style=\"font-weight: 400\">https://jacobin.com/2021/09/socialist-primer-monetary-policy-inflation-federal-reserve-volcker-shock-class-tim-barker-interview\u003c/span>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "KQED Teacher Ambassadors Selected as 2022 PBS Digital Innovator All-Stars",
"headTitle": "KQED Teacher Ambassadors Selected as 2022 PBS Digital Innovator All-Stars | KQED",
"content": "\u003cp>KQED is pleased to announce Ken Kusactay from John Henry High School in Richmond, California as a member of the 2022 class of educators selected for the PBS Digital Innovator All-Star Program – honoring classroom changemakers who offer fresh ideas and bold approaches to supporting their students’ growth and learning. Nominated by their local PBS stations, 20 educators were chosen from across the country.\u003c/p>\n\u003ctable style=\"height: 218px\" width=\"472\">\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-535922 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION-160x160.png\" alt=\"Ken Kusactay\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION-800x800.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION-1020x1020.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION.png 1080w\" sizes=\"(max-width: 160px) 100vw, 160px\">Ken is a certified PBS Media Literacy Educator and a \u003ca href=\"https://www.kqed.org/education/teacher-ambassador-program?utm_source=KQED-edu&utm_medium=blog&utm_campaign=PBS-all-stars\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Media Literacy Innovator\u003c/a>, KQED’s local teacher recognition program. As an emerging media literacy leader, Ken co-facilitates professional development workshops with KQED and is a \u003ca href=\"https://www.kqed.org/youthtakeover?utm_source=KQED-edu&utm_medium=blog&utm_campaign=PBS-all-stars\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Youth Takeover\u003c/a> teacher where he supports his students to \u003ca href=\"https://learn.kqed.org/challenges/searchbyfilter/filters?isFilter=true&challengeName=Podcasting%20With%20The%20California%20Report&state=CA&city=Richmond\" target=\"_blank\" rel=\"noopener noreferrer\">create media for KQED’s general audiences\u003c/a>. He is a high-impact, bold educator and strong advocate of youth voice.\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>Ken is one of three KQED Media Literacy Innovators to join the 2022 PBS All-Star cohort. Jim Bentley (KVIE) and Bob Kelly (Valley PBS) are also enthusiastic leaders of media literacy, student voice and youth civic engagement. They have worked with KQED for a number of years to enhance teaching and learning in both face-to-face and virtual settings in their classrooms and wider school communities.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-535931\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/06/PBS-All-Star-Blog-Image-e1654883609529-800x362.png\" alt=\"Jim Bentley and Bob Kelly\" width=\"435\" height=\"197\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/PBS-All-Star-Blog-Image-e1654883609529-800x362.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/PBS-All-Star-Blog-Image-e1654883609529-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/PBS-All-Star-Blog-Image-e1654883609529-768x347.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/PBS-All-Star-Blog-Image-e1654883609529.png 960w\" sizes=\"(max-width: 435px) 100vw, 435px\">\u003c/p>\n\u003cp>The PBS Digital Innovator All-Star program brings together a community of PreK-12th grade educators–like Ken, Jim and Bob–who are innovators and leaders both in and outside of the classroom. Specifically, Digital Innovator All-Stars are selected from a cohort of educators who are doing extraordinary work supporting student learning by integrating media and digital technology in their teaching environments and inspiring students to use these tools in responsible, effective and empowering ways.\u003c/p>\n\u003cp>“We are thrilled that Ken, Jim and Bob are joining the 2022 PBS Digital Innovator All-Star cohort! Their innovative approach to teaching and enthusiasm for meeting students where they are is matched only by their positive energy and genuine dedication. We are excited for them to have this opportunity.” –Almetria Vaba, Director of Partnerships and Distribution, KQED\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In partnership with their local PBS stations, Ken, Jim and Bob will spend the 2022-2023 school year deepening engagement among students, families, educators, schools and their communities.\u003c/p>\n\u003cp>The full list of the 2022 PBS Digital Innovator All-Stars and their profiles can be found \u003ca href=\"https://www.pbs.org/education/digitalinnovators/class-of-2022\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cp>Learn more about the \u003ca href=\"https://www.kqed.org/education/teacher-ambassador-program?utm_source=KQED-edu&utm_medium=blog&utm_campaign=PBS-all-stars\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Media Literacy Innovators teacher ambassador program\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>About KQED\u003c/strong>\u003cbr>\nKQED is a nonprofit, public-supported alternative to commercial media. An NPR and PBS affiliate based in San Francisco, KQED is home to one of the most listened-to public radio stations in the nation, one of the highest-rated public television services and an \u003ca href=\"https://www.kqed.org/education?utm_source=KQED-edu&utm_medium=blog&utm_campaign=PBS-all-stars\" target=\"_blank\" rel=\"noopener noreferrer\">award-winning education program\u003c/a> helping students and educators thrive in 21st-century classrooms. A trusted news source and leader and innovator in interactive technology, KQED takes people of all ages on journeys of exploration—exposing them to new people, places and ideas.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>About PBS\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pbs.org/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS\u003c/a>, with more than 330 member stations, offers all Americans the opportunity to explore new ideas and new worlds through television and digital content. Each month, PBS reaches over 126 million people through television and 26 million people online, inviting them to experience the worlds of science, history, nature and public affairs; to hear diverse viewpoints; and to take front row seats to world-class drama and performances. PBS’ broad array of programs has been consistently honored by the industry’s most coveted award competitions. Teachers of children from pre-K through 12th grade turn to PBS for digital content and services that help bring classroom lessons to life. Decades of research confirms that PBS’ premier children’s media service, PBS KIDS, helps children build critical literacy, math and social-emotional skills, enabling them to find success in school and life. Delivered through member stations, PBS KIDS offers high-quality educational content on TV – including a 24/7 channel, online at \u003ca href=\"http://pbskids.org/\" target=\"_blank\" rel=\"noopener noreferrer\">pbskids.org\u003c/a>, via an array of mobile apps and in communities across America. More information about PBS is available at \u003ca href=\"http://www.pbs.org/\" target=\"_blank\" rel=\"noopener noreferrer\">www.pbs.org\u003c/a>, one of the leading dot-org websites on the internet, or by following \u003ca href=\"https://twitter.com/pbs\" target=\"_blank\" rel=\"noopener noreferrer\">PBS on Twitter\u003c/a>, \u003ca href=\"https://www.facebook.com/pbs\" target=\"_blank\" rel=\"noopener noreferrer\">Facebook\u003c/a> or through our \u003ca href=\"http://www.pbs.org/anywhere/home/\" target=\"_blank\" rel=\"noopener noreferrer\">apps for mobile and connected devices\u003c/a>. Specific program information and updates for press are available by following \u003ca href=\"https://twitter.com/pbspressroom\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Pressroom on Twitter\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>KQED is pleased to announce Ken Kusactay from John Henry High School in Richmond, California as a member of the 2022 class of educators selected for the PBS Digital Innovator All-Star Program – honoring classroom changemakers who offer fresh ideas and bold approaches to supporting their students’ growth and learning. Nominated by their local PBS stations, 20 educators were chosen from across the country.\u003c/p>\n\u003ctable style=\"height: 218px\" width=\"472\">\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-535922 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION-160x160.png\" alt=\"Ken Kusactay\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION-800x800.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION-1020x1020.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION-768x768.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/Square-Social_v2Ken-Kusactay-STATION.png 1080w\" sizes=\"(max-width: 160px) 100vw, 160px\">Ken is a certified PBS Media Literacy Educator and a \u003ca href=\"https://www.kqed.org/education/teacher-ambassador-program?utm_source=KQED-edu&utm_medium=blog&utm_campaign=PBS-all-stars\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Media Literacy Innovator\u003c/a>, KQED’s local teacher recognition program. As an emerging media literacy leader, Ken co-facilitates professional development workshops with KQED and is a \u003ca href=\"https://www.kqed.org/youthtakeover?utm_source=KQED-edu&utm_medium=blog&utm_campaign=PBS-all-stars\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Youth Takeover\u003c/a> teacher where he supports his students to \u003ca href=\"https://learn.kqed.org/challenges/searchbyfilter/filters?isFilter=true&challengeName=Podcasting%20With%20The%20California%20Report&state=CA&city=Richmond\" target=\"_blank\" rel=\"noopener noreferrer\">create media for KQED’s general audiences\u003c/a>. He is a high-impact, bold educator and strong advocate of youth voice.\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>Ken is one of three KQED Media Literacy Innovators to join the 2022 PBS All-Star cohort. Jim Bentley (KVIE) and Bob Kelly (Valley PBS) are also enthusiastic leaders of media literacy, student voice and youth civic engagement. They have worked with KQED for a number of years to enhance teaching and learning in both face-to-face and virtual settings in their classrooms and wider school communities.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-535931\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/06/PBS-All-Star-Blog-Image-e1654883609529-800x362.png\" alt=\"Jim Bentley and Bob Kelly\" width=\"435\" height=\"197\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/PBS-All-Star-Blog-Image-e1654883609529-800x362.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/PBS-All-Star-Blog-Image-e1654883609529-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/PBS-All-Star-Blog-Image-e1654883609529-768x347.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/06/PBS-All-Star-Blog-Image-e1654883609529.png 960w\" sizes=\"(max-width: 435px) 100vw, 435px\">\u003c/p>\n\u003cp>The PBS Digital Innovator All-Star program brings together a community of PreK-12th grade educators–like Ken, Jim and Bob–who are innovators and leaders both in and outside of the classroom. Specifically, Digital Innovator All-Stars are selected from a cohort of educators who are doing extraordinary work supporting student learning by integrating media and digital technology in their teaching environments and inspiring students to use these tools in responsible, effective and empowering ways.\u003c/p>\n\u003cp>“We are thrilled that Ken, Jim and Bob are joining the 2022 PBS Digital Innovator All-Star cohort! Their innovative approach to teaching and enthusiasm for meeting students where they are is matched only by their positive energy and genuine dedication. We are excited for them to have this opportunity.” –Almetria Vaba, Director of Partnerships and Distribution, KQED\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In partnership with their local PBS stations, Ken, Jim and Bob will spend the 2022-2023 school year deepening engagement among students, families, educators, schools and their communities.\u003c/p>\n\u003cp>The full list of the 2022 PBS Digital Innovator All-Stars and their profiles can be found \u003ca href=\"https://www.pbs.org/education/digitalinnovators/class-of-2022\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cp>Learn more about the \u003ca href=\"https://www.kqed.org/education/teacher-ambassador-program?utm_source=KQED-edu&utm_medium=blog&utm_campaign=PBS-all-stars\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Media Literacy Innovators teacher ambassador program\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>About KQED\u003c/strong>\u003cbr>\nKQED is a nonprofit, public-supported alternative to commercial media. An NPR and PBS affiliate based in San Francisco, KQED is home to one of the most listened-to public radio stations in the nation, one of the highest-rated public television services and an \u003ca href=\"https://www.kqed.org/education?utm_source=KQED-edu&utm_medium=blog&utm_campaign=PBS-all-stars\" target=\"_blank\" rel=\"noopener noreferrer\">award-winning education program\u003c/a> helping students and educators thrive in 21st-century classrooms. A trusted news source and leader and innovator in interactive technology, KQED takes people of all ages on journeys of exploration—exposing them to new people, places and ideas.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>About PBS\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pbs.org/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS\u003c/a>, with more than 330 member stations, offers all Americans the opportunity to explore new ideas and new worlds through television and digital content. Each month, PBS reaches over 126 million people through television and 26 million people online, inviting them to experience the worlds of science, history, nature and public affairs; to hear diverse viewpoints; and to take front row seats to world-class drama and performances. PBS’ broad array of programs has been consistently honored by the industry’s most coveted award competitions. Teachers of children from pre-K through 12th grade turn to PBS for digital content and services that help bring classroom lessons to life. Decades of research confirms that PBS’ premier children’s media service, PBS KIDS, helps children build critical literacy, math and social-emotional skills, enabling them to find success in school and life. Delivered through member stations, PBS KIDS offers high-quality educational content on TV – including a 24/7 channel, online at \u003ca href=\"http://pbskids.org/\" target=\"_blank\" rel=\"noopener noreferrer\">pbskids.org\u003c/a>, via an array of mobile apps and in communities across America. More information about PBS is available at \u003ca href=\"http://www.pbs.org/\" target=\"_blank\" rel=\"noopener noreferrer\">www.pbs.org\u003c/a>, one of the leading dot-org websites on the internet, or by following \u003ca href=\"https://twitter.com/pbs\" target=\"_blank\" rel=\"noopener noreferrer\">PBS on Twitter\u003c/a>, \u003ca href=\"https://www.facebook.com/pbs\" target=\"_blank\" rel=\"noopener noreferrer\">Facebook\u003c/a> or through our \u003ca href=\"http://www.pbs.org/anywhere/home/\" target=\"_blank\" rel=\"noopener noreferrer\">apps for mobile and connected devices\u003c/a>. Specific program information and updates for press are available by following \u003ca href=\"https://twitter.com/pbspressroom\" target=\"_blank\" rel=\"noopener noreferrer\">PBS Pressroom on Twitter\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Pronouns are small but controversial words, especially regarding gender identity. Myles explores the history of gender pronouns and asks: why do they matter?\u003c/p>\n\u003cp>This video was co-produced with\u003ca href=\"https://www.peerhealthexchange.org/\"> Peer Health Exchange\u003c/a>, a non-profit whose mission is to empower young people with the knowledge, skills, and resources to make healthy decisions. They recently launched \u003cb data-stringify-type=\"bold\">\u003ca class=\"c-link\" href=\"https://www.selfsea.org/\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://www.selfsea.org/\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\">selfsea\u003c/a>\u003c/b>, a peer-to-peer platform with free resources, support, and stories from young people who’ve been there. selfsea is for young people aged 13-18 designed as a safe space to discuss and share knowledge on identity, mental health, and sexual health.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1qMG4Lq2Q7lkIeYLSR6DNS0u9tcW8RvHqXIrwp5n8IHQ/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1I9mSwQtgW2WKjNT_s8pARQvQiKI3i7H89CUgIPnFXTI/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1P9i4CFEPe1ai-l6cIP8NHwmgccxSWjy2rDww74V2ZM4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1dJg-Kuw21Korc0pQW98UuDwGEhWRy0D6LtZXLFFTGqo/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are pronouns in the English language? \u003c/strong>\u003c/p>\n\u003cp>They are these little words we use to replace the words for people’s names, places, or things. Which are NOUNS. Gender pronouns are the terms people choose to refer to themselves that reflect their gender identity. The most commonly used these days are he/him, she/her, or gender-neutral pronouns such as they/them.\u003c/p>\n\u003cp>\u003cstrong>How do pronouns relate to gender identity? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When it comes to pronouns to identify a person, we get into identity and that’s where things get complex – and, often political. The big thing personal pronouns often signal is someone’s gender identity. According to scientists, gender isn’t a rigid he/she binary rooted in the sex a person was assigned at birth. Biology and culture BOTH influence our identity, which can be fluid. That means it’s not carved in stone and can change – and it can also be a spectrum. And gender’s not something anyone can ascribe to you– it’s each person’s internal sense of how they personally identify.\u003c/p>\n\u003cp>\u003cstrong>What is transgender? \u003c/strong>\u003c/p>\n\u003cp>Some people don’t always identify with the sex they were assigned at birth, or the gender pronouns others use to describe them. Often these folks identify themselves as transgender. They may have been assigned female or male but may not identify with that label.\u003c/p>\n\u003cp>\u003cstrong>What is the opposition to gender-neutral pronouns all about? \u003c/strong>\u003c/p>\n\u003cp>There is a LOT of resistance to using gender-neutral pronouns. In fact, according to Pew Research, almost half of all Americans say they feel “somewhat or very uncomfortable” using they/them pronouns. And the level of discomfort has a lot to do with age, and where you fall on the political spectrum. A common excuse you may see out there is that using “they/them” to describe individual people is “poor grammar.” This isn’t technically correct – people use they/them to describe singular people all the time. As in, “Who parked their car here? They did a terrible job.”\u003c/p>\n\u003cp>\u003cstrong>What is the history of gender-neutral pronouns? \u003c/strong>\u003c/p>\n\u003cp>There is a long history of people inventing gender-neutral pronouns. One linguist found more than 250 proposed gender-neutral pronouns going back the last few centuries. Examples include “hiser” (1850), “thon” (1858). “ze” (1888) and “hir” (1930) and “ve” (1970). And in 1850, the British Parliament passed a law that the pronoun “He” must be used to describe people of ALL genders. Most of these older language norms have fallen into disuse – but it’s important to note that language is always evolving to reflect new social norms.\u003c/p>\n\u003cp>\u003cstrong>Why is it important to respect which pronouns people want to use?\u003c/strong> Two words: safety and respect. Pronouns signal to the world our gender identity, and part of respecting each other’s humanity is honoring how we all identify.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “\u003ca href=\"https://www.npr.org/2021/06/02/996319297/gender-identity-pronouns-expression-guide-lgbtq\">A Guide To Identity Terms\u003c/a>” (NPR, 2021)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.nbcnews.com/feature/nbc-out/beyond-he-she-1-4-lgbtq-youths-use-nonbinary-pronouns-n1235204\">Beyond He and She: 1 in 4 LGBTQ youths use nonbinary pronouns, survey finds\u003c/a>” (NBC News, 2020)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/09/05/gender-neutral-pronouns/\">About one-in-five U.S. adults know someone who goes by a gender-neutral pronoun\u003c/a>” (Pew Research Center, 2019)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.bostonglobe.com/ideas/2018/09/05/the-long-long-history-and-bright-future-genderless-they/LhGIzOTm6PPKMKws8cE2SN/story.htm\">The long, long history – and bright future – of the genderless ‘they\u003c/a>’” (Boston Globe, 2018)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://medium.com/trans-talk/pronouns-have-always-been-political-a32c753a1539\">Pronouns have always been political\u003c/a>” (Medium, 2016)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.kqed.org/forum/2010101888336/taking-cues-from-texas-and-florida-more-states-propose-bills-targeting-queer-and-trans-youth\">Taking Cues from Texas and Florida, More States Propose Bills Targeting Queer and Trans Youth\u003c/a>” (KQED, 2022)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.taylorfrancis.com/chapters/edit/10.4324/9781315115702-23/pronouns-possibilities-lal-zimman\">Pronouns and Possibilities: Transgender Language Activism and Reform\u003c/a>” (Language and Social Justice in Practice, 2018) \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Pronouns are small but controversial words, especially regarding gender identity. Myles explores the history of gender pronouns and asks: why do they matter?\u003c/p>\n\u003cp>This video was co-produced with\u003ca href=\"https://www.peerhealthexchange.org/\"> Peer Health Exchange\u003c/a>, a non-profit whose mission is to empower young people with the knowledge, skills, and resources to make healthy decisions. They recently launched \u003cb data-stringify-type=\"bold\">\u003ca class=\"c-link\" href=\"https://www.selfsea.org/\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://www.selfsea.org/\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\">selfsea\u003c/a>\u003c/b>, a peer-to-peer platform with free resources, support, and stories from young people who’ve been there. selfsea is for young people aged 13-18 designed as a safe space to discuss and share knowledge on identity, mental health, and sexual health.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1qMG4Lq2Q7lkIeYLSR6DNS0u9tcW8RvHqXIrwp5n8IHQ/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1I9mSwQtgW2WKjNT_s8pARQvQiKI3i7H89CUgIPnFXTI/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1P9i4CFEPe1ai-l6cIP8NHwmgccxSWjy2rDww74V2ZM4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1dJg-Kuw21Korc0pQW98UuDwGEhWRy0D6LtZXLFFTGqo/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are pronouns in the English language? \u003c/strong>\u003c/p>\n\u003cp>They are these little words we use to replace the words for people’s names, places, or things. Which are NOUNS. Gender pronouns are the terms people choose to refer to themselves that reflect their gender identity. The most commonly used these days are he/him, she/her, or gender-neutral pronouns such as they/them.\u003c/p>\n\u003cp>\u003cstrong>How do pronouns relate to gender identity? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When it comes to pronouns to identify a person, we get into identity and that’s where things get complex – and, often political. The big thing personal pronouns often signal is someone’s gender identity. According to scientists, gender isn’t a rigid he/she binary rooted in the sex a person was assigned at birth. Biology and culture BOTH influence our identity, which can be fluid. That means it’s not carved in stone and can change – and it can also be a spectrum. And gender’s not something anyone can ascribe to you– it’s each person’s internal sense of how they personally identify.\u003c/p>\n\u003cp>\u003cstrong>What is transgender? \u003c/strong>\u003c/p>\n\u003cp>Some people don’t always identify with the sex they were assigned at birth, or the gender pronouns others use to describe them. Often these folks identify themselves as transgender. They may have been assigned female or male but may not identify with that label.\u003c/p>\n\u003cp>\u003cstrong>What is the opposition to gender-neutral pronouns all about? \u003c/strong>\u003c/p>\n\u003cp>There is a LOT of resistance to using gender-neutral pronouns. In fact, according to Pew Research, almost half of all Americans say they feel “somewhat or very uncomfortable” using they/them pronouns. And the level of discomfort has a lot to do with age, and where you fall on the political spectrum. A common excuse you may see out there is that using “they/them” to describe individual people is “poor grammar.” This isn’t technically correct – people use they/them to describe singular people all the time. As in, “Who parked their car here? They did a terrible job.”\u003c/p>\n\u003cp>\u003cstrong>What is the history of gender-neutral pronouns? \u003c/strong>\u003c/p>\n\u003cp>There is a long history of people inventing gender-neutral pronouns. One linguist found more than 250 proposed gender-neutral pronouns going back the last few centuries. Examples include “hiser” (1850), “thon” (1858). “ze” (1888) and “hir” (1930) and “ve” (1970). And in 1850, the British Parliament passed a law that the pronoun “He” must be used to describe people of ALL genders. Most of these older language norms have fallen into disuse – but it’s important to note that language is always evolving to reflect new social norms.\u003c/p>\n\u003cp>\u003cstrong>Why is it important to respect which pronouns people want to use?\u003c/strong> Two words: safety and respect. Pronouns signal to the world our gender identity, and part of respecting each other’s humanity is honoring how we all identify.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “\u003ca href=\"https://www.npr.org/2021/06/02/996319297/gender-identity-pronouns-expression-guide-lgbtq\">A Guide To Identity Terms\u003c/a>” (NPR, 2021)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.nbcnews.com/feature/nbc-out/beyond-he-she-1-4-lgbtq-youths-use-nonbinary-pronouns-n1235204\">Beyond He and She: 1 in 4 LGBTQ youths use nonbinary pronouns, survey finds\u003c/a>” (NBC News, 2020)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/09/05/gender-neutral-pronouns/\">About one-in-five U.S. adults know someone who goes by a gender-neutral pronoun\u003c/a>” (Pew Research Center, 2019)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.bostonglobe.com/ideas/2018/09/05/the-long-long-history-and-bright-future-genderless-they/LhGIzOTm6PPKMKws8cE2SN/story.htm\">The long, long history – and bright future – of the genderless ‘they\u003c/a>’” (Boston Globe, 2018)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://medium.com/trans-talk/pronouns-have-always-been-political-a32c753a1539\">Pronouns have always been political\u003c/a>” (Medium, 2016)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.kqed.org/forum/2010101888336/taking-cues-from-texas-and-florida-more-states-propose-bills-targeting-queer-and-trans-youth\">Taking Cues from Texas and Florida, More States Propose Bills Targeting Queer and Trans Youth\u003c/a>” (KQED, 2022)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.taylorfrancis.com/chapters/edit/10.4324/9781315115702-23/pronouns-possibilities-lal-zimman\">Pronouns and Possibilities: Transgender Language Activism and Reform\u003c/a>” (Language and Social Justice in Practice, 2018) \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>“Every school, it seems, has a moment that crystallizes the crisis facing America’s youth and the pressure it is putting on educators. For one middle school counselor in rural California, it came this year after a suicide prevention seminar, when 200 students emerged saying they needed help. Many were sixth graders.” –\u003ca href=\"https://apnews.com/article/buffalo-supermarket-shooting-covid-health-education-suicide-prevention-0ef4bbf0cb9f95ae342076a508cda507\">AP News\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>If you have students in your life right now, you know that the kids are not all right. Compounded crises—from school shootings to the COVID pandemic to the ever-more-visible \u003ca href=\"https://ww2.kqed.org/education/2023/04/14/earth-month-students-solutions-for-saving-the-world/\">harms of climate change\u003c/a>—have accelerated a trend of increasing rates of anxiety and depression in students. As adults, we have a responsibility to know the facts and to act, but we also have an opportunity to \u003cem>listen to and learn from the lived experiences of young people\u003c/em>.\u003c/p>\n\u003ch1>Youth Voices Normalizing Mental Health\u003c/h1>\n\u003cp>We invite you to listen and learn from these stories by middle and high school students published on the KQED Youth Media Showcase \u003ca href=\"https://youthmedia.kqed.org/playlist/mental-health\"> Mental Health playlist\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Understanding the Need for More Mental Health Support\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2NzEwYmZkYTEyN2Y3NzBkMDk1ZThh\">Do schools actually care about our mental health?\u003c/a> Diana proposes ways schools can step up to help students.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjIxN2MyZjhhMDhiYTAwNDJmMGUxN2I0\">Mental illness in youth\u003c/a> Anya focuses on the need to normalize getting help for mental illness and increasing availability of resources.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZTI4MjUxOTQ3ODE0ZDIxMWJmMjVh\">The Importance of Mental Health Resources\u003c/a> Ciara proposes solutions for how schools can better support students’ mental health.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Grades and Burn Out\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2MDdlZmFkNzg0MjIxZTkzOGZmZTkz\">Is the grading system burning out students all over the world?\u003c/a> Malorie highlights how the grading system can profoundly affect students’ well being.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZGMyNTUxOTQ3ODE0ZDIxMWJmMjU0\">Student Stress and Mental Health\u003c/a> Nhuahao shares how the pressure of homework and extracurriculars caused burn out.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZTIwYmM5MjhiMTg1MzAyOTg2NWU0\">Academic Validation Taking a Toll on Mental Health\u003c/a> Kyler looks at the health toll of working so hard to get into a “prestigious” university.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Social Media\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI0MzNmMzllZjA2MTk1MDdiMmQyYjA5\">How Gen-Z Romanticizes Mental Health on Social Media\u003c/a> Sheyla looks at how the casual use of labels like “OCD” or “panic attack” can trivialize the experience of those who actually have these medical conditions.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE3NmUwZjZkYTEyN2Y3NzBkMDk1ZWVj\">Social Media Issues\u003c/a> Madison’s editorial cartoon shows ways that social media impacts mental health.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Society and Mental Health\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE5ZDQ5ZTlkZmJjNjkxODE1MjhiYTVi\">The Daily Lie\u003c/a> Connie’s editorial cartoon shows the burdens teens carry and the impact of pretending they are doing fine.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI2MmM0ZTk5MjhiMTg1MzAyOTg2NjI5\">Latino Community and Mental Health\u003c/a> Mayra wants to raise awareness about the importance of mental health in the Latino community.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZGE2ODk5MjhiMTg1MzAyOTg2NWI4\">Pandemic Positives (Not That Type of Positive)\u003c/a> Catherine talks about how the COVID-19 pandemic has shown us that we all collectively need to be more compassionate, especially in a school setting.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://youthmedia.kqed.org/showcase\">Explore more student stories on the Youth Media Showcase\u003c/a>.\u003c/p>\n\u003ch3>More Ways to Normalize Talking About Mental Health\u003c/h3>\n\u003cp>Peer Health Exchange’s \u003ca href=\"https://www.selfsea.org/\">selfsea \u003c/a>is a peer-to-peer platform with free resources, support, and stories from young people who’ve been there. selfsea is for young people aged 13-18 designed as a safe space to discuss and share knowledge on identity, mental health, and sexual health.\u003c/p>\n\u003cp>These \u003cem>Above the Noise\u003c/em> episodes can help destigmatize mental health and bring facts and research into classroom conversation.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ca.pbslearningmedia.org/resource/suicide-prevention-how-can-schools-help/suicide-prevention-how-can-schools-help/\">What Can Schools Do to Support Mental Health and Prevent Suicide?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ca.pbslearningmedia.org/resource/why-is-each-generation-getting-lonelier/above-the-noise-video/\">Why Is Gen Z So Lonely, And What Can Be Done About It?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ca.pbslearningmedia.org/resource/adhd-medication-use-and-abuse/above-the-noise-video/\">What If You Take ADHD Drugs And You Don’t Have ADHD?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ca.pbslearningmedia.org/resource/survival-guide-family-stress-above-the-noise/above-the-noise/\">Survival Guide: How to Handle Family Stress\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ca.pbslearningmedia.org/resource/screen-time-above-the-noise/screen-time-above-the-noise/\">Screen Time: How Much Is Too Much?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>“Every school, it seems, has a moment that crystallizes the crisis facing America’s youth and the pressure it is putting on educators. For one middle school counselor in rural California, it came this year after a suicide prevention seminar, when 200 students emerged saying they needed help. Many were sixth graders.” –\u003ca href=\"https://apnews.com/article/buffalo-supermarket-shooting-covid-health-education-suicide-prevention-0ef4bbf0cb9f95ae342076a508cda507\">AP News\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>If you have students in your life right now, you know that the kids are not all right. Compounded crises—from school shootings to the COVID pandemic to the ever-more-visible \u003ca href=\"https://ww2.kqed.org/education/2023/04/14/earth-month-students-solutions-for-saving-the-world/\">harms of climate change\u003c/a>—have accelerated a trend of increasing rates of anxiety and depression in students. As adults, we have a responsibility to know the facts and to act, but we also have an opportunity to \u003cem>listen to and learn from the lived experiences of young people\u003c/em>.\u003c/p>\n\u003ch1>Youth Voices Normalizing Mental Health\u003c/h1>\n\u003cp>We invite you to listen and learn from these stories by middle and high school students published on the KQED Youth Media Showcase \u003ca href=\"https://youthmedia.kqed.org/playlist/mental-health\"> Mental Health playlist\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Understanding the Need for More Mental Health Support\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2NzEwYmZkYTEyN2Y3NzBkMDk1ZThh\">Do schools actually care about our mental health?\u003c/a> Diana proposes ways schools can step up to help students.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjIxN2MyZjhhMDhiYTAwNDJmMGUxN2I0\">Mental illness in youth\u003c/a> Anya focuses on the need to normalize getting help for mental illness and increasing availability of resources.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZTI4MjUxOTQ3ODE0ZDIxMWJmMjVh\">The Importance of Mental Health Resources\u003c/a> Ciara proposes solutions for how schools can better support students’ mental health.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Grades and Burn Out\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2MDdlZmFkNzg0MjIxZTkzOGZmZTkz\">Is the grading system burning out students all over the world?\u003c/a> Malorie highlights how the grading system can profoundly affect students’ well being.\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZGMyNTUxOTQ3ODE0ZDIxMWJmMjU0\">Student Stress and Mental Health\u003c/a> Nhuahao shares how the pressure of homework and extracurriculars caused burn out.\u003c/li>\n\u003cli>\u003ca 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"headTitle": "Behind the Scenes at Youth Takeover 2022 | KQED",
"content": "\u003cblockquote>\u003cp>Students share what it’s really like to be part of the Takeover\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://www.kqed.org/youthtakeover\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Youth Takeover\u003c/a> is a year-long program that partners with high school classrooms to support students as they write, perform and produce audio feature stories destined for KQED’s broadcast, podcast, and online programming. Students get hands-on experience using the tools and programs journalists use to record and produce original audio pieces. Some classrooms also visit the KQED headquarters in San Francisco to get to experience our production studios and use KQED equipment to produce their stories.\u003c/p>\n\u003cp>Get a glimpse into what this was like through students’ reflections and check out their original media creations linked below!\u003c/p>\n\u003ch2>Stories from Behind-the-Scenes\u003c/h2>\n\u003ctable style=\"height: 1417px\" width=\"476\">\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjIxNTVkYzhkMjRjNTEyN2EzYjQwMGNl\" target=\"_blank\" rel=\"noopener noreferrer\">Vanessa Lule, Independent High School \u003c/a>\u003c/strong>\n\u003cfigure id=\"attachment_535805\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535805 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/04/Vanessa-L-Image-2--160x104.jpeg\" alt=\"\" width=\"160\" height=\"104\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--160x104.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--800x519.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--1020x662.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--768x498.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--1536x997.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--2048x1329.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--1920x1246.jpeg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Vanessa Lule recording on the roof deck at KQED. (Amanda Vigil / KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“KQED Youth Takeover in Mr. Chelsky’s class at Independence High school was a great experience for developing my media skills and confidence. Being able to record my own podcast with my own perspective on the topic made me more interested in the course. I was excited by the opportunity to submit my own podcast to be on the KQED Youth Media Challenge Showcase. I had fun seeing the behind-the-scenes work and participating in a few audio activities. By taking this media course and visiting KQED, I feel much more confident in my skills and even in pursuing a career in this field.”\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZTAzMWI5MjhiMTg1MzAyOTg2NWRi\" target=\"_blank\" rel=\"noopener noreferrer\">Samantha Ruiz, Hilltop High School \u003c/a>\u003c/strong>\n\u003cfigure id=\"attachment_535807\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535807 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/04/Samantha-Ruiz-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-1920x1440.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Samantha Ruiz (Amanda Vigil / KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“KQED’s Youth Takeover has allowed me to spread my perspective on motherhood and forgiveness on a large scale through the podcast medium. Expressing myself through this podcast has allowed me to speak with honesty about a painful moment in my life. My hope is that it will encourage other people to share their story and teach others how to voice their trauma and begin to overcome it.”\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZGIxMTExOTQ3ODE0ZDIxMWJmMjUz\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Buks, George Washington High School \u003c/a>\u003c/strong>\n\u003cfigure id=\"attachment_535810\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535810 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-160x171.jpg\" alt=\"\" width=\"160\" height=\"171\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-160x171.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-800x853.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-1020x1088.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-768x819.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-1440x1536.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Steven Buks (Amanda Vigil / KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“I am very grateful to KQED for giving me and my peers the opportunity to project ourselves to a wider audience [through Youth Takeover]. I also really enjoyed the field trip to KQED HQ as I was able to see the technical aspects of how media is made and the effects it has on others.”\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1MDc5ZThlZjA2MTk1MDdiMmQyYjI3\" target=\"_blank\" rel=\"noopener noreferrer\">Emerald Yu, Abraham Lincoln High School \u003c/a>\u003c/strong>\n\u003cfigure id=\"attachment_535808\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535808 size-thumbnail\" style=\"font-weight: bold;background-color: transparent;color: #767676\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-160x152.png\" alt=\"\" width=\"160\" height=\"152\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-160x152.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-800x758.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-1020x966.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-768x728.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-1536x1455.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-2048x1940.png 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-1920x1819.png 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Emerald Yu (Amanda Vigil / KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“I had so much fun using field recording equipment during our field trip to KQED headquarters! It was fun and educational. My podcast captures a part of me that I want to remember. I put a lot of thought into what I said and what I left out. I want [my podcast] to inspire others.”\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cstrong>\u003ca href=\"https://www.kqed.org/perspectives/201601141941/jessica-lin-i-think-i-have-depression\" target=\"_blank\" rel=\"noopener noreferrer\">Jessie Lin, Woodside High School \u003c/a>\u003c/strong>\n\u003cfigure id=\"attachment_535812\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535812 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/04/Jessie-Lin-_-crop-160x161.png\" alt=\"\" width=\"160\" height=\"161\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Jessie-Lin-_-crop-160x161.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Jessie-Lin-_-crop.png 709w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Jessie Lin (Amanda Vigil / KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“I was thrilled when I first heard that KQED was teaming up with my journalism class to write a Perspective. I remember our first drafts being looked over by the Youth Media team and they were giving us small tips and honest feedback, allowing us to grow. I felt like a kid in a candy store when we hopped into a bus headed for the headquarters. I remember waking up early to hear my piece when it finally aired. I was so happy and proud, but what I didn’t know was that many others related to my story. I remember my social media blowing up with friends and family showering the piece with praise and I got a message from an old friend saying that my Perspective made them feel a little bit less alone in the world.”\u003c/p>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003ch2>Teachers: Get involved!\u003c/h2>\n\u003cp>Sound like an incredible opportunity for your students? Applications are open for the 2022-23 Youth Takeover Cohort. If you are a high school educator in the nine Bay Area counties and want to amplify your students’ voices, \u003ca href=\"https://docs.google.com/forms/d/1s2tcKMuoOOLx0qixlvt0P4tu_62zA1YrGmW4-N-NmX8/edit?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">apply now\u003c/a>! If you’re not in the Bay Area and interested in sharing your students’ voices with a greater audience, check out our \u003ca href=\"https://learn.kqed.org/challenges/teachers\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Youth Media Challenges\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>Students share what it’s really like to be part of the Takeover\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://www.kqed.org/youthtakeover\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Youth Takeover\u003c/a> is a year-long program that partners with high school classrooms to support students as they write, perform and produce audio feature stories destined for KQED’s broadcast, podcast, and online programming. Students get hands-on experience using the tools and programs journalists use to record and produce original audio pieces. Some classrooms also visit the KQED headquarters in San Francisco to get to experience our production studios and use KQED equipment to produce their stories.\u003c/p>\n\u003cp>Get a glimpse into what this was like through students’ reflections and check out their original media creations linked below!\u003c/p>\n\u003ch2>Stories from Behind-the-Scenes\u003c/h2>\n\u003ctable style=\"height: 1417px\" width=\"476\">\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjIxNTVkYzhkMjRjNTEyN2EzYjQwMGNl\" target=\"_blank\" rel=\"noopener noreferrer\">Vanessa Lule, Independent High School \u003c/a>\u003c/strong>\n\u003cfigure id=\"attachment_535805\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535805 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/04/Vanessa-L-Image-2--160x104.jpeg\" alt=\"\" width=\"160\" height=\"104\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--160x104.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--800x519.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--1020x662.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--768x498.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--1536x997.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--2048x1329.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Vanessa-L-Image-2--1920x1246.jpeg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Vanessa Lule recording on the roof deck at KQED. (Amanda Vigil / KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“KQED Youth Takeover in Mr. Chelsky’s class at Independence High school was a great experience for developing my media skills and confidence. Being able to record my own podcast with my own perspective on the topic made me more interested in the course. I was excited by the opportunity to submit my own podcast to be on the KQED Youth Media Challenge Showcase. I had fun seeing the behind-the-scenes work and participating in a few audio activities. By taking this media course and visiting KQED, I feel much more confident in my skills and even in pursuing a career in this field.”\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZTAzMWI5MjhiMTg1MzAyOTg2NWRi\" target=\"_blank\" rel=\"noopener noreferrer\">Samantha Ruiz, Hilltop High School \u003c/a>\u003c/strong>\n\u003cfigure id=\"attachment_535807\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535807 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/04/Samantha-Ruiz-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Samantha-Ruiz-1920x1440.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Samantha Ruiz (Amanda Vigil / KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“KQED’s Youth Takeover has allowed me to spread my perspective on motherhood and forgiveness on a large scale through the podcast medium. Expressing myself through this podcast has allowed me to speak with honesty about a painful moment in my life. My hope is that it will encourage other people to share their story and teach others how to voice their trauma and begin to overcome it.”\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1ZGIxMTExOTQ3ODE0ZDIxMWJmMjUz\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Buks, George Washington High School \u003c/a>\u003c/strong>\n\u003cfigure id=\"attachment_535810\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535810 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-160x171.jpg\" alt=\"\" width=\"160\" height=\"171\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-160x171.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-800x853.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-1020x1088.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-768x819.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518-1440x1536.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/IMG-3067-scaled-e1651124526518.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Steven Buks (Amanda Vigil / KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“I am very grateful to KQED for giving me and my peers the opportunity to project ourselves to a wider audience [through Youth Takeover]. I also really enjoyed the field trip to KQED HQ as I was able to see the technical aspects of how media is made and the effects it has on others.”\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjI1MDc5ZThlZjA2MTk1MDdiMmQyYjI3\" target=\"_blank\" rel=\"noopener noreferrer\">Emerald Yu, Abraham Lincoln High School \u003c/a>\u003c/strong>\n\u003cfigure id=\"attachment_535808\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535808 size-thumbnail\" style=\"font-weight: bold;background-color: transparent;color: #767676\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-160x152.png\" alt=\"\" width=\"160\" height=\"152\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-160x152.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-800x758.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-1020x966.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-768x728.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-1536x1455.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-2048x1940.png 2048w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Emerald-Yu-Abraham-Lincoln-High-SF-1920x1819.png 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Emerald Yu (Amanda Vigil / KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“I had so much fun using field recording equipment during our field trip to KQED headquarters! It was fun and educational. My podcast captures a part of me that I want to remember. I put a lot of thought into what I said and what I left out. I want [my podcast] to inspire others.”\u003c/p>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cstrong>\u003ca href=\"https://www.kqed.org/perspectives/201601141941/jessica-lin-i-think-i-have-depression\" target=\"_blank\" rel=\"noopener noreferrer\">Jessie Lin, Woodside High School \u003c/a>\u003c/strong>\n\u003cfigure id=\"attachment_535812\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-535812 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/38/2022/04/Jessie-Lin-_-crop-160x161.png\" alt=\"\" width=\"160\" height=\"161\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Jessie-Lin-_-crop-160x161.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2022/04/Jessie-Lin-_-crop.png 709w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Jessie Lin (Amanda Vigil / KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“I was thrilled when I first heard that KQED was teaming up with my journalism class to write a Perspective. I remember our first drafts being looked over by the Youth Media team and they were giving us small tips and honest feedback, allowing us to grow. I felt like a kid in a candy store when we hopped into a bus headed for the headquarters. I remember waking up early to hear my piece when it finally aired. I was so happy and proud, but what I didn’t know was that many others related to my story. I remember my social media blowing up with friends and family showering the piece with praise and I got a message from an old friend saying that my Perspective made them feel a little bit less alone in the world.”\u003c/p>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003ch2>Teachers: Get involved!\u003c/h2>\n\u003cp>Sound like an incredible opportunity for your students? Applications are open for the 2022-23 Youth Takeover Cohort. If you are a high school educator in the nine Bay Area counties and want to amplify your students’ voices, \u003ca href=\"https://docs.google.com/forms/d/1s2tcKMuoOOLx0qixlvt0P4tu_62zA1YrGmW4-N-NmX8/edit?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">apply now\u003c/a>! If you’re not in the Bay Area and interested in sharing your students’ voices with a greater audience, check out our \u003ca href=\"https://learn.kqed.org/challenges/teachers\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Youth Media Challenges\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Land Back: The Indigenous Fight to Reclaim Stolen Lands",
"headTitle": "Land Back: The Indigenous Fight to Reclaim Stolen Lands | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Millenia prior to contact with Colonizers, Indigenous Peoples throughout what is now North America and other parts of the globe were the sovereign caretakers of the land; each tribal nation with their own sustainable practices for obtaining natural resources, and mindful preventative measures that limited the chance of environmental catastrophes. However, with the onset of colonization, Indigenous Peoples were forcibly removed from the picture, and racist policies were enacted to prevent tribal nations from carrying out such traditional practices. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/land-back-indigenous-fight-to-reclaim-lands/above-the-noise-video/\">Explore lesson supports.\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Check out the \u003ca href=\"https://www.kqed.org/reparations\">Reparations in California Project\u003c/a> to understand the importance of Indigenous land reclamation as a form of reparations. \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But some Indigenous communities are reclaiming their power by continuing to demonstrate that humans can share a reciprocal relationship with nature that minimizes negative impacts on the environment. Current \u003c/span>\u003ca href=\"https://ipbes.net/global-assessment\">\u003cspan style=\"font-weight: 400;\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows that \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1462901119301042?via%3Dihub\">\u003cspan style=\"font-weight: 400;\">areas managed by Indigenous communities are as equally healthy as some protected areas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, like our National Parks. With a consistent track record of meeting the needs of the land, why isn’t the United States giving the land back to Indigenous Peoples to manage? And what are Indigenous communities doing to not only combat climate change but reclaim stolen land?\u003c/span>\u003c/p>\n\u003cp>\u003cb>How Were Indigenous Peoples Removed From Their Ancestral Homelands?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Historically, Indigenous People are viewed as an inconvenience to Western expansion, and the creation of National Parks isn’t an exception to this narrative. Colonizers forcibly removed Native Americans from their ancestral homelands utilizing a variety of tactics: starving tribes by destroying their food sources, tricking tribal leaders into signing treaties, and murdering entire Indigenous communities. \u003c/span>\u003ca href=\"https://www.theguardian.com/commentisfree/2021/nov/15/new-england-once-hunted-and-humans-for-money-were-descendents-of-the-survivors\">\u003cspan style=\"font-weight: 400;\">(Which, was perfectly legal and people were often monetarily compensated for doing this dirty work.)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Between the 1600s through the early 1900s the government paid people the equivalent of $12,000 in today’s currency per scalp of each Indigenous man and HALF of that for each Indigenous woman. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What Is The Land Back Movement? \u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">An Indigenous-led environmental, cultural and political movement that seeks to place Indigenous land back in Indigenous hands. The concept for this movement began when Colonizers first came into contact with Indigenous tribes over 500 years ago, and tribes fiercely defended their sovereign right over their ancestral territories. However, Land Back as a movement with the power to mobilize not only different Indigenous communities, but non-Indigenous allies in the fight against environmental injustice, was catapulted into broader mainstream consciousness in recent years. #LandBack began trending on social media during the height of the No Dakota Access Pipeline (#NODAPL) protests on the Standing Rock Sioux Reservation between 2016 and 2017, which helped highlight the struggles Indigenous communities were facing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Following the protests at Mt. Rushmore in July of 2020, the Indigenous organization \u003c/span>\u003ca href=\"https://ndncollective.org/\">\u003cspan style=\"font-weight: 400;\">NDN Collective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> created a formal Land Back campaign that launched later that same year. Although acquiring sovereignty over stolen lands is a key goal, Land Back seeks to heal and reclaim other things that are connected to land reclamation: languages and ceremonies, governmental sovereignty, food, and housing security; equitable access to healthcare and education. All part of a larger goal to dismantle white supremacy and uplift BIPOC groups.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What Are The Key Differences Between Colonial and Indigenous Land Management?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">There are two big differences between the Indigenous and Colonizer relationship with nature. Historically, the general vibe of Colonizer culture as modeled in the Bible is that nature is something to control and dominate: “Be fruitful and multiply, and fill the earth and subdue it, and have dominion over the fish of the sea and over the birds of the air and over every living thing that moves upon the earth. (Genesis, 1:26-28)” In contrast, many Indigenous tribes believe in a cosmological relationship with all things and value reciprocity between themselves and the land. Human beings are viewed as equal to nature, not above it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Can Indigenous Land Stewardship Mitigate Climate Change?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Research shows that lands managed by Indigenous communities in \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1462901119301042?via%3Dihub\">\u003cspan style=\"font-weight: 400;\">Brazil, Australia, and Canada \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">are equally and sometimes even MORE biodiverse than special conservation lands managed by the governments. \u003c/span>\u003ca href=\"https://blog.arcadia.com/indigenous-climate-activists-to-know/\">\u003cspan style=\"font-weight: 400;\">Indigenous Environmental Network and Oil Change International\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> discovered that \u003c/span>\u003ca href=\"https://grist.org/protest/indigenous-resistance-has-cut-u-s-and-canadas-annual-emissions/\">\u003cspan style=\"font-weight: 400;\">Indigenous-led actions against fossil fuel projects in the US and Canada have prevented or delayed a quarter of annual carbon dioxide emissions from both countries.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Examples of Indigenous Land Reclamation \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Esselen tribe purchased\u003c/span> \u003ca href=\"https://www.theguardian.com/us-news/2020/jul/28/northern-california-esselen-tribe-regains-land-250-years\">\u003cspan style=\"font-weight: 400;\">1,200 acres in Big Sur, California\u003c/span> \u003cspan style=\"font-weight: 400;\">after 250 years\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400;\">to be used for educational, cultural, and conservation purposes. \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/01/26/us/california-redwoods-native-american-conservation.html\">\u003cspan style=\"font-weight: 400;\">In January of this year, \u003c/span>\u003cspan style=\"font-weight: 400;\">the group Save the Redwoods League, purchased 523 acres of forest in Mendocino County and then transferred ownership of the property to the Intertribal Sinkyone Wilderness Council, which consists of a group of 10 Native tribes who will serve as the protectors of the land in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">partnership \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">with the League.\u003c/span>\u003c/a>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These success stories demonstrate that adopting Indigenous land stewardship practices and returning land back to Indigenous people is not only beneficial to all, but possible.\u003c/span>\u003c/p>\n\u003cp>\u003cb>SOURCES:\u003c/b>\u003c/p>\n\u003cp>\u003cb>Landback\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://landback.org/\">\u003cspan style=\"font-weight: 400;\">https://landback.org/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>NDN Collective: LandBack\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://ndncollective.org/ndn-collective-landback-campaign-launching-on-indigenous-peoples-day-2020/\">\u003cspan style=\"font-weight: 400;\">https://ndncollective.org/ndn-collective-landback-campaign-launching-on-indigenous-peoples-day-2020/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Indigenous Climate Action\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.indigenousclimateaction.com/\">\u003cspan style=\"font-weight: 400;\">https://www.indigenousclimateaction.com/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Stop Line 3\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.stopline3.org/\">\u003cspan style=\"font-weight: 400;\">https://www.stopline3.org/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Seven Indigenous Climate Activists You Should Know About\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://blog.arcadia.com/indigenous-climate-activists-to-know/\">\u003cspan style=\"font-weight: 400;\">https://blog.arcadia.com/indigenous-climate-activists-to-know/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>International Indigenous Youth Council\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://indigenousyouth.org/\">\u003cspan style=\"font-weight: 400;\">https://indigenousyouth.org/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Indigenous Environmental Network\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ienearth.org/\">\u003cspan style=\"font-weight: 400;\">https://www.ienearth.org/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Return the National Parks to the Tribes\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2021/05/return-the-national-parks-to-the-tribes/618395/\">\u003cspan style=\"font-weight: 400;\">https://www.theatlantic.com/magazine/archive/2021/05/return-the-national-parks-to-the-tribes/618395/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>National Parks Should Be Controlled By Indigenous Tribes, One Writer Argues\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/04/15/987787685/national-parks-should-be-controlled-by-indigenous-tribes-one-writer-argues\">\u003cspan style=\"font-weight: 400;\">https://www.npr.org/2021/04/15/987787685/national-parks-should-be-controlled-by-indigenous-tribes-one-writer-argues\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>This Land Is Their Land\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npca.org/articles/2742-this-land-is-their-land\">\u003cspan style=\"font-weight: 400;\">https://www.npca.org/articles/2742-this-land-is-their-land\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Should Native Americans control national Parks? Examining an argument for reparations.\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbs.org/newshour/show/should-native-americans-control-national-parks-examining-an-argument-for-reparations\">\u003cspan style=\"font-weight: 400;\">https://www.pbs.org/newshour/show/should-native-americans-control-national-parks-examining-an-argument-for-reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Ethnic Cleansing and America’s Creation of National Parks\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1267&context=plrlr\">\u003cspan style=\"font-weight: 400;\">https://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1267&context=plrlr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>National Parks are beautiful, but the way they were created isn’t.\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://timeline.com/national-parks-native-americans-56b0dad62c9d\">\u003cspan style=\"font-weight: 400;\">https://timeline.com/national-parks-native-americans-56b0dad62c9d\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>There’s A Global Plan to Conserve Nature. Indigenous People Could Lead the Way.\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2021/03/11/climate/nature-conservation-30-percent.html\">\u003cspan style=\"font-weight: 400;\">https://www.nytimes.com/2021/03/11/climate/nature-conservation-30-percent.html\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Why Protecting Indigenous Communities Can Also Help Save the Earth\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/climate-academy/2020/oct/12/indigenous-communities-protect-biodiversity-curb-climate-crisis\">\u003cspan style=\"font-weight: 400;\">https://www.theguardian.com/climate-academy/2020/oct/12/indigenous-communities-protect-biodiversity-curb-climate-crisis\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Don’t Downplay the Role of Indigenous People\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/dont-downplay-the-role-of-indigenous-people-in-molding-the-ecological-landscape/#:~:text=Similarly%2C%20Native%20Americans%20burned%20the,seal%20it%20with%20sticky%20resin\">\u003cspan style=\"font-weight: 400;\">https://www.scientificamerican.com/article/dont-downplay-the-role-of-indigenous-people-in-molding-the-ecological-landscape/#:~:text=Similarly%2C%20Native%20Americans%20burned%20the,seal%20it%20with%20sticky%20resin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Study: Indigenous resistance has staved off 25% of U.S. and Canada’s annual emissions\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://grist.org/protest/indigenous-resistance-has-cut-u-s-and-canadas-annual-emissions/\">\u003cspan style=\"font-weight: 400;\">https://grist.org/protest/indigenous-resistance-has-cut-u-s-and-canadas-annual-emissions/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.iisd.org/articles/indigenous-protected-areas-way-meet-human-and-environmental-challenges\">\u003cspan style=\"font-weight: 400;\">https://www.iisd.org/articles/indigenous-protected-areas-way-meet-human-and-environmental-challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Redwood Forest in California is Returned to Native Tribes\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2022/01/26/us/california-redwoods-native-american-conservation.html\">\u003cspan style=\"font-weight: 400;\">https://www.nytimes.com/2022/01/26/us/california-redwoods-native-american-conservation.html\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Inigenous Peoples Defend the Earth’s Biodiversity – But They’re in Danger\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalgeographic.com/environment/article/can-indigenous-land-stewardship-protect-biodiversity-\">\u003cspan style=\"font-weight: 400;\">https://www.nationalgeographic.com/environment/article/can-indigenous-land-stewardship-protect-biodiversity-\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>What Can Traditional Indigenous Knowledge Teach Us About Changing Our Approach to Human Activity and Environmental Stewardship in Order to Reduce the Severity of Climate Change?\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/publication/328780899_What_Can_Traditional_Indigenous_Knowledge_Teach_Us_About_Changing_Our_Approach_to_Human_Activity_and_Environmental_Stewardship_in_Order_to_Reduce_the_Severity_of_Climate_Change\">\u003cspan style=\"font-weight: 400;\">https://www.researchgate.net/publication/328780899_What_Can_Traditional_Indigenous_Knowledge_Teach_Us_About_Changing_Our_Approach_to_Human_Activity_and_Environmental_Stewardship_in_Order_to_Reduce_the_Severity_of_Climate_Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Braiding Sweetgrass by Robin Wall Kimmerer\u003c/b>\u003c/p>\n\u003cp>\u003cb>Perspective: Indigenous land stewardship holds solutions for the future of the Amazon\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.moore.org/article-detail?newsUrlName=perspective-indigenous-land-stewardship-holds-solutions-for-the-future-of-the-amazon\">\u003cspan style=\"font-weight: 400;\">https://www.moore.org/article-detail?newsUrlName=perspective-indigenous-land-stewardship-holds-solutions-for-the-future-of-the-amazon\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Indigenous experiences in the U.S. with climate change and environmental stewardship in the Anthropocene\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.fs.usda.gov/treesearch/pubs/46584\">\u003cspan style=\"font-weight: 400;\">https://www.fs.usda.gov/treesearch/pubs/46584\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Vertebrate biodiversity on indigenous-managed lands in Australia, Brazil, and Canada equals that in protected areas\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1462901119301042?via%3Dihub\">\u003cspan style=\"font-weight: 400;\">https://www.sciencedirect.com/science/article/abs/pii/S1462901119301042?via%3Dihub\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Forest Gardens Show How Native Land Stewardship Can Outdo Nature\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalgeographic.com/environment/article/forest-gardens-show-how-native-land-stewardship-can-outdo-nature\">\u003cspan style=\"font-weight: 400;\">https://www.nationalgeographic.com/environment/article/forest-gardens-show-how-native-land-stewardship-can-outdo-nature\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Protect indigenous people’s land rights and the whole world will benefit, UN forum declares\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.un.org/pt/desa/protect-indigenous-people%E2%80%99s-land-rights-and-whole-world-will-benefit-un-forum\">\u003cspan style=\"font-weight: 400;\">https://www.un.org/pt/desa/protect-indigenous-people%E2%80%99s-land-rights-and-whole-world-will-benefit-un-forum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Indigenous people are the world’s biggest conservationists, but they rarely get credit for it\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/22518592/indigenous-people-conserve-nature-icca\">\u003cspan style=\"font-weight: 400;\">https://www.vox.com/22518592/indigenous-people-conserve-nature-icca\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>A Brief History of the National Park Service \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=BL4jXLj4N-Y\">\u003cspan style=\"font-weight: 400;\">https://www.youtube.com/watch?v=BL4jXLj4N-Y\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gov. Gavin Newsom floats $100M plan for tribes to buy land\u003c/b>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.smdailyjournal.com/news/state/gov-gavin-newsom-floats-100m-plan-for-tribes-to-buy-land/article_d3806a24-a6fb-11ec-a2ac-533da6f3fa07.html#:~:text=Gavin%20Newsom%20on%20Friday%20proposed,waters%20are%20preserved%20by%202030\">\u003cspan style=\"font-weight: 400;\">https://www.smdailyjournal.com/news/state/gov-gavin-newsom-floats-100m-plan-for-tribes-to-buy-land/article_d3806a24-a6fb-11ec-a2ac-533da6f3fa07.html#:~:text=Gavin%20Newsom%20on%20Friday%20proposed,waters%20are%20preserved%20by%202030\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\n",
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"excerpt": "Indigenous communities across the globe are experts at managing and protecting land. Is it time the U.S. finally returned STOLEN lands back to them?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Millenia prior to contact with Colonizers, Indigenous Peoples throughout what is now North America and other parts of the globe were the sovereign caretakers of the land; each tribal nation with their own sustainable practices for obtaining natural resources, and mindful preventative measures that limited the chance of environmental catastrophes. However, with the onset of colonization, Indigenous Peoples were forcibly removed from the picture, and racist policies were enacted to prevent tribal nations from carrying out such traditional practices. \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/land-back-indigenous-fight-to-reclaim-lands/above-the-noise-video/\">Explore lesson supports.\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Check out the \u003ca href=\"https://www.kqed.org/reparations\">Reparations in California Project\u003c/a> to understand the importance of Indigenous land reclamation as a form of reparations. \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But some Indigenous communities are reclaiming their power by continuing to demonstrate that humans can share a reciprocal relationship with nature that minimizes negative impacts on the environment. Current \u003c/span>\u003ca href=\"https://ipbes.net/global-assessment\">\u003cspan style=\"font-weight: 400;\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> shows that \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1462901119301042?via%3Dihub\">\u003cspan style=\"font-weight: 400;\">areas managed by Indigenous communities are as equally healthy as some protected areas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, like our National Parks. With a consistent track record of meeting the needs of the land, why isn’t the United States giving the land back to Indigenous Peoples to manage? And what are Indigenous communities doing to not only combat climate change but reclaim stolen land?\u003c/span>\u003c/p>\n\u003cp>\u003cb>How Were Indigenous Peoples Removed From Their Ancestral Homelands?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Historically, Indigenous People are viewed as an inconvenience to Western expansion, and the creation of National Parks isn’t an exception to this narrative. Colonizers forcibly removed Native Americans from their ancestral homelands utilizing a variety of tactics: starving tribes by destroying their food sources, tricking tribal leaders into signing treaties, and murdering entire Indigenous communities. \u003c/span>\u003ca href=\"https://www.theguardian.com/commentisfree/2021/nov/15/new-england-once-hunted-and-humans-for-money-were-descendents-of-the-survivors\">\u003cspan style=\"font-weight: 400;\">(Which, was perfectly legal and people were often monetarily compensated for doing this dirty work.)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Between the 1600s through the early 1900s the government paid people the equivalent of $12,000 in today’s currency per scalp of each Indigenous man and HALF of that for each Indigenous woman. \u003c/span>\u003c/p>\n\u003cp>\u003cb>What Is The Land Back Movement? \u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">An Indigenous-led environmental, cultural and political movement that seeks to place Indigenous land back in Indigenous hands. The concept for this movement began when Colonizers first came into contact with Indigenous tribes over 500 years ago, and tribes fiercely defended their sovereign right over their ancestral territories. However, Land Back as a movement with the power to mobilize not only different Indigenous communities, but non-Indigenous allies in the fight against environmental injustice, was catapulted into broader mainstream consciousness in recent years. #LandBack began trending on social media during the height of the No Dakota Access Pipeline (#NODAPL) protests on the Standing Rock Sioux Reservation between 2016 and 2017, which helped highlight the struggles Indigenous communities were facing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Following the protests at Mt. Rushmore in July of 2020, the Indigenous organization \u003c/span>\u003ca href=\"https://ndncollective.org/\">\u003cspan style=\"font-weight: 400;\">NDN Collective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> created a formal Land Back campaign that launched later that same year. Although acquiring sovereignty over stolen lands is a key goal, Land Back seeks to heal and reclaim other things that are connected to land reclamation: languages and ceremonies, governmental sovereignty, food, and housing security; equitable access to healthcare and education. All part of a larger goal to dismantle white supremacy and uplift BIPOC groups.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What Are The Key Differences Between Colonial and Indigenous Land Management?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">There are two big differences between the Indigenous and Colonizer relationship with nature. Historically, the general vibe of Colonizer culture as modeled in the Bible is that nature is something to control and dominate: “Be fruitful and multiply, and fill the earth and subdue it, and have dominion over the fish of the sea and over the birds of the air and over every living thing that moves upon the earth. (Genesis, 1:26-28)” In contrast, many Indigenous tribes believe in a cosmological relationship with all things and value reciprocity between themselves and the land. Human beings are viewed as equal to nature, not above it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Can Indigenous Land Stewardship Mitigate Climate Change?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Research shows that lands managed by Indigenous communities in \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1462901119301042?via%3Dihub\">\u003cspan style=\"font-weight: 400;\">Brazil, Australia, and Canada \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">are equally and sometimes even MORE biodiverse than special conservation lands managed by the governments. \u003c/span>\u003ca href=\"https://blog.arcadia.com/indigenous-climate-activists-to-know/\">\u003cspan style=\"font-weight: 400;\">Indigenous Environmental Network and Oil Change International\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> discovered that \u003c/span>\u003ca href=\"https://grist.org/protest/indigenous-resistance-has-cut-u-s-and-canadas-annual-emissions/\">\u003cspan style=\"font-weight: 400;\">Indigenous-led actions against fossil fuel projects in the US and Canada have prevented or delayed a quarter of annual carbon dioxide emissions from both countries.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Examples of Indigenous Land Reclamation \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Esselen tribe purchased\u003c/span> \u003ca href=\"https://www.theguardian.com/us-news/2020/jul/28/northern-california-esselen-tribe-regains-land-250-years\">\u003cspan style=\"font-weight: 400;\">1,200 acres in Big Sur, California\u003c/span> \u003cspan style=\"font-weight: 400;\">after 250 years\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400;\">to be used for educational, cultural, and conservation purposes. \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/01/26/us/california-redwoods-native-american-conservation.html\">\u003cspan style=\"font-weight: 400;\">In January of this year, \u003c/span>\u003cspan style=\"font-weight: 400;\">the group Save the Redwoods League, purchased 523 acres of forest in Mendocino County and then transferred ownership of the property to the Intertribal Sinkyone Wilderness Council, which consists of a group of 10 Native tribes who will serve as the protectors of the land in \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">partnership \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">with the League.\u003c/span>\u003c/a>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">These success stories demonstrate that adopting Indigenous land stewardship practices and returning land back to Indigenous people is not only beneficial to all, but possible.\u003c/span>\u003c/p>\n\u003cp>\u003cb>SOURCES:\u003c/b>\u003c/p>\n\u003cp>\u003cb>Landback\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://landback.org/\">\u003cspan style=\"font-weight: 400;\">https://landback.org/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>NDN Collective: LandBack\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://ndncollective.org/ndn-collective-landback-campaign-launching-on-indigenous-peoples-day-2020/\">\u003cspan style=\"font-weight: 400;\">https://ndncollective.org/ndn-collective-landback-campaign-launching-on-indigenous-peoples-day-2020/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Indigenous Climate Action\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.indigenousclimateaction.com/\">\u003cspan style=\"font-weight: 400;\">https://www.indigenousclimateaction.com/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Stop Line 3\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.stopline3.org/\">\u003cspan style=\"font-weight: 400;\">https://www.stopline3.org/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Seven Indigenous Climate Activists You Should Know About\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://blog.arcadia.com/indigenous-climate-activists-to-know/\">\u003cspan style=\"font-weight: 400;\">https://blog.arcadia.com/indigenous-climate-activists-to-know/\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>International Indigenous Youth Council\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://indigenousyouth.org/\">\u003cspan style=\"font-weight: 400;\">https://indigenousyouth.org/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Indigenous Environmental Network\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ienearth.org/\">\u003cspan style=\"font-weight: 400;\">https://www.ienearth.org/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Return the National Parks to the Tribes\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2021/05/return-the-national-parks-to-the-tribes/618395/\">\u003cspan style=\"font-weight: 400;\">https://www.theatlantic.com/magazine/archive/2021/05/return-the-national-parks-to-the-tribes/618395/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>National Parks Should Be Controlled By Indigenous Tribes, One Writer Argues\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/04/15/987787685/national-parks-should-be-controlled-by-indigenous-tribes-one-writer-argues\">\u003cspan style=\"font-weight: 400;\">https://www.npr.org/2021/04/15/987787685/national-parks-should-be-controlled-by-indigenous-tribes-one-writer-argues\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>This Land Is Their Land\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npca.org/articles/2742-this-land-is-their-land\">\u003cspan style=\"font-weight: 400;\">https://www.npca.org/articles/2742-this-land-is-their-land\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Should Native Americans control national Parks? Examining an argument for reparations.\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbs.org/newshour/show/should-native-americans-control-national-parks-examining-an-argument-for-reparations\">\u003cspan style=\"font-weight: 400;\">https://www.pbs.org/newshour/show/should-native-americans-control-national-parks-examining-an-argument-for-reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Ethnic Cleansing and America’s Creation of National Parks\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1267&context=plrlr\">\u003cspan style=\"font-weight: 400;\">https://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1267&context=plrlr\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>National Parks are beautiful, but the way they were created isn’t.\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://timeline.com/national-parks-native-americans-56b0dad62c9d\">\u003cspan style=\"font-weight: 400;\">https://timeline.com/national-parks-native-americans-56b0dad62c9d\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>There’s A Global Plan to Conserve Nature. Indigenous People Could Lead the Way.\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2021/03/11/climate/nature-conservation-30-percent.html\">\u003cspan style=\"font-weight: 400;\">https://www.nytimes.com/2021/03/11/climate/nature-conservation-30-percent.html\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Why Protecting Indigenous Communities Can Also Help Save the Earth\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/climate-academy/2020/oct/12/indigenous-communities-protect-biodiversity-curb-climate-crisis\">\u003cspan style=\"font-weight: 400;\">https://www.theguardian.com/climate-academy/2020/oct/12/indigenous-communities-protect-biodiversity-curb-climate-crisis\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Don’t Downplay the Role of Indigenous People\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/dont-downplay-the-role-of-indigenous-people-in-molding-the-ecological-landscape/#:~:text=Similarly%2C%20Native%20Americans%20burned%20the,seal%20it%20with%20sticky%20resin\">\u003cspan style=\"font-weight: 400;\">https://www.scientificamerican.com/article/dont-downplay-the-role-of-indigenous-people-in-molding-the-ecological-landscape/#:~:text=Similarly%2C%20Native%20Americans%20burned%20the,seal%20it%20with%20sticky%20resin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Study: Indigenous resistance has staved off 25% of U.S. and Canada’s annual emissions\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://grist.org/protest/indigenous-resistance-has-cut-u-s-and-canadas-annual-emissions/\">\u003cspan style=\"font-weight: 400;\">https://grist.org/protest/indigenous-resistance-has-cut-u-s-and-canadas-annual-emissions/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.iisd.org/articles/indigenous-protected-areas-way-meet-human-and-environmental-challenges\">\u003cspan style=\"font-weight: 400;\">https://www.iisd.org/articles/indigenous-protected-areas-way-meet-human-and-environmental-challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Redwood Forest in California is Returned to Native Tribes\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2022/01/26/us/california-redwoods-native-american-conservation.html\">\u003cspan style=\"font-weight: 400;\">https://www.nytimes.com/2022/01/26/us/california-redwoods-native-american-conservation.html\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Inigenous Peoples Defend the Earth’s Biodiversity – But They’re in Danger\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalgeographic.com/environment/article/can-indigenous-land-stewardship-protect-biodiversity-\">\u003cspan style=\"font-weight: 400;\">https://www.nationalgeographic.com/environment/article/can-indigenous-land-stewardship-protect-biodiversity-\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>What Can Traditional Indigenous Knowledge Teach Us About Changing Our Approach to Human Activity and Environmental Stewardship in Order to Reduce the Severity of Climate Change?\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/publication/328780899_What_Can_Traditional_Indigenous_Knowledge_Teach_Us_About_Changing_Our_Approach_to_Human_Activity_and_Environmental_Stewardship_in_Order_to_Reduce_the_Severity_of_Climate_Change\">\u003cspan style=\"font-weight: 400;\">https://www.researchgate.net/publication/328780899_What_Can_Traditional_Indigenous_Knowledge_Teach_Us_About_Changing_Our_Approach_to_Human_Activity_and_Environmental_Stewardship_in_Order_to_Reduce_the_Severity_of_Climate_Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Braiding Sweetgrass by Robin Wall Kimmerer\u003c/b>\u003c/p>\n\u003cp>\u003cb>Perspective: Indigenous land stewardship holds solutions for the future of the Amazon\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.moore.org/article-detail?newsUrlName=perspective-indigenous-land-stewardship-holds-solutions-for-the-future-of-the-amazon\">\u003cspan style=\"font-weight: 400;\">https://www.moore.org/article-detail?newsUrlName=perspective-indigenous-land-stewardship-holds-solutions-for-the-future-of-the-amazon\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Indigenous experiences in the U.S. with climate change and environmental stewardship in the Anthropocene\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.fs.usda.gov/treesearch/pubs/46584\">\u003cspan style=\"font-weight: 400;\">https://www.fs.usda.gov/treesearch/pubs/46584\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Vertebrate biodiversity on indigenous-managed lands in Australia, Brazil, and Canada equals that in protected areas\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1462901119301042?via%3Dihub\">\u003cspan style=\"font-weight: 400;\">https://www.sciencedirect.com/science/article/abs/pii/S1462901119301042?via%3Dihub\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Forest Gardens Show How Native Land Stewardship Can Outdo Nature\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nationalgeographic.com/environment/article/forest-gardens-show-how-native-land-stewardship-can-outdo-nature\">\u003cspan style=\"font-weight: 400;\">https://www.nationalgeographic.com/environment/article/forest-gardens-show-how-native-land-stewardship-can-outdo-nature\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Protect indigenous people’s land rights and the whole world will benefit, UN forum declares\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.un.org/pt/desa/protect-indigenous-people%E2%80%99s-land-rights-and-whole-world-will-benefit-un-forum\">\u003cspan style=\"font-weight: 400;\">https://www.un.org/pt/desa/protect-indigenous-people%E2%80%99s-land-rights-and-whole-world-will-benefit-un-forum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Indigenous people are the world’s biggest conservationists, but they rarely get credit for it\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/22518592/indigenous-people-conserve-nature-icca\">\u003cspan style=\"font-weight: 400;\">https://www.vox.com/22518592/indigenous-people-conserve-nature-icca\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cb>A Brief History of the National Park Service \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=BL4jXLj4N-Y\">\u003cspan style=\"font-weight: 400;\">https://www.youtube.com/watch?v=BL4jXLj4N-Y\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gov. Gavin Newsom floats $100M plan for tribes to buy land\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"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",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "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",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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},
"soldout": {
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