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"title": "A Visualization of How Much It Costs to Live in California",
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"content": "\u003cp>Living in California may cost you more than you anticipated. Currently, the minimum wage in California is $8, but research shows a California resident needs to make $11/hour to pay for basic living expenses. Explore these interactive infographs created by KQED’s The Lowdown, with the help of Amy K. Glasmeier, an urban planning professor at the Massachusetts Institute of Technology, that show estimated monthly costs of basic expenses and the annual income needed to afford these expenses in different households.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/07/Flag_of_California.svg_1.png\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2013/07/23/calculating-the-real-cost-of-living-in-calfornia/\" target=\"_blank\" rel=\"noopener\">How Much Does it Really Cost to Live in California?\u003c/a>How Much Does it Really Cost to Live in California? Includes interactive infographic California’s statewide minimum wage is $8/hour. But in order to pay for basic living expenses, a single California resident with no children actually needs to make more like $11.20/hour. This is an estimate of what’s called a living wage.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2013%2F07%2F23%2Fcalculating-the-real-cost-of-living-in-calfornia%2F\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif'\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cp>● calculate weekly and monthly pay given hourly pay\u003c/p>\n\u003cp>● determine whether monthly pay is sufficient to cover living expenses\u003c/p>\n\u003cp>● define minimum wage and living wage\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 5.MD.A.1, 6.RP.A.3b, 7.RP.A.2c, 7.RP.A.3\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Minimum wage, living wage\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> For the class: one computer with Internet access and a large monitor; per two to four students: computer\u003c/p>\n\u003cp>\u003cstrong>Preparation:\u003c/strong> Find out the minimum hourly wage in your state and the hourly rate for local low-wage jobs. Estimate minimum monthly costs of food, health insurance, housing, and transportation for a single adult. Optional: For student research, you may gather relevant resources showing costs.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Ask students about their experiences with hourly pay. Ask, Who works for pay or has an older sibling who does? What do you/they do? What does a babysitter (or other jobs mentioned) earn per hour?\u003c/p>\n\u003cp>As needed, supply information on typical low-wage hourly jobs.\u003c/p>\n\u003cp>Ask students to calculate weekly (40 hours) and monthly (4 weeks) pay for a couple of the suggested hourly amounts. For ease of mental calculation, students may round hourly wage to the nearest whole dollar.\u003c/p>\n\u003cp>Explain the concept of minimum wage and tell students what the minimum wage is in your state. Ask students to calculate weekly and monthly pay based on minimum wage.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>2. Could I Live on That? (10–15 minutes, pairs)\u003c/strong>\u003c/p>\n\u003cp>Lead the group in brainstorming categories of living expenses. Tell students that they are babysitters earning $10 per hour, $400 per week, and $1600 per month. Ask, If you live alone, what would you have to use the money for?\u003c/p>\n\u003cp>If students do not suggest housing, food, medical care, and transportation, raise these yourself. Let students know the typical costs for these or distribute the information you gathered so that they can find out themselves.\u003c/p>\n\u003cp>Next, pose this challenge to students: If you are making minimum wage, will you earn enough to cover your monthly expenses? In other words, is minimum wage a living wage? If it’s not enough, how much more would you need each month?\u003c/p>\n\u003cp>As students work, circulate to check that they are choosing appropriate calculations and to encourage them to organize their work so someone else could follow their steps.\u003c/p>\n\u003cp>Wrap up by asking students to share their conclusions and reasoning.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>3. Conclusion: Comparing with California (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Engage students in a discussion comparing minimum wage vs. living wage in California in 2013. Students should view the infographic as a class or in groups of two to four per computer. Prompt discussion with the following questions:\u003c/p>\n\u003cp>● How is this information similar to/different from what we found out about our area?\u003c/p>\n\u003cp>● What do you think “average” costs mean for California? Could there be some places in California that are more or less expensive?\u003c/p>\n\u003cp>● (For those students who live in California) How do you think our area compares to the rest of the state?\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Activity Extension:\u003c/strong> Have students use the “living wage calculator” component of the infographic to compare their findings with costs that economists have determined for their local area and state.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Living in California may cost you more than you anticipated. Currently, the minimum wage in California is $8, but research shows a California resident needs to make $11/hour to pay for basic living expenses. Explore these interactive infographs created by KQED’s The Lowdown, with the help of Amy K. Glasmeier, an urban planning professor at the Massachusetts Institute of Technology, that show estimated monthly costs of basic expenses and the annual income needed to afford these expenses in different households.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/07/Flag_of_California.svg_1.png\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2013/07/23/calculating-the-real-cost-of-living-in-calfornia/\" target=\"_blank\" rel=\"noopener\">How Much Does it Really Cost to Live in California?\u003c/a>How Much Does it Really Cost to Live in California? Includes interactive infographic California’s statewide minimum wage is $8/hour. But in order to pay for basic living expenses, a single California resident with no children actually needs to make more like $11.20/hour. This is an estimate of what’s called a living wage.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2013%2F07%2F23%2Fcalculating-the-real-cost-of-living-in-calfornia%2F\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif'\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cp>● calculate weekly and monthly pay given hourly pay\u003c/p>\n\u003cp>● determine whether monthly pay is sufficient to cover living expenses\u003c/p>\n\u003cp>● define minimum wage and living wage\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 5.MD.A.1, 6.RP.A.3b, 7.RP.A.2c, 7.RP.A.3\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Minimum wage, living wage\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> For the class: one computer with Internet access and a large monitor; per two to four students: computer\u003c/p>\n\u003cp>\u003cstrong>Preparation:\u003c/strong> Find out the minimum hourly wage in your state and the hourly rate for local low-wage jobs. Estimate minimum monthly costs of food, health insurance, housing, and transportation for a single adult. Optional: For student research, you may gather relevant resources showing costs.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Ask students about their experiences with hourly pay. Ask, Who works for pay or has an older sibling who does? What do you/they do? What does a babysitter (or other jobs mentioned) earn per hour?\u003c/p>\n\u003cp>As needed, supply information on typical low-wage hourly jobs.\u003c/p>\n\u003cp>Ask students to calculate weekly (40 hours) and monthly (4 weeks) pay for a couple of the suggested hourly amounts. For ease of mental calculation, students may round hourly wage to the nearest whole dollar.\u003c/p>\n\u003cp>Explain the concept of minimum wage and tell students what the minimum wage is in your state. Ask students to calculate weekly and monthly pay based on minimum wage.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>2. Could I Live on That? (10–15 minutes, pairs)\u003c/strong>\u003c/p>\n\u003cp>Lead the group in brainstorming categories of living expenses. Tell students that they are babysitters earning $10 per hour, $400 per week, and $1600 per month. Ask, If you live alone, what would you have to use the money for?\u003c/p>\n\u003cp>If students do not suggest housing, food, medical care, and transportation, raise these yourself. Let students know the typical costs for these or distribute the information you gathered so that they can find out themselves.\u003c/p>\n\u003cp>Next, pose this challenge to students: If you are making minimum wage, will you earn enough to cover your monthly expenses? In other words, is minimum wage a living wage? If it’s not enough, how much more would you need each month?\u003c/p>\n\u003cp>As students work, circulate to check that they are choosing appropriate calculations and to encourage them to organize their work so someone else could follow their steps.\u003c/p>\n\u003cp>Wrap up by asking students to share their conclusions and reasoning.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>3. Conclusion: Comparing with California (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Engage students in a discussion comparing minimum wage vs. living wage in California in 2013. Students should view the infographic as a class or in groups of two to four per computer. Prompt discussion with the following questions:\u003c/p>\n\u003cp>● How is this information similar to/different from what we found out about our area?\u003c/p>\n\u003cp>● What do you think “average” costs mean for California? Could there be some places in California that are more or less expensive?\u003c/p>\n\u003cp>● (For those students who live in California) How do you think our area compares to the rest of the state?\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Activity Extension:\u003c/strong> Have students use the “living wage calculator” component of the infographic to compare their findings with costs that economists have determined for their local area and state.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Is it time for a raise in America? The hotly debated question of whether or not the federal government should raise the minimum wage has reached Congress once again. In the meantime, many states and cities have taken the issue into their own hands by setting their own minimum wage. But what does raising the minimum wage really mean? Check out this engaging interactive explainer, produced by Newsbound, on KQED’s The Lowdown that takes a closer look into the history of the minimum wage, arguments for and against the issue, how states have addressed it and much more.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/02/minimum_wage_custom-8614e5bd8d516fbadd22d4a09fff441a70ba1596-s6-c10-300x209.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/03/10/minimum-wage\" target=\"_blank\" rel=\"noopener\">Time for A Raise? What You Need to Know About the Minimum Wage\u003c/a>Time for A Raise? What You Need to Know About the Minimum Wage Includes interactive explainer Do America’s lowest wage earners deserve a raise? As Congress again delves into the hotly contested perennial debate over raising the federal minimum wage, a growing number of states and cities throughout the country are forging their own paths on the issue, resulting in an uneven national patchwork of wage laws.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F03%2F10%2Fminimum-wage\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"description": "Is it time for a raise in America? The hotly debated question of whether or not the federal government should raise the minimum wage has reached Congress once again. In the meantime, many states and cities have taken the issue into their own hands by setting their own minimum wage.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Is it time for a raise in America? The hotly debated question of whether or not the federal government should raise the minimum wage has reached Congress once again. In the meantime, many states and cities have taken the issue into their own hands by setting their own minimum wage. But what does raising the minimum wage really mean? Check out this engaging interactive explainer, produced by Newsbound, on KQED’s The Lowdown that takes a closer look into the history of the minimum wage, arguments for and against the issue, how states have addressed it and much more.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/02/minimum_wage_custom-8614e5bd8d516fbadd22d4a09fff441a70ba1596-s6-c10-300x209.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/03/10/minimum-wage\" target=\"_blank\" rel=\"noopener\">Time for A Raise? What You Need to Know About the Minimum Wage\u003c/a>Time for A Raise? What You Need to Know About the Minimum Wage Includes interactive explainer Do America’s lowest wage earners deserve a raise? As Congress again delves into the hotly contested perennial debate over raising the federal minimum wage, a growing number of states and cities throughout the country are forging their own paths on the issue, resulting in an uneven national patchwork of wage laws.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F03%2F10%2Fminimum-wage\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "\"Four score and seven years ago...\": Lincoln and Gettysburg Resources",
"headTitle": "“Four score and seven years ago…”: Lincoln and Gettysburg Resources | KQED",
"content": "\u003cp>To celebrate the 150th anniversary of the Gettysburg Address, have your class join a national effort to encourage everyone in America to video record themselves reading or reciting the famous speech. Then, on April 15th, tune in for the premiere of \u003ca href=\"http://www.pbs.org/kenburns/the-address/home/\">The Address\u003c/a> on PBS, a 90-minute feature length documentary by Ken Burns that tells the story of the Greenwood School, a tiny school in Putney, Vermont, where the students are encouraged to practice, memorize, and recite the Gettysburg Address each year. In its exploration of the Greenwood School, the film also unlocks the history, context and importance of President Lincoln’s most powerful address.\u003c/p>\n\u003cp>To get your students motivated, use videos from PBS LearningMedia’s \u003ca href=\"http://ca.pbslearningmedia.org/collection/learn-the-address/\">Learn the Address\u003c/a> collection from WETA, showing everyone from President Obama to Taylor Swift to Bill Gates to Elmo reciting those now infamous words. The recordings housed in this collection will continue to grow as more and more people are inspired by the power of history and take the challenge to \u003ca href=\"http://www.pbs.org/kenburns/the-address/home/\">learn the address\u003c/a>. This collection along with other resources in PBS LearningMedia are sure to have your students coming back for more. And check out \u003ca href=\"https://www.youtube.com/watch?v=xqi5GBOG6MM\" target=\"_blank\" rel=\"noopener\">our recent interview with Ken Burns\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/learn-the-address/\" target=\"_blank\" rel=\"noopener\">Learn the Address\u003c/a> | Collection | Grades K-12\u003c/strong>\u003cbr>\nTo celebrate the 150th anniversary of the Gettysburg Address, documentarian Ken Burns, along with numerous partners, has launched a national effort to encourage everyone in America to video record themselves reading or reciting the speech.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/5e66ea78-17e5-4887-afe3-cd55351a730a/stephen-colbert-recites-the-gettysburg-address/\" target=\"_blank\" rel=\"noopener\">Stephen Colbert Recites the Address\u003c/a> | Video | Grades K-12\u003c/strong>\u003cbr>\nWatch Stephen Colbert recite the Gettysburg Address as part of Ken Burns’ challenge to all Americans to LEARN THE ADDRESS.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/4c2181af-acd0-4d7c-a6b5-24bcba7351c4/abraham-lincoln-1861-1865/\" target=\"_blank\" rel=\"noopener\">Abraham Lincoln Portraits\u003c/a> | Images | Grades K-13+\u003c/strong>\u003cbr>\nThis media gallery features images of President Abraham Lincoln from the Bridgeman Art Library.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/3adff82b-437b-4c37-bd68-4655aaffa6ff/mary-todd-lincoln/\" target=\"_blank\" rel=\"noopener\">Mary Todd Lincoln\u003c/a> | Image | Grades K-13+\u003c/strong>\u003cbr>\nPhotograph of Mary Todd Lincoln. She was the wife of President Abraham Lincoln and the First Lady of the United States (1861-1865).\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/linc10/\" target=\"_blank\" rel=\"noopener\">Looking for Lincoln\u003c/a> | Collection | Grades 1-12\u003c/strong>\u003cbr>\n\u003cem>Looking for Lincoln\u003c/em> explores the life and legacy of the man widely considered one of our best and most enigmatic presidents. The PBS series, presented and written by Harvard professor Henry Louis Gates, Jr. (African American Lives, Oprah’s Roots), addresses many of the controversies surrounding Lincoln – race, equality, religion, politics, \u003ca id=\"_GPLITA_0\" title=\"Click to Continue > by save keep\" href=\"http://ca.pbslearningmedia.org/collection/linc10/#\">and depression\u003cimg decoding=\"async\" src=\"http://cdncache-a.akamaihd.net/items/it/img/arrow-10x10.png\" alt=\"\">\u003c/a> – by carefully interpreting evidence from those who knew him and those who study him today.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/5163a787-0ac3-4d13-b8da-c9ccc46bf3ae/the-gettysburg-address/\" target=\"_blank\" rel=\"noopener\">The Gettysburg Address\u003c/a> | Document | Grades 4-12\u003c/strong>\u003cbr>\nThe Gettysburg Address\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/9a5bac15-565c-491e-907e-95aa4d5a324d/9a5bac15-565c-491e-907e-95aa4d5a324d/\" target=\"_blank\" rel=\"noopener\"> What Else Was Happening…?\u003c/a> | Interactive | Grades 5-8\u003c/strong>\u003cbr>\nIn this activity, students will explore changes that occurred in the United States in the greater context of the Civil War era. Students will gain an understanding of the simultaneous nature of these events and the multifaceted nature of American government during wartime.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/12190ba3-4ed1-4b3d-99b5-bf13c3422439/12190ba3-4ed1-4b3d-99b5-bf13c3422439/\" target=\"_blank\" rel=\"noopener\"> Abraham Lincoln Takes a National Role \u003c/a>| Collection | Grades 6-12\u003c/strong>\u003cbr>\nAs a young man, Lincoln’s personable demeanor and service in the 1832 Black Hawk War increased his profile enough to get him elected to a seat in the state legislature in 1834, where he became an influential voice in the state senate as a member of the Whig Party and a moderate critic of the practice of slavery. Lincoln moved to Springfield, Illinois in 1837, where he began to practice law. After he left the legislature in 1841, he met and courted Mary Todd, the future Mrs. Lincoln. These events mark the beginning of Lincoln’s ascension into the national spotlight that would eventually lead him to the oval office. This primary source set includes documents that chronicle Lincoln’s rise to national prominence.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/867a4314-4a07-44b9-8bd5-50028593eb3d/gettysburg-address/\" target=\"_blank\" rel=\"noopener\">The Gettysburg Address\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nThis clip from \u003cem>Lincoln@Gettsyburg\u003c/em> focuses on President Abraham Lincoln’s Gettysburg Address, explaining the meaning of the Address line by line. At an especially important time in United States history, and in just 272 words, Lincoln’s Address defined the meaning of democracy, providing an ideal for which to strive.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/113eaa66-9453-43da-90fb-45fe75452a3a/procession-into-gettysburg/\" target=\"_blank\" rel=\"noopener\">Procession into Gettysburg\u003c/a> | Image | Grades 6-12\u003c/strong>\u003cbr>\nPhotograph of the procession in Gettysburg on the day of the dedication to the National Cemetery where President Lincoln would give his famous address.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/a4b6739d-749c-497b-b807-cc9cfc15c1d2/president-lincoln-at-gettysburg/\" target=\"_blank\" rel=\"noopener\">President Lincoln at Gettysburg \u003c/a>| Image | Grades 6-12\u003c/strong>\u003cbr>\nThis photograph is the only existing photograph of President Abraham Lincoln at the dedication ceremony for the National Cemetery in Gettysburg, Pennsylvania, on November 19, 1863.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/c829a6de-12e2-4ef7-8fc8-06b9e9c3dc79/abraham-lincolns-presidency/\" target=\"_blank\" rel=\"noopener\">Abraham Lincoln’s Presidency \u003c/a>| Video | Grades 6-13+\u003c/strong>\u003cbr>\nIn this clip from Genealogy Roadshow, view a brief introduction to the key political issues facing President Abraham Lincoln during his first and second terms, including Southern secession and the Civil War, and his assassination.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/0a1c7b14-9110-4979-a4df-173edfba7ba8/0a1c7b14-9110-4979-a4df-173edfba7ba8/\" target=\"_blank\" rel=\"noopener\">Emancipation Proclamation\u003c/a> (1863) | Document | Grades 6-13+\u003c/strong>\u003cbr>\nThis document includes an image of the 1863 Emancipation Proclamation. President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, announcing, “that all persons held as slaves” within the rebellious areas “are, and henceforward shall be free.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/am12.ela.rv.text.sanlinc/sandburg-and-lincoln/\" target=\"_blank\" rel=\"noopener\">Sandburg & Lincoln\u003c/a> | Video | Grades 7-12\u003c/strong>\u003cbr>\nThis video from American Masters: The Day Carl Sandburg Died highlights Carl Sandburg’s biography of Abraham Lincoln. Known for his poetry, Sandburg began writing a short story about Lincoln meant for children. It soon became a six volume biography that changed the way Americans viewed Lincoln and the Civil War.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/pbsfa11.socst.ush.now.lincolnsay/what-does-he-have-to-say-to-us-today/\" target=\"_blank\" rel=\"noopener\">What Does He Have to Say to Us Today?\u003c/a> | Video | Grades 9-12\u003c/strong>\u003cbr>\nIn this video segment from the documentary American Masters: Bill T. Jones: A Good Man, Bill T. Jones and his Associate Artistic Director, Janet Wong, turn to primary texts to learn more about Abraham Lincoln. In an effort to make Lincoln relevant in the performance piece, Jones and Wong begin their research but along the way discover surprising attitudes, ideas and statements reflective of the controversies that exist around Lincoln today.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>To celebrate the 150th anniversary of the Gettysburg Address, have your class join a national effort to encourage everyone in America to video record themselves reading or reciting the famous speech. Then, on April 15th, tune in for the premiere of \u003ca href=\"http://www.pbs.org/kenburns/the-address/home/\">The Address\u003c/a> on PBS, a 90-minute feature length documentary by Ken Burns that tells the story of the Greenwood School, a tiny school in Putney, Vermont, where the students are encouraged to practice, memorize, and recite the Gettysburg Address each year. In its exploration of the Greenwood School, the film also unlocks the history, context and importance of President Lincoln’s most powerful address.\u003c/p>\n\u003cp>To get your students motivated, use videos from PBS LearningMedia’s \u003ca href=\"http://ca.pbslearningmedia.org/collection/learn-the-address/\">Learn the Address\u003c/a> collection from WETA, showing everyone from President Obama to Taylor Swift to Bill Gates to Elmo reciting those now infamous words. The recordings housed in this collection will continue to grow as more and more people are inspired by the power of history and take the challenge to \u003ca href=\"http://www.pbs.org/kenburns/the-address/home/\">learn the address\u003c/a>. This collection along with other resources in PBS LearningMedia are sure to have your students coming back for more. And check out \u003ca href=\"https://www.youtube.com/watch?v=xqi5GBOG6MM\" target=\"_blank\" rel=\"noopener\">our recent interview with Ken Burns\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/learn-the-address/\" target=\"_blank\" rel=\"noopener\">Learn the Address\u003c/a> | Collection | Grades K-12\u003c/strong>\u003cbr>\nTo celebrate the 150th anniversary of the Gettysburg Address, documentarian Ken Burns, along with numerous partners, has launched a national effort to encourage everyone in America to video record themselves reading or reciting the speech.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/5e66ea78-17e5-4887-afe3-cd55351a730a/stephen-colbert-recites-the-gettysburg-address/\" target=\"_blank\" rel=\"noopener\">Stephen Colbert Recites the Address\u003c/a> | Video | Grades K-12\u003c/strong>\u003cbr>\nWatch Stephen Colbert recite the Gettysburg Address as part of Ken Burns’ challenge to all Americans to LEARN THE ADDRESS.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/4c2181af-acd0-4d7c-a6b5-24bcba7351c4/abraham-lincoln-1861-1865/\" target=\"_blank\" rel=\"noopener\">Abraham Lincoln Portraits\u003c/a> | Images | Grades K-13+\u003c/strong>\u003cbr>\nThis media gallery features images of President Abraham Lincoln from the Bridgeman Art Library.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/3adff82b-437b-4c37-bd68-4655aaffa6ff/mary-todd-lincoln/\" target=\"_blank\" rel=\"noopener\">Mary Todd Lincoln\u003c/a> | Image | Grades K-13+\u003c/strong>\u003cbr>\nPhotograph of Mary Todd Lincoln. She was the wife of President Abraham Lincoln and the First Lady of the United States (1861-1865).\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/linc10/\" target=\"_blank\" rel=\"noopener\">Looking for Lincoln\u003c/a> | Collection | Grades 1-12\u003c/strong>\u003cbr>\n\u003cem>Looking for Lincoln\u003c/em> explores the life and legacy of the man widely considered one of our best and most enigmatic presidents. The PBS series, presented and written by Harvard professor Henry Louis Gates, Jr. (African American Lives, Oprah’s Roots), addresses many of the controversies surrounding Lincoln – race, equality, religion, politics, \u003ca id=\"_GPLITA_0\" title=\"Click to Continue > by save keep\" href=\"http://ca.pbslearningmedia.org/collection/linc10/#\">and depression\u003cimg decoding=\"async\" src=\"http://cdncache-a.akamaihd.net/items/it/img/arrow-10x10.png\" alt=\"\">\u003c/a> – by carefully interpreting evidence from those who knew him and those who study him today.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/5163a787-0ac3-4d13-b8da-c9ccc46bf3ae/the-gettysburg-address/\" target=\"_blank\" rel=\"noopener\">The Gettysburg Address\u003c/a> | Document | Grades 4-12\u003c/strong>\u003cbr>\nThe Gettysburg Address\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/9a5bac15-565c-491e-907e-95aa4d5a324d/9a5bac15-565c-491e-907e-95aa4d5a324d/\" target=\"_blank\" rel=\"noopener\"> What Else Was Happening…?\u003c/a> | Interactive | Grades 5-8\u003c/strong>\u003cbr>\nIn this activity, students will explore changes that occurred in the United States in the greater context of the Civil War era. Students will gain an understanding of the simultaneous nature of these events and the multifaceted nature of American government during wartime.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/12190ba3-4ed1-4b3d-99b5-bf13c3422439/12190ba3-4ed1-4b3d-99b5-bf13c3422439/\" target=\"_blank\" rel=\"noopener\"> Abraham Lincoln Takes a National Role \u003c/a>| Collection | Grades 6-12\u003c/strong>\u003cbr>\nAs a young man, Lincoln’s personable demeanor and service in the 1832 Black Hawk War increased his profile enough to get him elected to a seat in the state legislature in 1834, where he became an influential voice in the state senate as a member of the Whig Party and a moderate critic of the practice of slavery. Lincoln moved to Springfield, Illinois in 1837, where he began to practice law. After he left the legislature in 1841, he met and courted Mary Todd, the future Mrs. Lincoln. These events mark the beginning of Lincoln’s ascension into the national spotlight that would eventually lead him to the oval office. This primary source set includes documents that chronicle Lincoln’s rise to national prominence.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/867a4314-4a07-44b9-8bd5-50028593eb3d/gettysburg-address/\" target=\"_blank\" rel=\"noopener\">The Gettysburg Address\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nThis clip from \u003cem>Lincoln@Gettsyburg\u003c/em> focuses on President Abraham Lincoln’s Gettysburg Address, explaining the meaning of the Address line by line. At an especially important time in United States history, and in just 272 words, Lincoln’s Address defined the meaning of democracy, providing an ideal for which to strive.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/113eaa66-9453-43da-90fb-45fe75452a3a/procession-into-gettysburg/\" target=\"_blank\" rel=\"noopener\">Procession into Gettysburg\u003c/a> | Image | Grades 6-12\u003c/strong>\u003cbr>\nPhotograph of the procession in Gettysburg on the day of the dedication to the National Cemetery where President Lincoln would give his famous address.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/a4b6739d-749c-497b-b807-cc9cfc15c1d2/president-lincoln-at-gettysburg/\" target=\"_blank\" rel=\"noopener\">President Lincoln at Gettysburg \u003c/a>| Image | Grades 6-12\u003c/strong>\u003cbr>\nThis photograph is the only existing photograph of President Abraham Lincoln at the dedication ceremony for the National Cemetery in Gettysburg, Pennsylvania, on November 19, 1863.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/c829a6de-12e2-4ef7-8fc8-06b9e9c3dc79/abraham-lincolns-presidency/\" target=\"_blank\" rel=\"noopener\">Abraham Lincoln’s Presidency \u003c/a>| Video | Grades 6-13+\u003c/strong>\u003cbr>\nIn this clip from Genealogy Roadshow, view a brief introduction to the key political issues facing President Abraham Lincoln during his first and second terms, including Southern secession and the Civil War, and his assassination.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/0a1c7b14-9110-4979-a4df-173edfba7ba8/0a1c7b14-9110-4979-a4df-173edfba7ba8/\" target=\"_blank\" rel=\"noopener\">Emancipation Proclamation\u003c/a> (1863) | Document | Grades 6-13+\u003c/strong>\u003cbr>\nThis document includes an image of the 1863 Emancipation Proclamation. President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, announcing, “that all persons held as slaves” within the rebellious areas “are, and henceforward shall be free.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/am12.ela.rv.text.sanlinc/sandburg-and-lincoln/\" target=\"_blank\" rel=\"noopener\">Sandburg & Lincoln\u003c/a> | Video | Grades 7-12\u003c/strong>\u003cbr>\nThis video from American Masters: The Day Carl Sandburg Died highlights Carl Sandburg’s biography of Abraham Lincoln. Known for his poetry, Sandburg began writing a short story about Lincoln meant for children. It soon became a six volume biography that changed the way Americans viewed Lincoln and the Civil War.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/pbsfa11.socst.ush.now.lincolnsay/what-does-he-have-to-say-to-us-today/\" target=\"_blank\" rel=\"noopener\">What Does He Have to Say to Us Today?\u003c/a> | Video | Grades 9-12\u003c/strong>\u003cbr>\nIn this video segment from the documentary American Masters: Bill T. Jones: A Good Man, Bill T. Jones and his Associate Artistic Director, Janet Wong, turn to primary texts to learn more about Abraham Lincoln. In an effort to make Lincoln relevant in the performance piece, Jones and Wong begin their research but along the way discover surprising attitudes, ideas and statements reflective of the controversies that exist around Lincoln today.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California is home to a number of reservoirs and dams that provide water and power to surrounding cities and farms. However, as 2013 proved to be one of the driest years, the sources of water are not as plentiful as they have been in past years. KQED’s The Lowdown takes a closer look at how the drought impacted the level of water in reservoirs. Come and explore this interactive visualization, created by Bay Area web developer Victor Powell, that shows the changing water levels since 2010 in California’s 30-largest reservoirs such as Lake Shasta and Lake Berryessa.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2014/01/folsom_Nat.WeatherService-e1390933037349-300x156.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/03/18/into-the-drought-californias-shrinking-reservoirs/\" target=\"_blank\" rel=\"noopener\">Visualization: How the Drought is Shrinking California’s Reservoirs\u003c/a>Visualization: How the Drought is Shrinking California’s Reservoirs Includes interactive visualization California’s landscape is peppered with a huge collection of dams and reservoirs, providing water – and in some cases power – to cities and farms throughout the state.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F03%2F18%2Finto-the-drought-californias-shrinking-reservoirs%2F\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California is home to a number of reservoirs and dams that provide water and power to surrounding cities and farms. However, as 2013 proved to be one of the driest years, the sources of water are not as plentiful as they have been in past years. KQED’s The Lowdown takes a closer look at how the drought impacted the level of water in reservoirs. Come and explore this interactive visualization, created by Bay Area web developer Victor Powell, that shows the changing water levels since 2010 in California’s 30-largest reservoirs such as Lake Shasta and Lake Berryessa.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2014/01/folsom_Nat.WeatherService-e1390933037349-300x156.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/03/18/into-the-drought-californias-shrinking-reservoirs/\" target=\"_blank\" rel=\"noopener\">Visualization: How the Drought is Shrinking California’s Reservoirs\u003c/a>Visualization: How the Drought is Shrinking California’s Reservoirs Includes interactive visualization California’s landscape is peppered with a huge collection of dams and reservoirs, providing water – and in some cases power – to cities and farms throughout the state.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F03%2F18%2Finto-the-drought-californias-shrinking-reservoirs%2F\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "An Infograph About Changing Obesity Rates",
"headTitle": "An Infograph About Changing Obesity Rates | KQED",
"content": "\u003cp>From technology to fashion, America has changed in the last half century. However, more and more people have focused on the change in obesity rates, particularly in children and adolescents. Since the 1960s, the percentage of obese and overweight Americans has more than doubled. “Overweight” means a person holds more body fat in relation to their height. Check out these interactive infographs, created by KQED’s The Lowdown, that show how the obesity rates, measured in BMI (body mass index), have changed since 1960.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\n\u003cp>\u003ca class=\"embedly-title\" href=\"http://infogr.am/US-Adult-Obesity-Rates--Since-1960?src=web\" target=\"_blank\" rel=\"noopener\">http://infogr.am/US-Adult-Obesity-Rates–Since-1960?src=web\u003c/a>undefined\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Finfogr.am%2FUS-Adult-Obesity-Rates--Since-1960%3Fsrc%3Dweb\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://infogr.am\" target=\"_blank\" rel=\"noopener\">Infogr\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif'\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cp>● use ratio language to describe the relationship between quantities as part to part or part to whole\u003c/p>\n\u003cp>● compare decimals, percentages, ratios, and fractions to describe a statistic\u003c/p>\n\u003cp>● create bar graphs using information collected from infographics containing real-world data\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 6.RP.A.1, 6.RP.A.2, 6.RP.A.3, 6.SP.A.1\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Body mass index (BMI), ratio, obesity, infographic, fraction, decimal, percentage\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Per group of two to three students: digital graphing program or materials for creating graphs (paper, colored pencils, rulers, etc.)\u003c/p>\n\u003cp>\u003cstrong>Procedure:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (5 minutes, whole group) \u003c/strong>\u003c/p>\n\u003cp>Ask students if they know what \u003cem>body mass index,\u003c/em> or \u003cem>BMI\u003c/em>, is. Explain that BMI is a \u003cem>ratio\u003c/em> of height to weight and correlates with health outcomes such as heart disease, diabetes, cancer, and overall mortality. The formula used to calculate BMI is: weight (kg)/[height (m)]2. Using pounds and inches, the formula is: weight (lb)/[height (in)] 2 x 703.\u003c/p>\n\u003cp>Next, discuss the meaning of obesity. Highlight the following ranges of BMI, as defined by medical professionals: 18.5 to 24.9 is considered healthy, 25.0 to 29.9 is considered overweight, and 30 or higher is classified as obese.\u003c/p>\n\u003cp>\u003cstrong>2. Data in Different Forms (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Explain to students that an \u003cem>infographic,\u003c/em> or information graphic, is a visual image designed to present complex information quickly and clearly. Present the infographics to students. Give them a minute or two to make some observations. Then, ask, How does the use of these graphs powerfully present the changes in obesity rates in the U.S.?\u003c/p>\n\u003cp>Next, have students analyze both graphs—the circular graph and the pictograph—and ask, How could the data presented in the different graphs be expressed as ratios and fractions? Have students express the numbers as a ratio, fraction, decimal, and percentage for the year 1960 (1:140, 0.9%, 0.09, and 9/100). Discuss that while fractions can only be expressed as part to whole (i.e., 0.9% or 9/100), ratios can represent both part to whole and part to part. While we can state that 1 in 140 people were extremely obese, we can also state that extremely obese to obese was 1 to 19.\u003c/p>\n\u003cp>\u003cstrong>3. Graphing Obesity Trends (15 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Ask students to look at the infographics in groups and record the ratio, fraction, decimal, and percentage rates for one category (such as “Not overweight or obese” and “Obese”) over the five decades. Ask students, What can this information tell you? What are the benefits or challenges of recording the data as a ratio, fraction, decimal, or percentage? Which is easiest to interpret? Why? When is it best to use a ratio, fraction, decimal, or percentage? Why?\u003c/p>\n\u003cp>Next, have students convert the information that they have examined in the infographics into another type of graph, such as a bar graph, that either provides data for a given year or represents change over time. Have each group record five questions that the new graph could answer. Then, have teams of students swap graphs and answer the questions.\u003c/p>\n\u003cp>If time allows, encourage students to make comparisons of the strengths and weaknesses of each type of graph for this data. Discuss reasons why it may be better to use one graph over another.\u003c/p>\n\u003cp>\u003cstrong>4. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Review the data recorded and the strategies that students used for collecting information for and creating their graphs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Activity Extension:\u003c/strong> Have students research the actual population data for years represented in the obesity infographics. What would the actual numbers be, for each year, of people who fit into the category? What other statistical information could help researchers understand what has contributed to the rise in obesity for the U.S. population?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From technology to fashion, America has changed in the last half century. However, more and more people have focused on the change in obesity rates, particularly in children and adolescents. Since the 1960s, the percentage of obese and overweight Americans has more than doubled. “Overweight” means a person holds more body fat in relation to their height. Check out these interactive infographs, created by KQED’s The Lowdown, that show how the obesity rates, measured in BMI (body mass index), have changed since 1960.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\n\u003cp>\u003ca class=\"embedly-title\" href=\"http://infogr.am/US-Adult-Obesity-Rates--Since-1960?src=web\" target=\"_blank\" rel=\"noopener\">http://infogr.am/US-Adult-Obesity-Rates–Since-1960?src=web\u003c/a>undefined\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Finfogr.am%2FUS-Adult-Obesity-Rates--Since-1960%3Fsrc%3Dweb\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://infogr.am\" target=\"_blank\" rel=\"noopener\">Infogr\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif'\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cp>● use ratio language to describe the relationship between quantities as part to part or part to whole\u003c/p>\n\u003cp>● compare decimals, percentages, ratios, and fractions to describe a statistic\u003c/p>\n\u003cp>● create bar graphs using information collected from infographics containing real-world data\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 6.RP.A.1, 6.RP.A.2, 6.RP.A.3, 6.SP.A.1\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Body mass index (BMI), ratio, obesity, infographic, fraction, decimal, percentage\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Per group of two to three students: digital graphing program or materials for creating graphs (paper, colored pencils, rulers, etc.)\u003c/p>\n\u003cp>\u003cstrong>Procedure:\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (5 minutes, whole group) \u003c/strong>\u003c/p>\n\u003cp>Ask students if they know what \u003cem>body mass index,\u003c/em> or \u003cem>BMI\u003c/em>, is. Explain that BMI is a \u003cem>ratio\u003c/em> of height to weight and correlates with health outcomes such as heart disease, diabetes, cancer, and overall mortality. The formula used to calculate BMI is: weight (kg)/[height (m)]2. Using pounds and inches, the formula is: weight (lb)/[height (in)] 2 x 703.\u003c/p>\n\u003cp>Next, discuss the meaning of obesity. Highlight the following ranges of BMI, as defined by medical professionals: 18.5 to 24.9 is considered healthy, 25.0 to 29.9 is considered overweight, and 30 or higher is classified as obese.\u003c/p>\n\u003cp>\u003cstrong>2. Data in Different Forms (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Explain to students that an \u003cem>infographic,\u003c/em> or information graphic, is a visual image designed to present complex information quickly and clearly. Present the infographics to students. Give them a minute or two to make some observations. Then, ask, How does the use of these graphs powerfully present the changes in obesity rates in the U.S.?\u003c/p>\n\u003cp>Next, have students analyze both graphs—the circular graph and the pictograph—and ask, How could the data presented in the different graphs be expressed as ratios and fractions? Have students express the numbers as a ratio, fraction, decimal, and percentage for the year 1960 (1:140, 0.9%, 0.09, and 9/100). Discuss that while fractions can only be expressed as part to whole (i.e., 0.9% or 9/100), ratios can represent both part to whole and part to part. While we can state that 1 in 140 people were extremely obese, we can also state that extremely obese to obese was 1 to 19.\u003c/p>\n\u003cp>\u003cstrong>3. Graphing Obesity Trends (15 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Ask students to look at the infographics in groups and record the ratio, fraction, decimal, and percentage rates for one category (such as “Not overweight or obese” and “Obese”) over the five decades. Ask students, What can this information tell you? What are the benefits or challenges of recording the data as a ratio, fraction, decimal, or percentage? Which is easiest to interpret? Why? When is it best to use a ratio, fraction, decimal, or percentage? Why?\u003c/p>\n\u003cp>Next, have students convert the information that they have examined in the infographics into another type of graph, such as a bar graph, that either provides data for a given year or represents change over time. Have each group record five questions that the new graph could answer. Then, have teams of students swap graphs and answer the questions.\u003c/p>\n\u003cp>If time allows, encourage students to make comparisons of the strengths and weaknesses of each type of graph for this data. Discuss reasons why it may be better to use one graph over another.\u003c/p>\n\u003cp>\u003cstrong>4. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Review the data recorded and the strategies that students used for collecting information for and creating their graphs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Activity Extension:\u003c/strong> Have students research the actual population data for years represented in the obesity infographics. What would the actual numbers be, for each year, of people who fit into the category? What other statistical information could help researchers understand what has contributed to the rise in obesity for the U.S. population?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>While America is supposedly recovering from the Great Recession in 2008, the American household does not show the same type of growth. The U.S. Census Bureau released a series of 2012 income data that shows the average household income has not changed between 2011 and 2012. In both of these years, 15% of Americans were in poverty. Andy Warner, a graphic journalist, explains in a comic infograph why the household income is stagnant and what it means for struggling American families.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/10/Poverty_Trend_icon-300x252.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2013/10/07/poverty-explained/\">Infographic: What Does it Mean to Be Poor in America?\u003c/a>Infographic: What Does it Mean to Be Poor in America? Includes cartoon infographic By Andy Warner Earlier this month – back in the good ole’ days when our government was actually functioning (sort of) – the U.S.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>What makes us uniquely human? In the three-part series The Human Spark, originally broadcast on PBS in January 2010, Alan Alda takes this question personally, visiting with dozens of scientists on three continents and participating directly in many experiments – including the detailed examination of his own brain. Along the way, he learns why some brains are bigger than others (does it really mean you’re smarter after all?), explores the relationship between social and technological change, and even looks at the ways in which monkeys and apes are biologically, mentally and socially similar to humans.\u003c/p>\n\u003cp>Through this \u003ca href=\"http://www.pbslearningmedia.org/collection/hs11/\">collection of lesson plans and video resources\u003c/a>, students join Alda in searching for the answers to many of our most age-old questions. Take your class on a journey way, way back in time all the way through to the present as you explore human evolution, prehistory, child development, the human brain and more. It is sure to get your students excited about pondering the question of what makes up their own DNA. 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"content": "\u003cp>Crime rate can be caused by a wide variety of factors, from a small police force to the quality of education in the city. As a result, criminologist warn people against creating overarching assumptions that one factor, such as unemployment, is directly related to the crime rate in cities. Every city is unique. Nevertheless, data shows every city we listed on America’s top 10 most dangerous cities, based on the 2012 violent crime rates reported by the FBI, experienced poverty and unemployment rates beyond the national average. KQED’s The Lowdown explores the economic factors of America’s 10 most violent cities in an engaging infograph chart, along with other resources about crime, poverty and unemployment rates.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2014/02/detroit-300x200.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/02/05/what-characteristics-do-americas-10-most-dangerous-cities-have-in-common/\" target=\"_blank\" rel=\"noopener\">What’s the Link Between Economics and Crime in America’s Most Violent Cities?\u003c/a>What’s the Link Between Economics and Crime in America’s Most Violent Cities? Includes interactive chart A city’s high violent crime rate can result from any number of societal factors, and attempts at pinpointing can quickly turn into a tricky – if not specious – exercise.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F02%2F05%2Fwhat-characteristics-do-americas-10-most-dangerous-cities-have-in-common%2F\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>Percentages come in handy in understanding anything from sports to news and of course, shopping. However, around 80% of the population struggle with understanding percentages. Animator Josh Kurz explains the math behind common percentages in three videos clips.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2013/10/29/percentages-discounts-explained/\">The Math of Percentages and Discounts Explained in Three Animated Acts\u003c/a>\u003c/div>\n\u003cp>\u003cbr class=\"embedly-title\">\u003ca class=\"embedly-card\" href=\"http://www.zaption.com/tours/53a20e27b68dc68a39000726\">KQED – Math of Percents\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif';color: black\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging \u003cspan class=\"il\">math\u003c/span>-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003c/span>\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Class Activity\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>calculate a sale price when given an original price and percent discount\u003c/li>\n\u003cli>explain the difference between percent of and percent off a price\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 6.RP.A.1, 6.RP.A.3c, 7.RP.A.3\u003c/p>\n\u003cp>\u003cstrong>Vocabulary: \u003c/strong>Percent off, percent of\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Per student: calculator, paper, pencil, two to three copies of attached 10 x 10 grid; for the class: a few large 10 x 10 grids for demonstration\u003c/p>\n\u003cp>\u003cstrong>Preparation:\u003c/strong> Make copies of the 10 x 10 grid.\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (5 minutes, whole group and pairs)\u003c/strong>\u003c/p>\n\u003cp>Distribute the materials. Ask students to solve the following problem with a partner: A jacket is regularly priced at $50. You buy it on sale for 10% off. What do you pay?\u003c/p>\n\u003cp>As students share strategies with the class, prompt them to point out when they’re finding \u003cem>percent off\u003c/em> the original price and when they’re finding \u003cem>percent of\u003c/em> the original price.\u003c/p>\n\u003cp>If no one has used a 10 x 10 grid, model it for them. First, cross out 10 squares to show 10% off. Prompt students to consider what the whole, the 10 squares crossed out, and a single square represent (Answer: $50, $5, 50¢). Then, ask students to determine what price the remaining 90 squares represent.\u003c/p>\n\u003cp>In discussion, emphasize the variety of possible solution strategies.\u003c/p>\n\u003cp>\u003cstrong>2. Video and Problem Solving (20 minutes, whole group and pairs)\u003c/strong>\u003c/p>\n\u003cp>Ask students to solve the following problem with a partner: What would a pair of $130 shoes cost at 20% off?\u003c/p>\n\u003cp>After students work for a few minutes, show them the video, pausing for discussion at these times:\u003c/p>\n\u003cul>\n\u003cli>At 0:10 (optional), help students see the relationship between the blocks (the “chunks”) and the 10 x 10 grid model.\u003c/li>\n\u003cli>At 0:57, ask students, Did anyone start by calculating 20%? By finding 1%?\u003c/li>\n\u003cli>At 1:15, ask, Did anyone calculate 80% as shown in the video? What other strategies did you use? Suppose you can either use a $20 off coupon or take 20% off. Which would be a better deal? Why?\u003c/li>\n\u003cli>At 1:57, ask students to discuss the following problem in pairs: Suppose you are buying items that cost $90. Which would be a better deal, a 20% off coupon or $20 off? How do you know?\u003c/li>\n\u003c/ul>\n\u003cp>After students share a few ideas, play the remainder of the video.\u003c/p>\n\u003cp>\u003cstrong>3. Conclusion (5 minutes, pairs and whole group)\u003c/strong>\u003c/p>\n\u003cp>Ask students to work in pairs to write a story problem in which a 15% discount is a better deal than a $15 discount and another in which the reverse is true.\u003c/p>\n\u003cp>As time permits, ask a few students to share their story problems with the class.\u003c/p>\n\u003cp>\u003cstrong>Activity Extension:\u003c/strong> Ask students to determine what an item would cost if both $20 off and 20% off yield the same discount.\u003c/p>\n\u003cp>\u003cem>This activity is based on work developed at TERC.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Percentages come in handy in understanding anything from sports to news and of course, shopping. However, around 80% of the population struggle with understanding percentages. Animator Josh Kurz explains the math behind common percentages in three videos clips.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2013/10/29/percentages-discounts-explained/\">The Math of Percentages and Discounts Explained in Three Animated Acts\u003c/a>\u003c/div>\n\u003cp>\u003cbr class=\"embedly-title\">\u003ca class=\"embedly-card\" href=\"http://www.zaption.com/tours/53a20e27b68dc68a39000726\">KQED – Math of Percents\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif';color: black\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging \u003cspan class=\"il\">math\u003c/span>-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003c/span>\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Class Activity\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>calculate a sale price when given an original price and percent discount\u003c/li>\n\u003cli>explain the difference between percent of and percent off a price\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 6.RP.A.1, 6.RP.A.3c, 7.RP.A.3\u003c/p>\n\u003cp>\u003cstrong>Vocabulary: \u003c/strong>Percent off, percent of\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Per student: calculator, paper, pencil, two to three copies of attached 10 x 10 grid; for the class: a few large 10 x 10 grids for demonstration\u003c/p>\n\u003cp>\u003cstrong>Preparation:\u003c/strong> Make copies of the 10 x 10 grid.\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (5 minutes, whole group and pairs)\u003c/strong>\u003c/p>\n\u003cp>Distribute the materials. Ask students to solve the following problem with a partner: A jacket is regularly priced at $50. You buy it on sale for 10% off. What do you pay?\u003c/p>\n\u003cp>As students share strategies with the class, prompt them to point out when they’re finding \u003cem>percent off\u003c/em> the original price and when they’re finding \u003cem>percent of\u003c/em> the original price.\u003c/p>\n\u003cp>If no one has used a 10 x 10 grid, model it for them. First, cross out 10 squares to show 10% off. Prompt students to consider what the whole, the 10 squares crossed out, and a single square represent (Answer: $50, $5, 50¢). Then, ask students to determine what price the remaining 90 squares represent.\u003c/p>\n\u003cp>In discussion, emphasize the variety of possible solution strategies.\u003c/p>\n\u003cp>\u003cstrong>2. Video and Problem Solving (20 minutes, whole group and pairs)\u003c/strong>\u003c/p>\n\u003cp>Ask students to solve the following problem with a partner: What would a pair of $130 shoes cost at 20% off?\u003c/p>\n\u003cp>After students work for a few minutes, show them the video, pausing for discussion at these times:\u003c/p>\n\u003cul>\n\u003cli>At 0:10 (optional), help students see the relationship between the blocks (the “chunks”) and the 10 x 10 grid model.\u003c/li>\n\u003cli>At 0:57, ask students, Did anyone start by calculating 20%? By finding 1%?\u003c/li>\n\u003cli>At 1:15, ask, Did anyone calculate 80% as shown in the video? What other strategies did you use? Suppose you can either use a $20 off coupon or take 20% off. Which would be a better deal? Why?\u003c/li>\n\u003cli>At 1:57, ask students to discuss the following problem in pairs: Suppose you are buying items that cost $90. Which would be a better deal, a 20% off coupon or $20 off? How do you know?\u003c/li>\n\u003c/ul>\n\u003cp>After students share a few ideas, play the remainder of the video.\u003c/p>\n\u003cp>\u003cstrong>3. Conclusion (5 minutes, pairs and whole group)\u003c/strong>\u003c/p>\n\u003cp>Ask students to work in pairs to write a story problem in which a 15% discount is a better deal than a $15 discount and another in which the reverse is true.\u003c/p>\n\u003cp>As time permits, ask a few students to share their story problems with the class.\u003c/p>\n\u003cp>\u003cstrong>Activity Extension:\u003c/strong> Ask students to determine what an item would cost if both $20 off and 20% off yield the same discount.\u003c/p>\n\u003cp>\u003cem>This activity is based on work developed at TERC.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"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.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"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": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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