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"content": "\u003cp>Genealogy can help your students build an emotional connection not only to their past, but to our nation’s history. Help your students get to know the personal side of history by digging into the roots of their own family tree. 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Students will examine challenges related to language and assimilation and learn about the discrimination experienced by descendants of immigrants.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/vtl07.la.ws.process.lpwritbio/writing-a-biography-ask-someone-to-tell-their-story/\">Writing a Biography \u003c/a>| Lesson Plan | ELA & Social Studies | Grades 1-4\u003c/strong>\u003cbr>\nStudents interview a family member or friend and write a short biography of that person.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/foa10/\">Faces of America \u003c/a>| Collection | ELA & Social Studies | Grades 2-12\u003c/strong>\u003cbr>\nWhat made America? What makes us? These two questions are at the heart of the PBS series Faces of America with Henry Louis Gates, Jr. The lesson plans and media resources based on the series address a wide range of topics including historic waves of immigration, anti-immigrant sentiment, family genealogy, and state-of-the-art genetic research. Through this collection, students will gain a broader perspective of America’s immigrant history (both past and present) and learn what it really means to be an American.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/6a92e17b-a06e-4cc7-96d7-8fd31632bfd7/6a92e17b-a06e-4cc7-96d7-8fd31632bfd7/\">We are the Music\u003c/a> | Videos | Performing Arts & Social Studies \u003cstrong>| Grades 3-4\u003c/strong>\u003c/strong>\u003cbr>\nExplore the 700-year history of Santa Fe, New Mexico through the music and dance sequences of 11 cultural groups who have settled in Santa Fe, New Mexico over the past 700 years. 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Students examine resources and methodology designed for investigating genealogy and family history.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/0685d348-4654-4c1d-b2a4-047f7f0226a2/digging-at-the-roots-of-your-family-tree/\">Digging at the Roots of Your Family Tree \u003c/a>| Lesson Plan and Video | ELA & Social Studies | Grades 4-13+\u003c/strong>\u003cbr>\nIn this activity drawing on material from Latino Americans, students reflect on their own family’s arrival to the U.S. by filling in a family tree of as many generations as possible. Students research and fill in as much information as possible on the names and birthplaces of themselves, their parents, grandparents and so on.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/c1b66afb-b2be-4e86-b821-d7fb1464011b/historic-archaeology-at-camp-nelson-shedding-light-on-undocumented-lives/\">Historic Archaeology at Camp Nelson \u003c/a>| Video | U.S. History| Grades 5-12\u003c/strong>\u003cbr>\nDuring the Civil War, Camp Nelson in Jessamine County, Kentucky was the site of an important Union supply depot, training center for U.S. Colored Troops, and refugee camp for families of African-American enlistees. Today the site is a Civil War Heritage Park. Archaeological research has uncovered artifacts left by the soldiers and their families.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/\">The \u003c/a>\u003ca href=\"http://ca.pbslearningmedia.org/resource/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/\">History \u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/\">& Legacy \u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/\">of U.S. Slavery\u003c/a> | Lesson Plan | U.S. History | Grades 6-12\u003c/strong>\u003cbr>\nThis lesson plan is designed to be used with the film, Traces of the Trade: A Story from the Deep North, which shows one family’s journey to come to terms with its roots as the largest slave-trading family in the history of the United States. Classrooms can use this lesson to explore the history and legacy of U.S. slavery and whether or not reparations should be made to the descendants of slaves.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/f3e8fc26-8f44-4173-945a-aebe7b34c088/\">Meet \u003c/a>\u003ca href=\"http://ca.pbslearningmedia.org/resource/f3e8fc26-8f44-4173-945a-aebe7b34c088/\">Genealogist Kenyatta Berry \u003c/a>| Video | U.S. History |Grades 6-13+\u003c/strong>\u003cbr>\nThis clip from Genealogy Roadshow introduces genealogist Kenyatta Berry, the president of the Association of Professional Genealogists, and provides an overview of genealogical research focusing on slave genealogy. Berry describes the benefits of tracing African American ancestry prior to the 1870 census (the first year in which African Americans were enumerated) as well as her interest in genealogy as a way of giving people an emotional connection to the past.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/genealogy-roadshow/?topic_id=766\">Genealogy Roadshow \u003c/a>| Videos | History | Grades 6-13+\u003c/strong>\u003cbr>\nResources include an introduction to genealogical research from two prominent genealogists, clips from the show demonstrating how personal stories connect to larger events in history, and brief historical introductions to key people, places, and events in U.S. and world history.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/8d5ddb6e-a178-44e0-97df-16ef862962b5/8d5ddb6e-a178-44e0-97df-16ef862962b5/\">A Careful Cultural Balancing Act \u003c/a>| Video | U.S. History | Grades 6-13+\u003c/strong>\u003cbr>\nWhen immigrants move to the U.S., many of them find it important to maintain their native country’s culture. Whether it’s the food, the music or different types of entertainment, continuing with traditions from their home country can help immigrants feel a sense of familiarity in a new place and also a sense of pride in their heritage. In this clip, a German woman talks about some the traditions her family has maintained now that they live in America.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/foa10.sci.living.gen.allfam/all-in-the-family/\">All \u003c/a>\u003ca href=\"http://ca.pbslearningmedia.org/resource/foa10.sci.living.gen.allfam/all-in-the-family/\">in the Family\u003c/a> | U.S. History | Grades 9-12\u003c/strong>\u003cbr>\nIn this video from Faces of America, historian Henry Louis Gates, Jr. discusses the difficult process of documenting family history and tracing linage back through the maternal and paternal lines, especially for African Americans. Gates examines his own family history—both what he knows about his great-great grandmother Jane Gates, who was a slave, and his great-great grandfather, a free white man who he knows nothing about. Gates then meets with poet Elizabeth Alexander and speaks with her about her ancestral lineage and her ties to British royalty.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/tdc02.sci.life.gen.lp_disorder/inheritance-of-genetic-disorders/\">Inheritance of Genetic Disorders\u003c/a> | Biology | Lesson Plan| Grades 9-12\u003c/strong>\u003cbr>\nIn this activity, students learn how mutations in a gene can cause disease. They simulate the inheritance patterns of several different diseases caused by recessive genes. They learn how some recessive genes confer an advantage in the heterozygous state in certain environments. Finally, they identify and research five genetic disorders they would like to know more about and present their findings to the class.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/foa10.sci.living.gen.migsens/migration-sensations/\">Migration \u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/foa10.sci.living.gen.migsens/migration-sensations/\">Sensations \u003c/a>| Video | Social Studies | Grades 9-12\u003c/strong>\u003cbr>\nThis video segment from Faces of America follows the routes of human migration through the haplogroups. We learn that all humans have their origins in East Africa. Over time they migrated from Asia to Europe and later to North and South America. Historian Henry Louis Gates, Jr. examines the haplogroups of Elizabeth Alexander, Kristi Yamaguchi and Meryl Streep.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/foa10.sci.living.gen.lpdreamgen/i-dream-of-genome/\">I Dream of Genome \u003c/a>| Video | Biology & U.S. History | Grades 9-12\u003c/strong>\u003cbr>\nOne of our strongest desires as humans is to know our roots – where we came from, and why we are the way we are. In recent years, we have been able to discover more information about ourselves than ever before, thanks to the sequencing of the human genome. Biologists, geneticists, historians and genealogists have all studied this fascinating and complex structure to find out what it can tell us about ourselves and our origins.This lesson, using segments from the PBS series Faces of America, explores the various types of genetic information contained in the human genome.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/foa10.sci.living.gen.piecepie/a-piece-of-the-pie/\">A \u003c/a>\u003ca href=\"http://ca.pbslearningmedia.org/resource/foa10.sci.living.gen.piecepie/a-piece-of-the-pie/\">Piece of the Pie \u003c/a>| Video | Biology | Grades 9-12\u003c/strong>\u003cbr>\nIn this video from Faces of America, historian Henry Louis Gates, Jr. examines how DNA can communicate ethnic identity in a manner that genealogy can’t always articulate. Gates meets with Joanna Mountain from the genetic ancestry firm 23 and Me to complete an admixture test. The test reveals not only ancestral geographical origins over a number of centuries, but also illustrates ethnic breakdown. Gates reveals the ethnic breakdown (in the form of a pie chart) of his guests including Meryl Streep, Stephen Colbert, Eva Longoria and Elizabeth Alexander.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/c8eb350b-df7e-4cc4-be08-b936fdefa48a/c8eb350b-df7e-4cc4-be08-b936fdefa48a/\">Why We Moved \u003c/a>| Lesson Plan and Videos | U.S. History | Grade 11\u003c/strong>\u003cbr>\nIn this KACV educational unit, students will learn about how efforts to help win World War II forced many American civilians to migrate. This unit includes a lesson plan and video interviews with individuals who moved during the war. Students will define migration, understand why people move, and learn about family migration within the United States during World War II.\u003c/p>\n\n",
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"description": "Genealogy can help your students build an emotional connection not only to their past, but to our nation’s history. Help your students get to know the personal side of history by digging into the roots of their own family tree. Use the PBS LearningMedia resources below to inspire your next lesson plan. Exploring the Past",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Genealogy can help your students build an emotional connection not only to their past, but to our nation’s history. Help your students get to know the personal side of history by digging into the roots of their own family tree. Use the PBS LearningMedia resources below to inspire your next lesson plan.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/foa10.soc.K-6.histus.lpexplorpast/exploring-the-past/\">Exploring \u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/foa10.soc.K-6.histus.lpexplorpast/exploring-the-past/\">the Past\u003c/a> | Lesson Plan | Social Studies | Grades 2-4\u003c/strong>\u003cbr>\nThis hands-on, media-enhanced lesson, based on the series \u003cem>Faces of America\u003c/em>, will challenge students to gather clues about the past through photographs, drawings and other primary sources.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/3811f04d-1055-4065-8184-915d86e07c9a/3811f04d-1055-4065-8184-915d86e07c9a/\">Citizenship \u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/3811f04d-1055-4065-8184-915d86e07c9a/3811f04d-1055-4065-8184-915d86e07c9a/\">& Language\u003c/a> | Video | Social Studies | Grades 2-8\u003c/strong>\u003cbr>\nUse this video to help students understand why early German and Russian immigrants to the U.S. had different feelings about becoming U.S. citizens. Students will examine challenges related to language and assimilation and learn about the discrimination experienced by descendants of immigrants.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/vtl07.la.ws.process.lpwritbio/writing-a-biography-ask-someone-to-tell-their-story/\">Writing a Biography \u003c/a>| Lesson Plan | ELA & Social Studies | Grades 1-4\u003c/strong>\u003cbr>\nStudents interview a family member or friend and write a short biography of that person.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/foa10/\">Faces of America \u003c/a>| Collection | ELA & Social Studies | Grades 2-12\u003c/strong>\u003cbr>\nWhat made America? What makes us? These two questions are at the heart of the PBS series Faces of America with Henry Louis Gates, Jr. The lesson plans and media resources based on the series address a wide range of topics including historic waves of immigration, anti-immigrant sentiment, family genealogy, and state-of-the-art genetic research. Through this collection, students will gain a broader perspective of America’s immigrant history (both past and present) and learn what it really means to be an American.\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://www.pbslearningmedia.org/resource/6a92e17b-a06e-4cc7-96d7-8fd31632bfd7/6a92e17b-a06e-4cc7-96d7-8fd31632bfd7/\">We are the Music\u003c/a> | Videos | Performing Arts & Social Studies \u003cstrong>| Grades 3-4\u003c/strong>\u003c/strong>\u003cbr>\nExplore the 700-year history of Santa Fe, New Mexico through the music and dance sequences of 11 cultural groups who have settled in Santa Fe, New Mexico over the past 700 years. These diverse communities include the Native Americans, Spanish, Mexicans, Crypto-Jewish, Celtic, German, Greek, Japanese, Tibetan, Sikh and the Central Americans. All performers and narrators in these segments are of school-age.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/ffbc68b3-4bab-48a3-84cb-d44837bb9376/wwii-prairie-memories-diverse-experiences/\">WWII Prairie Memories \u003c/a>| Video | ELA & Social Studies | Grades 3-12\u003c/strong>\u003cbr>\nWWII Prairie Memories is a collection of segments of history communicating the personal challenges that define these heroes. This video gives current students a human side to WWII including perspectives on death, humanity, levity, and leaving home.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/cc684a87-b8f7-43cf-9a96-0bf151d989db/cc684a87-b8f7-43cf-9a96-0bf151d989db/\">Family History \u003c/a>| Lesson Plans and Videos | ELA & Social Studies| Grades 4-13+\u003c/strong>\u003cbr>\nFamily stories are a rich window on the past. They can paint pictures of an important period in history through the experience, perspective, and memories of people who lived during that time. These lesson plans and videos which spin off of artifacts and family heirlooms featured in History Detectives episodes offer students opportunities to dig deeper into their own family history. Through activities that emphasize genealogical research and oral history interviews, students can begin to discover and access new information about themselves—as well as acquire the skills required to become history detectives in their own right.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/4487e5bf-41f7-450d-834a-6f7a8d480215/4487e5bf-41f7-450d-834a-6f7a8d480215/\">Family History & Genealogical Research \u003c/a>| Videos | ELA & Social Studies| Grades 4-13+\u003c/strong>\u003cbr>\nHistory Detectives’ collection of resources illustrating research methodology for investigating genealogy and family history. Students examine resources and methodology designed for investigating genealogy and family history.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/0685d348-4654-4c1d-b2a4-047f7f0226a2/digging-at-the-roots-of-your-family-tree/\">Digging at the Roots of Your Family Tree \u003c/a>| Lesson Plan and Video | ELA & Social Studies | Grades 4-13+\u003c/strong>\u003cbr>\nIn this activity drawing on material from Latino Americans, students reflect on their own family’s arrival to the U.S. by filling in a family tree of as many generations as possible. Students research and fill in as much information as possible on the names and birthplaces of themselves, their parents, grandparents and so on.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/c1b66afb-b2be-4e86-b821-d7fb1464011b/historic-archaeology-at-camp-nelson-shedding-light-on-undocumented-lives/\">Historic Archaeology at Camp Nelson \u003c/a>| Video | U.S. History| Grades 5-12\u003c/strong>\u003cbr>\nDuring the Civil War, Camp Nelson in Jessamine County, Kentucky was the site of an important Union supply depot, training center for U.S. Colored Troops, and refugee camp for families of African-American enlistees. Today the site is a Civil War Heritage Park. Archaeological research has uncovered artifacts left by the soldiers and their families.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/\">The \u003c/a>\u003ca href=\"http://ca.pbslearningmedia.org/resource/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/\">History \u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/\">& Legacy \u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/1d15d511-a6ec-4f8e-90c7-20c37dcb1358/\">of U.S. Slavery\u003c/a> | Lesson Plan | U.S. History | Grades 6-12\u003c/strong>\u003cbr>\nThis lesson plan is designed to be used with the film, Traces of the Trade: A Story from the Deep North, which shows one family’s journey to come to terms with its roots as the largest slave-trading family in the history of the United States. Classrooms can use this lesson to explore the history and legacy of U.S. slavery and whether or not reparations should be made to the descendants of slaves.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/f3e8fc26-8f44-4173-945a-aebe7b34c088/\">Meet \u003c/a>\u003ca href=\"http://ca.pbslearningmedia.org/resource/f3e8fc26-8f44-4173-945a-aebe7b34c088/\">Genealogist Kenyatta Berry \u003c/a>| Video | U.S. History |Grades 6-13+\u003c/strong>\u003cbr>\nThis clip from Genealogy Roadshow introduces genealogist Kenyatta Berry, the president of the Association of Professional Genealogists, and provides an overview of genealogical research focusing on slave genealogy. Berry describes the benefits of tracing African American ancestry prior to the 1870 census (the first year in which African Americans were enumerated) as well as her interest in genealogy as a way of giving people an emotional connection to the past.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/genealogy-roadshow/?topic_id=766\">Genealogy Roadshow \u003c/a>| Videos | History | Grades 6-13+\u003c/strong>\u003cbr>\nResources include an introduction to genealogical research from two prominent genealogists, clips from the show demonstrating how personal stories connect to larger events in history, and brief historical introductions to key people, places, and events in U.S. and world history.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/8d5ddb6e-a178-44e0-97df-16ef862962b5/8d5ddb6e-a178-44e0-97df-16ef862962b5/\">A Careful Cultural Balancing Act \u003c/a>| Video | U.S. History | Grades 6-13+\u003c/strong>\u003cbr>\nWhen immigrants move to the U.S., many of them find it important to maintain their native country’s culture. Whether it’s the food, the music or different types of entertainment, continuing with traditions from their home country can help immigrants feel a sense of familiarity in a new place and also a sense of pride in their heritage. In this clip, a German woman talks about some the traditions her family has maintained now that they live in America.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/foa10.sci.living.gen.allfam/all-in-the-family/\">All \u003c/a>\u003ca href=\"http://ca.pbslearningmedia.org/resource/foa10.sci.living.gen.allfam/all-in-the-family/\">in the Family\u003c/a> | U.S. History | Grades 9-12\u003c/strong>\u003cbr>\nIn this video from Faces of America, historian Henry Louis Gates, Jr. discusses the difficult process of documenting family history and tracing linage back through the maternal and paternal lines, especially for African Americans. Gates examines his own family history—both what he knows about his great-great grandmother Jane Gates, who was a slave, and his great-great grandfather, a free white man who he knows nothing about. Gates then meets with poet Elizabeth Alexander and speaks with her about her ancestral lineage and her ties to British royalty.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/tdc02.sci.life.gen.lp_disorder/inheritance-of-genetic-disorders/\">Inheritance of Genetic Disorders\u003c/a> | Biology | Lesson Plan| Grades 9-12\u003c/strong>\u003cbr>\nIn this activity, students learn how mutations in a gene can cause disease. They simulate the inheritance patterns of several different diseases caused by recessive genes. They learn how some recessive genes confer an advantage in the heterozygous state in certain environments. Finally, they identify and research five genetic disorders they would like to know more about and present their findings to the class.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/foa10.sci.living.gen.migsens/migration-sensations/\">Migration \u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/foa10.sci.living.gen.migsens/migration-sensations/\">Sensations \u003c/a>| Video | Social Studies | Grades 9-12\u003c/strong>\u003cbr>\nThis video segment from Faces of America follows the routes of human migration through the haplogroups. We learn that all humans have their origins in East Africa. Over time they migrated from Asia to Europe and later to North and South America. Historian Henry Louis Gates, Jr. examines the haplogroups of Elizabeth Alexander, Kristi Yamaguchi and Meryl Streep.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/foa10.sci.living.gen.lpdreamgen/i-dream-of-genome/\">I Dream of Genome \u003c/a>| Video | Biology & U.S. History | Grades 9-12\u003c/strong>\u003cbr>\nOne of our strongest desires as humans is to know our roots – where we came from, and why we are the way we are. In recent years, we have been able to discover more information about ourselves than ever before, thanks to the sequencing of the human genome. Biologists, geneticists, historians and genealogists have all studied this fascinating and complex structure to find out what it can tell us about ourselves and our origins.This lesson, using segments from the PBS series Faces of America, explores the various types of genetic information contained in the human genome.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/foa10.sci.living.gen.piecepie/a-piece-of-the-pie/\">A \u003c/a>\u003ca href=\"http://ca.pbslearningmedia.org/resource/foa10.sci.living.gen.piecepie/a-piece-of-the-pie/\">Piece of the Pie \u003c/a>| Video | Biology | Grades 9-12\u003c/strong>\u003cbr>\nIn this video from Faces of America, historian Henry Louis Gates, Jr. examines how DNA can communicate ethnic identity in a manner that genealogy can’t always articulate. Gates meets with Joanna Mountain from the genetic ancestry firm 23 and Me to complete an admixture test. The test reveals not only ancestral geographical origins over a number of centuries, but also illustrates ethnic breakdown. Gates reveals the ethnic breakdown (in the form of a pie chart) of his guests including Meryl Streep, Stephen Colbert, Eva Longoria and Elizabeth Alexander.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"MsoNormal\">America is described as “The Land of Opportunity,” a place where people are instilled with the idea of how hard work opens up countless educational and financial opportunities, no matter what social class you are born into. But, is social mobility really possible for everyone? A team of UC Berkeley and Harvard economists conducted a study that found how less than 8 percent of people born at the bottom 20 percent of the economic ladder climb to the top 20 percent as adults. With the help of cartoon journalist Andy Warner, KQED’s The Lowdown explains the different factors such as location and family structure that may impact Americans’ ability to fulfill the American Dream.\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/IncomeMobility_slice6-300x237.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/02/06/land-of-opportunity\" target=\"_blank\" rel=\"noopener\">America, the Land of Opportunity? Not for Most Poor Kids, One Study Finds\u003c/a>America, the Land of Opportunity? Not for Most Poor Kids, One Study Finds Includes cartoon infographic Contrary to the mantra commonly touted by campaigning politicians, few Americans born into poverty ever get to experience the iconic rise from “rags to riches.”\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%2F06%2Fland-of-opportunity\" 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>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>According to data recently released by the FBI, crime rates in the United States have fallen for both violent and property crimes within the past two decades. While violent crime still persists in urban areas, several of America’s largest cities, such as New York, have experienced this downward trend. This decrease in crime can be attributed to a wide variety of factors, from stricter policing to community programs. Check out KQED’S The Lowdown’s engaging interactive charts that compare crime levels in cities, such as America’s top ten violent cities in 2012.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2014/01/6604007425_a5cbfd0079_o-e1391223871281-300x223.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/01/31/most-dangerous-cities\" target=\"_blank\" rel=\"noopener\">The 10 Most Dangerous Cities in America\u003c/a>The 10 Most Dangerous Cities in America Includes interactive charts After spiking in the 1980s, crime rates in the United States – for both violent and property crimes – fell significantly in the last two decades.\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%2F01%2F31%2Fmost-dangerous-cities\" 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>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>According to data recently released by the FBI, crime rates in the United States have fallen for both violent and property crimes within the past two decades. While violent crime still persists in urban areas, several of America’s largest cities, such as New York, have experienced this downward trend. This decrease in crime can be attributed to a wide variety of factors, from stricter policing to community programs. Check out KQED’S The Lowdown’s engaging interactive charts that compare crime levels in cities, such as America’s top ten violent cities in 2012.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2014/01/6604007425_a5cbfd0079_o-e1391223871281-300x223.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/01/31/most-dangerous-cities\" target=\"_blank\" rel=\"noopener\">The 10 Most Dangerous Cities in America\u003c/a>The 10 Most Dangerous Cities in America Includes interactive charts After spiking in the 1980s, crime rates in the United States – for both violent and property crimes – fell significantly in the last two decades.\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%2F01%2F31%2Fmost-dangerous-cities\" 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>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>From small transactions at the grocery store to larger priced items at the mall, consumers swipe their credit cards to pay for items on a daily basis. But how do credit cards actually work? In 2013, an average U.S household owed more than $15,000 in credit card debt. While credit card debt is less than student loan or mortgage debt, consumers still struggle to pay it. In an animated video, produced by Josh Kurtz, KQED’s The Lowdown explains the math behind credit cards debt every consumer should know.\u003c/p>\n\u003cdiv>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2014/01/21/how-credit-cards-really-work/\">The Math of Credit Card Debt, Explained\u003c/a>\u003c/div>\n\u003c/div>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://www.zaption.com/tours/5388c89fa7fa2aec53000aac\">KQED – Credit Card Math\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003ch2>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowSexEd\u003c/em>\u003c/strong>\u003c/h2>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Given evidence that many girls and boys are physically maturing faster than previous decades, do you think schools should start sex-ed at a younger age? When is the right time to start talking to kids about their changing bodies, and what are the best ways to have that conversation? Who should educate kids about puberty — parents or schools or both?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>As of today, about \u003ca href=\"http://www.ncsl.org/research/health/state-policies-on-sex-education-in-schools.aspx\">half of the states in the U.S.\u003c/a> require public schools to teach some form of sex education. In many places, these classes begin with information about puberty starting when kids are in fifth or sixth grade. Yet there is \u003ca href=\"http://pediatrics.aappublications.org/content/early/2010/08/09/peds.2009-3079.full.pdf+html%20\">a growing body of evidence\u003c/a> that puberty (for both girls and boys) in America is beginning earlier than in previous generations. Researchers are debating the phenomenon’s possible links to \u003ca href=\"http://pediatrics.aappublications.org/content/121/Supplement_3/S167.short\">environmental chemicals\u003c/a>, \u003ca href=\"http://pediatrics.aappublications.org/content/119/3/e624.abstract?sid=f68b64be-ae24-4fa0-9d87-147703e43154\">childhood obesity\u003c/a>, and \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2007.01092.x/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false\">family stress\u003c/a>. But regardless of cause, this trend means more and more kids are already well into puberty by the time sex education happens in school.\u003c/p>\n\u003cp>Dr. Louise Greenspan, a pediatric endocrinologist with Kaiser Permanente in San Francisco who is studying the causes and effects of early puberty, told a reporter from Youth Radio that making the transition easier for kids means bringing puberty education into schools earlier.\u003c/p>\n\u003cp>“I really feel like I’m on a mission now to make sure that people understand that teaching kids about puberty in fifth grade is way too late,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This school year, The Chicago Board of Education implemented a new sexual health policy that starts the conversation (beginning with the names of reproductive body parts and the difference between good/bad touching) in Kindergarten. It’s a big departure from the district’s previous sex-ed policy, in which older students were taught “abstinence as the expected norm.” Now, sex education in the district is tailored to each grade level.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>NPR radio segment \u003ca href=\"http://www.npr.org/2013/10/17/226116537/pubertys-coming-earlier-but-that-doesnt-mean-sex-ed-is\">Puberty Is Coming Earlier, But That Doesn’t Mean Sex Ed Is\u003c/a>\u003c/strong>\u003cbr>\nThis past Fall, Youth Radio teen reporter Donisha Dansby visited some Bay Area schools, to listen in and find out what it’s like for kids who start puberty early — before it’s talked about in the classroom. One Bay Area fourth grader Youth Radio spoke to was six when she says she started getting underarm hair and wearing deodorant. She was nine when she started wearing a bra. At the time she talked to Youth Radio, she hadn’t yet received any puberty education at school — which left the conversation to her mom. “Honestly, it made me feel a little uncomfortable, but I did my best,” her mom says. “I just brought her home some bras and I said, ‘Here!’ And she put them on.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowSexEd\u003c/em>\u003c/strong>\u003c/h2>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets like \u003ca href=\"http://ww2.kqed.org/education/2013/09/17/how-to-make-a-meme/\">memes\u003c/a> or more extensive blog posts to represent their ideas. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>CDE resource \u003ca href=\"http://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf\">Health Education Content Standards for California Public Schools\u003c/a>\u003c/strong>\u003cbr>\nCalifornia has health education standards for each grade, including topics like hygiene and nutrition. Under the current standards, sex education does not begin until 5th grade.\u003c/p>\n\u003cp>\u003cstrong>Huff Post article \u003ca href=\"http://www.huffingtonpost.com/youth-radio-youth-media-international/sex-ed-needs-k-12-foundat_b_2925328.html\">Sex-Ed Needs K-12 Foundation Like Math, According To New Standards\u003c/a>\u003c/strong>\u003cbr>\nIn 2013, The Chicago Board of Education approved a new sexual health education policy that would start sexual health education starting in Kindergarten. “Clearly we won’t be talking about sexually transmitted infections in kindergarten,” said Stephanie Whyte, Chief Health Officer for Chicago Public Schools. “But we’re talking about ‘good touch, bad touch,’ my body, living things reproduce, family, feelings, bullying.”\u003c/p>\n\u003cp>\u003cstrong>NPR radio segment \u003ca href=\"http://www.npr.org/blogs/health/2012/12/24/167735056/like-girls-boys-are-entering-puberty-earlier\">Like Girls, Boys Are Entering Puberty Earlier\u003c/a>\u003c/strong>\u003cbr>\nEven though most of the research on earlier puberty has focused on girls, it appears that boys are also maturing faster than previous decades. A 2012 study by the American Academy of Pediatrics found that American boys are also entering puberty between six months and two years earlier than in earlier studies. The reasons why aren’t completely clear, but some scientists say obesity or estrogen-like chemicals in the environment may be to blame.\u003c/p>\n\u003cp>\u003cstrong>SF Gate article \u003ca href=\"http://blog.sfgate.com/kalw/2011/06/07/youth-radio-college-students-reflect-on-30-years-of-hivaids/\">Youth Radio: College students reflect on 30 years of HIV/AIDS\u003c/a>\u003c/strong>\u003cbr>\nIt’s been over 30 years since the official discovery of HIV/AIDS, an disease which altered the conversation about safer sex and sex education in the United States. Youth Radio’s Asha Richardson talks to several California college students about the pros and cons of how they were educated about sex, and how it impacted their relationship choices as adults.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This KQED Do Now segment was produced in collaboration with \u003ca href=\"http://youthradio.org\">Youth Radio\u003c/a>, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio.\u003c/em>\u003c/p>\n\u003chr>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch2>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowSexEd\u003c/em>\u003c/strong>\u003c/h2>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>Given evidence that many girls and boys are physically maturing faster than previous decades, do you think schools should start sex-ed at a younger age? When is the right time to start talking to kids about their changing bodies, and what are the best ways to have that conversation? Who should educate kids about puberty — parents or schools or both?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>As of today, about \u003ca href=\"http://www.ncsl.org/research/health/state-policies-on-sex-education-in-schools.aspx\">half of the states in the U.S.\u003c/a> require public schools to teach some form of sex education. In many places, these classes begin with information about puberty starting when kids are in fifth or sixth grade. Yet there is \u003ca href=\"http://pediatrics.aappublications.org/content/early/2010/08/09/peds.2009-3079.full.pdf+html%20\">a growing body of evidence\u003c/a> that puberty (for both girls and boys) in America is beginning earlier than in previous generations. Researchers are debating the phenomenon’s possible links to \u003ca href=\"http://pediatrics.aappublications.org/content/121/Supplement_3/S167.short\">environmental chemicals\u003c/a>, \u003ca href=\"http://pediatrics.aappublications.org/content/119/3/e624.abstract?sid=f68b64be-ae24-4fa0-9d87-147703e43154\">childhood obesity\u003c/a>, and \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2007.01092.x/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false\">family stress\u003c/a>. But regardless of cause, this trend means more and more kids are already well into puberty by the time sex education happens in school.\u003c/p>\n\u003cp>Dr. Louise Greenspan, a pediatric endocrinologist with Kaiser Permanente in San Francisco who is studying the causes and effects of early puberty, told a reporter from Youth Radio that making the transition easier for kids means bringing puberty education into schools earlier.\u003c/p>\n\u003cp>“I really feel like I’m on a mission now to make sure that people understand that teaching kids about puberty in fifth grade is way too late,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This school year, The Chicago Board of Education implemented a new sexual health policy that starts the conversation (beginning with the names of reproductive body parts and the difference between good/bad touching) in Kindergarten. It’s a big departure from the district’s previous sex-ed policy, in which older students were taught “abstinence as the expected norm.” Now, sex education in the district is tailored to each grade level.\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>NPR radio segment \u003ca href=\"http://www.npr.org/2013/10/17/226116537/pubertys-coming-earlier-but-that-doesnt-mean-sex-ed-is\">Puberty Is Coming Earlier, But That Doesn’t Mean Sex Ed Is\u003c/a>\u003c/strong>\u003cbr>\nThis past Fall, Youth Radio teen reporter Donisha Dansby visited some Bay Area schools, to listen in and find out what it’s like for kids who start puberty early — before it’s talked about in the classroom. One Bay Area fourth grader Youth Radio spoke to was six when she says she started getting underarm hair and wearing deodorant. She was nine when she started wearing a bra. At the time she talked to Youth Radio, she hadn’t yet received any puberty education at school — which left the conversation to her mom. “Honestly, it made me feel a little uncomfortable, but I did my best,” her mom says. “I just brought her home some bras and I said, ‘Here!’ And she put them on.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowSexEd\u003c/em>\u003c/strong>\u003c/h2>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets like \u003ca href=\"http://ww2.kqed.org/education/2013/09/17/how-to-make-a-meme/\">memes\u003c/a> or more extensive blog posts to represent their ideas. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>CDE resource \u003ca href=\"http://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf\">Health Education Content Standards for California Public Schools\u003c/a>\u003c/strong>\u003cbr>\nCalifornia has health education standards for each grade, including topics like hygiene and nutrition. Under the current standards, sex education does not begin until 5th grade.\u003c/p>\n\u003cp>\u003cstrong>Huff Post article \u003ca href=\"http://www.huffingtonpost.com/youth-radio-youth-media-international/sex-ed-needs-k-12-foundat_b_2925328.html\">Sex-Ed Needs K-12 Foundation Like Math, According To New Standards\u003c/a>\u003c/strong>\u003cbr>\nIn 2013, The Chicago Board of Education approved a new sexual health education policy that would start sexual health education starting in Kindergarten. “Clearly we won’t be talking about sexually transmitted infections in kindergarten,” said Stephanie Whyte, Chief Health Officer for Chicago Public Schools. “But we’re talking about ‘good touch, bad touch,’ my body, living things reproduce, family, feelings, bullying.”\u003c/p>\n\u003cp>\u003cstrong>NPR radio segment \u003ca href=\"http://www.npr.org/blogs/health/2012/12/24/167735056/like-girls-boys-are-entering-puberty-earlier\">Like Girls, Boys Are Entering Puberty Earlier\u003c/a>\u003c/strong>\u003cbr>\nEven though most of the research on earlier puberty has focused on girls, it appears that boys are also maturing faster than previous decades. A 2012 study by the American Academy of Pediatrics found that American boys are also entering puberty between six months and two years earlier than in earlier studies. The reasons why aren’t completely clear, but some scientists say obesity or estrogen-like chemicals in the environment may be to blame.\u003c/p>\n\u003cp>\u003cstrong>SF Gate article \u003ca href=\"http://blog.sfgate.com/kalw/2011/06/07/youth-radio-college-students-reflect-on-30-years-of-hivaids/\">Youth Radio: College students reflect on 30 years of HIV/AIDS\u003c/a>\u003c/strong>\u003cbr>\nIt’s been over 30 years since the official discovery of HIV/AIDS, an disease which altered the conversation about safer sex and sex education in the United States. Youth Radio’s Asha Richardson talks to several California college students about the pros and cons of how they were educated about sex, and how it impacted their relationship choices as adults.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This KQED Do Now segment was produced in collaboration with \u003ca href=\"http://youthradio.org\">Youth Radio\u003c/a>, the Peabody Award-winning youth-driven production company headquartered in Oakland, California. This post was written by Teresa Chin at Youth Radio.\u003c/em>\u003c/p>\n\u003chr>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>How much water do you use on a daily basis? \u003cspan>\u003cspan>According to a 2011 study sponsored by California Department of Water Resources, an average single family in California consumes more than 360 gallons of water per day. However, \u003c/span>\u003c/span>\u003cspan>\u003cspan>2013 turned out to be one of the driest years on record. I\u003c/span>\u003c/span>n light of Governor Jerry Brown’s \u003cspan>\u003cspan> declaration of a statewide drought emergency,a better question is what will the 20 percent cut in water mean for the average Californian? With the help of interactive charts, KQED’S The Lowdown explains the numbers behind indoor and outdoor residential water use by region, and water consumption for various household appliances to give insight on how you can save water.\u003cbr>\n\u003c/span>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\n\u003cp>\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/2014/01/23/how-much-water-do-californians-use-each-day-and-what-does-a-20-reduction-look-like/\" target=\"_blank\" rel=\"noopener\">How Much Water Do Californians Use And What Does A 20 Percent Cut Look Like?\u003c/a>How Much Water Do Californians Use And What Does A 20 Percent Cut Look Like? Includes interactive charts This is not a good time to be an umbrella merchant in California. 2013 was one of the driest years on record in the state.\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%2Fblogs.kqed.org%2Flowdown%2F2014%2F01%2F23%2Fhow-much-water-do-californians-use-each-day-and-what-does-a-20-reduction-look-like%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>How much water do you use on a daily basis? \u003cspan>\u003cspan>According to a 2011 study sponsored by California Department of Water Resources, an average single family in California consumes more than 360 gallons of water per day. However, \u003c/span>\u003c/span>\u003cspan>\u003cspan>2013 turned out to be one of the driest years on record. I\u003c/span>\u003c/span>n light of Governor Jerry Brown’s \u003cspan>\u003cspan> declaration of a statewide drought emergency,a better question is what will the 20 percent cut in water mean for the average Californian? With the help of interactive charts, KQED’S The Lowdown explains the numbers behind indoor and outdoor residential water use by region, and water consumption for various household appliances to give insight on how you can save water.\u003cbr>\n\u003c/span>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\n\u003cp>\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/2014/01/23/how-much-water-do-californians-use-each-day-and-what-does-a-20-reduction-look-like/\" target=\"_blank\" rel=\"noopener\">How Much Water Do Californians Use And What Does A 20 Percent Cut Look Like?\u003c/a>How Much Water Do Californians Use And What Does A 20 Percent Cut Look Like? Includes interactive charts This is not a good time to be an umbrella merchant in California. 2013 was one of the driest years on record in the state.\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%2Fblogs.kqed.org%2Flowdown%2F2014%2F01%2F23%2Fhow-much-water-do-californians-use-each-day-and-what-does-a-20-reduction-look-like%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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"content": "\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org\" target=\"_blank\" rel=\"noopener\">PBS LearningMedia\u003c/a> provides several notable collections from award winning documentaries around black history. These collections feature extensive multimedia resources, lesson plans and student guides that extend learning beyond Black History Month. \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/the-african-americans-many-rivers-to-cross/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The African Americans: Many Rivers to Cross\u003c/strong>\u003c/a>\u003cbr>\nUsing video clips, this collection of lesson plans address a wide range of themes of the African-American experience from 1500 to the present. Noted Harvard scholar Henry Louis Gates, Jr. recounts the full trajectory of African-American history in his groundbreaking series \u003cem>The African Americans: Many Rivers to Cross\u003c/em>. The series explores the evolution of the African-American people, as well as the multiplicity of cultural institutions, political strategies, and religious and social perspectives they developed — forging their own history, culture and society against unimaginable odds. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13.socst.us.afamquotations/african-american-quotation-posters/\">quotation posters\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13-socst-us-lpcourage/it-takes-courage-to-be-weak/\">lesson plans\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/frriders/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> Freedom Riders\u003c/strong>\u003c/a>\u003cbr>\nWith this collection, students learn about a courageous band of civil rights activists called Freedom Riders who in 1961 challenged segregation in the American South. The video segments document the events and accomplishments of the Freedom Rides, and introduce students to the real human stories of those who helped change history. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fr11.soc.civil.tactics.frgoals/freedom-riders-challenge-segregation/\">newsreel footage and archival photos\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/fyr/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> Finding Your Roots\u003c/strong>\u003c/a>\u003cbr>\nThis collection contains media-rich resources on a range of topics including colonialism, immigration, migration, the history of jazz, the American civil rights movement, and slavery. The basic drive to discover who we are and where we come from is at the core of the 10-part PBS series \u003cem>Finding Your Roots\u003c/em>. The series explores major historical events through the ancestries of prominent Americans. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fyr12.socst.us.const.lpfrblck/free-but-not-free-life-of-free-blacks-before-the-civil-war/\">media-rich hands on lessons\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/marchonwashington/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The March on Washington\u003c/strong>\u003c/a>\u003cbr>\nLast year marked the 50th anniversary of the March on Washington for Jobs and Freedom and was commemorated by teachers and students across the country and around the world. These resources help students appreciate the significance of this event – and its role in the larger Civil Rights Movement using this collection of digital content. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mow1/excerpts-from-the-march-on-washington-part-1/\">audio recording\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">flyers\u003c/a> from the event with \u003ca href=\"http://ca.pbslearningmedia.org/resource/9c6ebc8d-c391-4541-8151-76e86b9d30e0/9c6ebc8d-c391-4541-8151-76e86b9d30e0/\">lesson plans\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/146fb36f-7870-44d8-b1c5-362184f716d6/50th-anniversary-of-the-march-on-washington-lesson-plan-a-time-for-change/\">interactive timeline\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/jcr10/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> The Rise and Fall of Jim Crow\u003c/strong>\u003c/a>\u003cbr>\nThe landmark four-part series \u003cem>The Rise and Fall of Jim Crow\u003c/em> explores segregation from the end of the civil war to the dawn of the modern civil rights movement. It was a brutal and oppressive era in American history, but during this time, large numbers of African-Americans and a corps of influential black leaders bravely fought against the status quo, amazingly acquiring for African-Americans the opportunities of education, business, land ownership, and a true spirit of community. Collection highlights include a \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf10.socst.us.prog.lpgeocrow/the-geography-of-jim-crow/\">geography\u003c/a> lesson plan.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/civil/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Civil Rights\u003c/strong>\u003c/a>\u003cbr>\nIn 1954, the Supreme Court’s landmark ruling in Brown v. Board of Education declared segregated schools unconstitutional and sparked a decade of groundbreaking civil rights activism and legislation. Using archival news footage, primary sources, and interview segments filmed for \u003cem>Eyes on the Prize\u003c/em>, this collection captures the voices, images, and events of the Civil Rights movement and the ongoing struggle for \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.lp_whsup/understanding-white-supremacy/\">racial equality\u003c/a> in America.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> The Supreme Court: Civil Rights & Civil Liberties\u003c/strong>\u003c/a>\u003cbr>\nThese resources from the award-winning PBS series \u003cem>The Supreme Court\u003c/em> chart the Court’s unique evolution through archival footage, graphic techniques and interviews with legal historians and experts. Together, they help unfold complex legal concepts and \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf09.socst.us.const.lpprotect14/the-meaning-of-the-fourteenth-amendment/\">key Constitutional issues\u003c/a>. Explore the personalities and beliefs of individual Supreme Court justices as well as the dynamic social and political forces that have and continue to shape legal precedent in the United States. Collection highlights include lesson plans exploring key \u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/?topic_id=532\">court cases\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org\" target=\"_blank\" rel=\"noopener\">PBS LearningMedia\u003c/a> provides several notable collections from award winning documentaries around black history. These collections feature extensive multimedia resources, lesson plans and student guides that extend learning beyond Black History Month. \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/the-african-americans-many-rivers-to-cross/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The African Americans: Many Rivers to Cross\u003c/strong>\u003c/a>\u003cbr>\nUsing video clips, this collection of lesson plans address a wide range of themes of the African-American experience from 1500 to the present. Noted Harvard scholar Henry Louis Gates, Jr. recounts the full trajectory of African-American history in his groundbreaking series \u003cem>The African Americans: Many Rivers to Cross\u003c/em>. The series explores the evolution of the African-American people, as well as the multiplicity of cultural institutions, political strategies, and religious and social perspectives they developed — forging their own history, culture and society against unimaginable odds. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13.socst.us.afamquotations/african-american-quotation-posters/\">quotation posters\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13-socst-us-lpcourage/it-takes-courage-to-be-weak/\">lesson plans\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/frriders/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> Freedom Riders\u003c/strong>\u003c/a>\u003cbr>\nWith this collection, students learn about a courageous band of civil rights activists called Freedom Riders who in 1961 challenged segregation in the American South. The video segments document the events and accomplishments of the Freedom Rides, and introduce students to the real human stories of those who helped change history. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fr11.soc.civil.tactics.frgoals/freedom-riders-challenge-segregation/\">newsreel footage and archival photos\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/fyr/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> Finding Your Roots\u003c/strong>\u003c/a>\u003cbr>\nThis collection contains media-rich resources on a range of topics including colonialism, immigration, migration, the history of jazz, the American civil rights movement, and slavery. The basic drive to discover who we are and where we come from is at the core of the 10-part PBS series \u003cem>Finding Your Roots\u003c/em>. The series explores major historical events through the ancestries of prominent Americans. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fyr12.socst.us.const.lpfrblck/free-but-not-free-life-of-free-blacks-before-the-civil-war/\">media-rich hands on lessons\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/marchonwashington/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The March on Washington\u003c/strong>\u003c/a>\u003cbr>\nLast year marked the 50th anniversary of the March on Washington for Jobs and Freedom and was commemorated by teachers and students across the country and around the world. These resources help students appreciate the significance of this event – and its role in the larger Civil Rights Movement using this collection of digital content. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mow1/excerpts-from-the-march-on-washington-part-1/\">audio recording\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">flyers\u003c/a> from the event with \u003ca href=\"http://ca.pbslearningmedia.org/resource/9c6ebc8d-c391-4541-8151-76e86b9d30e0/9c6ebc8d-c391-4541-8151-76e86b9d30e0/\">lesson plans\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/146fb36f-7870-44d8-b1c5-362184f716d6/50th-anniversary-of-the-march-on-washington-lesson-plan-a-time-for-change/\">interactive timeline\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/jcr10/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> The Rise and Fall of Jim Crow\u003c/strong>\u003c/a>\u003cbr>\nThe landmark four-part series \u003cem>The Rise and Fall of Jim Crow\u003c/em> explores segregation from the end of the civil war to the dawn of the modern civil rights movement. It was a brutal and oppressive era in American history, but during this time, large numbers of African-Americans and a corps of influential black leaders bravely fought against the status quo, amazingly acquiring for African-Americans the opportunities of education, business, land ownership, and a true spirit of community. Collection highlights include a \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf10.socst.us.prog.lpgeocrow/the-geography-of-jim-crow/\">geography\u003c/a> lesson plan.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/civil/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Civil Rights\u003c/strong>\u003c/a>\u003cbr>\nIn 1954, the Supreme Court’s landmark ruling in Brown v. Board of Education declared segregated schools unconstitutional and sparked a decade of groundbreaking civil rights activism and legislation. Using archival news footage, primary sources, and interview segments filmed for \u003cem>Eyes on the Prize\u003c/em>, this collection captures the voices, images, and events of the Civil Rights movement and the ongoing struggle for \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.lp_whsup/understanding-white-supremacy/\">racial equality\u003c/a> in America.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> The Supreme Court: Civil Rights & Civil Liberties\u003c/strong>\u003c/a>\u003cbr>\nThese resources from the award-winning PBS series \u003cem>The Supreme Court\u003c/em> chart the Court’s unique evolution through archival footage, graphic techniques and interviews with legal historians and experts. Together, they help unfold complex legal concepts and \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf09.socst.us.const.lpprotect14/the-meaning-of-the-fourteenth-amendment/\">key Constitutional issues\u003c/a>. Explore the personalities and beliefs of individual Supreme Court justices as well as the dynamic social and political forces that have and continue to shape legal precedent in the United States. Collection highlights include lesson plans exploring key \u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/?topic_id=532\">court cases\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Chance of Winning the Lottery",
"headTitle": "The Chance of Winning the Lottery | KQED",
"content": "\u003cp>Will your next lottery ticket be the winning ticket? The odds of winning are about 1 in 175 million. But don’t let that discourage you from buying one. Animator Joe Golling created an animation and accompanying inforgraphic for \u003ca href=\"http://www.kqed.org/lowdown\">The Lowdown\u003c/a> to illuminate the mathematical chance of buying that winning ticket.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/12/Screen-shot-2013-12-17-at-2.22.13-PM-300x232.png\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2013/12/16/lottery-odds\" target=\"_blank\" rel=\"noopener\">What Are Your Odds of Winning the Lottery?\u003c/a>What Are Your Odds of Winning the Lottery? By Joe Golling If you gamble on faith – not on odds – you might want to stop reading this now. Because the chances of winning just about any big stakes lottery game – like Mega Millions – is just north of impossible.\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%2F12%2F16%2Flottery-odds\" 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\">via \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\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cdiv class=\"embedly-clear\">Suggested Activity:\u003c/div>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>interpret information presented in an infographic\u003c/li>\n\u003cli>use data to create an infographic\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong>\u003ca href=\"http://www.corestandards.org/Math/Content/6/RP/A/1\">6.RP.A.1\u003c/a>,\u003ca href=\"http://www.corestandards.org/Math/Content/6/RP/A/3\">6.RP.A.3\u003c/a>,\u003ca href=\"http://www.corestandards.org/Math/Content/6/SP/B/4\">6.SP.B.4\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Vocabulary: \u003c/strong>Infographic, scale, metric tons, bar graph\u003c/p>\n\u003cp>\u003cstrong>Materials\u003c/strong>: 11 x 17-inch paper, thin markers, calculators\u003c/p>\n\u003cp>\u003cstrong>Preparation: \u003c/strong>Find examples of infographics to supplement the given asset.\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Begin class by showing students the \u003cem>infographic\u003c/em>. Tell them that an infographic is a visual way of presenting data, statistics, or other information.\u003c/p>\n\u003cp>Analyze the infographic together, beginning with the title and working down. (Note: When you get to the mathematical formula, try to allow students time to make sense of it on their own before discussing it.) Ask the following questions:\u003c/p>\n\u003cul>\n\u003cli>What information does the infographic convey?\u003c/li>\n\u003cli>How does the infographic use graphics to represent information?\u003c/li>\n\u003cli>How do the graphics help you make sense of the data?\u003c/li>\n\u003cli>How does the infographic use descriptive text to explain the issue further?\u003c/li>\n\u003cli>How does the map section help you make sense of the \u003cem>scale\u003c/em> of 175 million lottery tickets?\u003c/li>\n\u003cli>Why do you think the author of the infographic added the final three facts about other rare events?\u003c/li>\n\u003c/ul>\n\u003cp>If you have found examples of other infographics, share those with students. Analyze them in a similar fashion.\u003c/p>\n\u003cp>\u003cstrong>2. Activity (25 minutes, groups of three)\u003c/strong>\u003c/p>\n\u003cp>Tell students that each group will begin developing its own infographic about an issue of interest to them.\u003c/p>\n\u003cp>All infographics begin with data about an issue. Have groups identify an issue they want to research. Then, allow them to conduct a brief Internet search on the subject. Specific search terms such as “obesity epidemic data” may yield better, more usable results than generic searches. Each group should try to find at least three pieces of data that can help it represent the issue.\u003c/p>\n\u003cp>If groups cannot identify their own data, some data about recycling and aluminum cans is provided below:\u003c/p>\n\u003cul>\n\u003cli>The United States generated close to 2 million tons of aluminum containers and packaging in 2011. (Source: EPA)\u003c/li>\n\u003cli>In 2011, 55% of aluminum cans generated, or roughly 0.7 million tons, were recycled. (EPA)\u003c/li>\n\u003cli>Aluminum cans can be converted into other aluminum cans in as few as 60 days. (Source: Aluminum Association)\u003c/li>\n\u003cli>There is no limit to the number of times a can made of aluminum can be recycled. (AA)\u003c/li>\n\u003cli>In 1972, 24,000 \u003cem>metric tons\u003c/em> of used aluminum beverage cans were recycled. By 2006, this number increased to more than 525,000 metric tons. (AA)\u003c/li>\n\u003cli>It takes about 33 twelve-ounce aluminum cans to make a pound of aluminum.\u003c/li>\n\u003c/ul>\n\u003cp>Groups should use the following questions as guides:\u003c/p>\n\u003cul>\n\u003cli>What story does the data tell?\u003c/li>\n\u003cli>What types of graphics can help tell the story of the data?\u003c/li>\n\u003cli>How can narrative text and images help explain the issue?\u003c/li>\n\u003c/ul>\n\u003cp>After discussing the data, groups should draft their infographics on 11 x 17-inch paper. Consult with each group to help them understand different ways in which they can express the data that they found. For example, to represent the percentage of recycled cans in the recycling data set, students could draw 100 small circles and fill in 55 of them. To express the growth of recycling since 1972, students could create a simple \u003cem>bar graph\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>3. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>At the end of class, have each group share their preliminary work. Each group should describe how its graphic helps explain the issue that it chose.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Activity Extension\u003c/strong>\u003c/p>\n\u003cp>For students who are interested in pursuing a more polished look for their infographics, a variety of tools can be found online using the search term:”create your own educational infographics.”\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "Will your next lottery ticket be the winning ticket? The odds of winning are about 1 in 175 million. But don’t let that discourage you from buying one. Animator Joe Golling created an animation and accompanying inforgraphic for The Lowdown to illuminate the mathematical chance of buying that winning ticket",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Will your next lottery ticket be the winning ticket? The odds of winning are about 1 in 175 million. But don’t let that discourage you from buying one. Animator Joe Golling created an animation and accompanying inforgraphic for \u003ca href=\"http://www.kqed.org/lowdown\">The Lowdown\u003c/a> to illuminate the mathematical chance of buying that winning ticket.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/12/Screen-shot-2013-12-17-at-2.22.13-PM-300x232.png\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2013/12/16/lottery-odds\" target=\"_blank\" rel=\"noopener\">What Are Your Odds of Winning the Lottery?\u003c/a>What Are Your Odds of Winning the Lottery? By Joe Golling If you gamble on faith – not on odds – you might want to stop reading this now. Because the chances of winning just about any big stakes lottery game – like Mega Millions – is just north of impossible.\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%2F12%2F16%2Flottery-odds\" 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\">via \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\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cdiv class=\"embedly-clear\">Suggested Activity:\u003c/div>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>interpret information presented in an infographic\u003c/li>\n\u003cli>use data to create an infographic\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong>\u003ca href=\"http://www.corestandards.org/Math/Content/6/RP/A/1\">6.RP.A.1\u003c/a>,\u003ca href=\"http://www.corestandards.org/Math/Content/6/RP/A/3\">6.RP.A.3\u003c/a>,\u003ca href=\"http://www.corestandards.org/Math/Content/6/SP/B/4\">6.SP.B.4\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Vocabulary: \u003c/strong>Infographic, scale, metric tons, bar graph\u003c/p>\n\u003cp>\u003cstrong>Materials\u003c/strong>: 11 x 17-inch paper, thin markers, calculators\u003c/p>\n\u003cp>\u003cstrong>Preparation: \u003c/strong>Find examples of infographics to supplement the given asset.\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Begin class by showing students the \u003cem>infographic\u003c/em>. Tell them that an infographic is a visual way of presenting data, statistics, or other information.\u003c/p>\n\u003cp>Analyze the infographic together, beginning with the title and working down. (Note: When you get to the mathematical formula, try to allow students time to make sense of it on their own before discussing it.) Ask the following questions:\u003c/p>\n\u003cul>\n\u003cli>What information does the infographic convey?\u003c/li>\n\u003cli>How does the infographic use graphics to represent information?\u003c/li>\n\u003cli>How do the graphics help you make sense of the data?\u003c/li>\n\u003cli>How does the infographic use descriptive text to explain the issue further?\u003c/li>\n\u003cli>How does the map section help you make sense of the \u003cem>scale\u003c/em> of 175 million lottery tickets?\u003c/li>\n\u003cli>Why do you think the author of the infographic added the final three facts about other rare events?\u003c/li>\n\u003c/ul>\n\u003cp>If you have found examples of other infographics, share those with students. Analyze them in a similar fashion.\u003c/p>\n\u003cp>\u003cstrong>2. Activity (25 minutes, groups of three)\u003c/strong>\u003c/p>\n\u003cp>Tell students that each group will begin developing its own infographic about an issue of interest to them.\u003c/p>\n\u003cp>All infographics begin with data about an issue. Have groups identify an issue they want to research. Then, allow them to conduct a brief Internet search on the subject. Specific search terms such as “obesity epidemic data” may yield better, more usable results than generic searches. Each group should try to find at least three pieces of data that can help it represent the issue.\u003c/p>\n\u003cp>If groups cannot identify their own data, some data about recycling and aluminum cans is provided below:\u003c/p>\n\u003cul>\n\u003cli>The United States generated close to 2 million tons of aluminum containers and packaging in 2011. (Source: EPA)\u003c/li>\n\u003cli>In 2011, 55% of aluminum cans generated, or roughly 0.7 million tons, were recycled. (EPA)\u003c/li>\n\u003cli>Aluminum cans can be converted into other aluminum cans in as few as 60 days. (Source: Aluminum Association)\u003c/li>\n\u003cli>There is no limit to the number of times a can made of aluminum can be recycled. (AA)\u003c/li>\n\u003cli>In 1972, 24,000 \u003cem>metric tons\u003c/em> of used aluminum beverage cans were recycled. By 2006, this number increased to more than 525,000 metric tons. (AA)\u003c/li>\n\u003cli>It takes about 33 twelve-ounce aluminum cans to make a pound of aluminum.\u003c/li>\n\u003c/ul>\n\u003cp>Groups should use the following questions as guides:\u003c/p>\n\u003cul>\n\u003cli>What story does the data tell?\u003c/li>\n\u003cli>What types of graphics can help tell the story of the data?\u003c/li>\n\u003cli>How can narrative text and images help explain the issue?\u003c/li>\n\u003c/ul>\n\u003cp>After discussing the data, groups should draft their infographics on 11 x 17-inch paper. Consult with each group to help them understand different ways in which they can express the data that they found. For example, to represent the percentage of recycled cans in the recycling data set, students could draw 100 small circles and fill in 55 of them. To express the growth of recycling since 1972, students could create a simple \u003cem>bar graph\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>3. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>At the end of class, have each group share their preliminary work. Each group should describe how its graphic helps explain the issue that it chose.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>Activity Extension\u003c/strong>\u003c/p>\n\u003cp>For students who are interested in pursuing a more polished look for their infographics, a variety of tools can be found online using the search term:”create your own educational infographics.”\u003c/p>\n\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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"marketplace": {
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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": "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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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"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": {
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"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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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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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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"order": 16
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},
"science-friday": {
"id": "science-friday",
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"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": {
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