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"disqusTitle": "Why Are American Public Schools Still So Segregated?",
"title": "Why Are American Public Schools Still So Segregated?",
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"content": "\u003cp>\u003c!--more-->\u003cbr>\nhttps://youtu.be/v2TG9n0vc-4\u003c/p>\n\u003cp>As of 2014, white students no longer made up the majority of America's public elementary and secondary school students.\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Using The Lowdown and Above the Noise in the Classroom\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003c/div>\n\u003cp>Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"76\" height=\"76\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 76px) 100vw, 76px\">\u003cstrong>Read-Think-Respond:\u003c/strong> How diverse is your school and does that impact your education? \u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: An \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Why-Are-Schools-Still-Segregated-lesson-plan.docx_.pdf\">original lesson plan\u003c/a> on school segregation and \u003cem>a\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Source-List_-School-Segregation-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>.\u003c/p>\n\u003c/aside>\n\u003c/div>\n\u003cp>As our latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video points out, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\" target=\"_blank\" rel=\"noopener\">this milestone\u003c/a> might give the impression that public schools are becoming increasingly diverse institutions, with a solid mix of white students and students of color.\u003c/p>\n\u003cp>But, by and large, they're not.\u003c/p>\n\u003cp>In fact, schools have gotten steadily more segregated in recent decades. According to research from UCLA's \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future\" target=\"_blank\" rel=\"noopener\"> Civil Rights Project\u003c/a>, black students are just as segregated today as they were in the 1960s, before serious enforcement of federal desegregation orders went into effect. The study found that in most public schools throughout the country, there's\u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/mlk-national/e-pluribus...separation-deepening-double-segregation-for-more-students\" target=\"_blank\" rel=\"noopener\"> little contact between white students and students of color\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Segregated schools have been shown to have disproportionately negative impacts on minority populations, especially in low-income communities. These students often attend schools with fewer resources, less experienced teachers and lower academic achievement rates. And that can affect everything from a student's chances of graduating high school and going to college to what kind of jobs they get and the amount of money they earn over the course of their careers.\u003c/span>\u003c/p>\n\u003cp>In an effort to visualize the extent of modern segregation, the \u003ca href=\"https://www.urban.org/urban-wire/americas-public-schools-remain-highly-segregated\" target=\"_blank\" rel=\"noopener\">Urban Institute\u003c/a>, a left-leaning policy group, mapped 2011-12 \u003ca href=\"http://nces.ed.gov/ccd/pubschuniv.asp\" target=\"_blank\" rel=\"noopener\">government education data\u003c/a> on the racial composition of public schools.\u003c/p>\n\u003cp>\"These maps show that America’s public schools are \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future\" target=\"_blank\" rel=\"noopener\">highly segregated by race and income\u003c/a>, with the declining share of white students typically concentrated in schools with other white students and the growing share of Latino students concentrated into low-income public schools with other students of color,\" the Urban Institute notes.\u003c/p>\n\u003cp>The maps reveal that in every state except New Mexico and Hawaii, the average white student \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/mlk-national/e-pluribus...separation-deepening-double-segregation-for-more-students\" target=\"_blank\" rel=\"noopener\">attends a majority white school\u003c/a>. It's a finding that's unsurprising for many rural areas of the country with small minority populations. But the trend persists even in the most mixed parts of diverse states like California, Illinois, Michigan, Pennsylvania and New York.\u003c/p>\n\u003cp>Mouse over this map for county-specific data on the share of white students attending majority-white schools, as well as the percentage of white, black and Latino students in that county.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_white.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>As the Urban Institute notes, the racial separation is most dramatic in the nation's large metropolitan population centers, where the most students of color live. For example, Chicago's student population is about 25 percent white, 31 percent black and 37 percent Latino. But a whopping 96 percent of black students attend majority non-white schools and 67 percent of white students attend majority white schools.\u003c/p>\n\u003cp>The trend is similar in other cities and counties with large minority populations, including Detroit, Minneapolis, New York and Philadelphia.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_black.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Southern schools, which underwent forced integration efforts beginning in the late 1960s, still have the largest mix of black and white students, although those rates are dropping rapidly as a result of recently suspended court orders.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_latino.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Watch: The Battle for School Busing from the Retro Report\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>https://youtu.be/sld722slarw\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/v2TG9n0vc-4'\n title='//www.youtube.com/embed/v2TG9n0vc-4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>As of 2014, white students no longer made up the majority of America's public elementary and secondary school students.\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Using The Lowdown and Above the Noise in the Classroom\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003c/div>\n\u003cp>Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"76\" height=\"76\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 76px) 100vw, 76px\">\u003cstrong>Read-Think-Respond:\u003c/strong> How diverse is your school and does that impact your education? \u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: An \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Why-Are-Schools-Still-Segregated-lesson-plan.docx_.pdf\">original lesson plan\u003c/a> on school segregation and \u003cem>a\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Source-List_-School-Segregation-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>.\u003c/p>\n\u003c/aside>\n\u003c/div>\n\u003cp>As our latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video points out, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\" target=\"_blank\" rel=\"noopener\">this milestone\u003c/a> might give the impression that public schools are becoming increasingly diverse institutions, with a solid mix of white students and students of color.\u003c/p>\n\u003cp>But, by and large, they're not.\u003c/p>\n\u003cp>In fact, schools have gotten steadily more segregated in recent decades. According to research from UCLA's \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future\" target=\"_blank\" rel=\"noopener\"> Civil Rights Project\u003c/a>, black students are just as segregated today as they were in the 1960s, before serious enforcement of federal desegregation orders went into effect. The study found that in most public schools throughout the country, there's\u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/mlk-national/e-pluribus...separation-deepening-double-segregation-for-more-students\" target=\"_blank\" rel=\"noopener\"> little contact between white students and students of color\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Segregated schools have been shown to have disproportionately negative impacts on minority populations, especially in low-income communities. These students often attend schools with fewer resources, less experienced teachers and lower academic achievement rates. And that can affect everything from a student's chances of graduating high school and going to college to what kind of jobs they get and the amount of money they earn over the course of their careers.\u003c/span>\u003c/p>\n\u003cp>In an effort to visualize the extent of modern segregation, the \u003ca href=\"https://www.urban.org/urban-wire/americas-public-schools-remain-highly-segregated\" target=\"_blank\" rel=\"noopener\">Urban Institute\u003c/a>, a left-leaning policy group, mapped 2011-12 \u003ca href=\"http://nces.ed.gov/ccd/pubschuniv.asp\" target=\"_blank\" rel=\"noopener\">government education data\u003c/a> on the racial composition of public schools.\u003c/p>\n\u003cp>\"These maps show that America’s public schools are \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future\" target=\"_blank\" rel=\"noopener\">highly segregated by race and income\u003c/a>, with the declining share of white students typically concentrated in schools with other white students and the growing share of Latino students concentrated into low-income public schools with other students of color,\" the Urban Institute notes.\u003c/p>\n\u003cp>The maps reveal that in every state except New Mexico and Hawaii, the average white student \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/mlk-national/e-pluribus...separation-deepening-double-segregation-for-more-students\" target=\"_blank\" rel=\"noopener\">attends a majority white school\u003c/a>. It's a finding that's unsurprising for many rural areas of the country with small minority populations. But the trend persists even in the most mixed parts of diverse states like California, Illinois, Michigan, Pennsylvania and New York.\u003c/p>\n\u003cp>Mouse over this map for county-specific data on the share of white students attending majority-white schools, as well as the percentage of white, black and Latino students in that county.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_white.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>As the Urban Institute notes, the racial separation is most dramatic in the nation's large metropolitan population centers, where the most students of color live. For example, Chicago's student population is about 25 percent white, 31 percent black and 37 percent Latino. But a whopping 96 percent of black students attend majority non-white schools and 67 percent of white students attend majority white schools.\u003c/p>\n\u003cp>The trend is similar in other cities and counties with large minority populations, including Detroit, Minneapolis, New York and Philadelphia.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_black.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Southern schools, which underwent forced integration efforts beginning in the late 1960s, still have the largest mix of black and white students, although those rates are dropping rapidly as a result of recently suspended court orders.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_latino.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Watch: The Battle for School Busing from the Retro Report\u003c/strong>\u003c/em>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/sld722slarw'\n title='//www.youtube.com/embed/sld722slarw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Twisted Roots of America’s Immigration System (with Lesson Plan)",
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"content": "\u003cp>https://youtu.be/CpD2gp3Rgl0\u003c/p>\n\u003cp>U.S. immigration is some seriously complicated business.\u003c/p>\n\u003cp>Contrary to what politicians from both parties often say, there isn't a single line you can just wait in to get a green card and become a permanent resident. As this \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video makes clear, the process can take years, even an entire lifetime, depending on where you're from, who you know, what skills you have and even how big your bank account is.\u003c/p>\n\u003cp>So the idea of \"going to the back of the line\" and waiting your turn doesn't even remotely reflect the reality of what the immigration process actually looks like for most people trying to come here legally.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: large\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>Read-Think-Respond:\u003c/strong> What are your suggestions for a fairer, more efficient immigration process? \u003cspan style=\"font-size: medium\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"https://vimeo.com/201750294\" target=\"_blank\" rel=\"noopener\">A PBS Student Reporting Labs video\u003c/a> on a program for recent youth arrivals (part of the \u003ca href=\"https://srlnewamericans.tumblr.com/\" target=\"_blank\" rel=\"noopener\">New Americans\u003c/a> series).\u003c/p>\n\u003cp>\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/11/Immigration-lesson-plan-final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/11/Immigration-line-source-list.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom.\u003c/p>\n\u003c/div>\n\u003cp>It doesn't help that immigration is among the most explosively divisive issues in America, one that's easily misunderstood and often exploited for political gain. But there is one thing that almost everyone across the political spectrum -- from President Trump to pro-immigration advocates -- does actually agree on: America's immigration system is sorely outdated and in dire need of serious overhaul.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So how did the system get like this?\u003c/p>\n\u003cp>Scroll through the timeline below to follow the tangled history of America's ever-changing immigration policies. (\u003ca href=\"http://embed.verite.co/timeline/?source=0Ark5K5szJsMSdDVpVVM2bHZ6UV9TRW5FajJXVmF3UkE&\" target=\"_blank\" rel=\"noopener\">Easiest to view in full-screen mode\u003c/a>) The interactive chart beneath it shows rates of legal immigration from 1820 to the present (use the scroll bar to zoom into specific chunks of time).\u003c/p>\n\u003cp>There have been four major waves of immigration to America, the last of which -- mainly from Mexico, other Latin American countries, and Asia -- continues today. Several themes play out consistently in all four chapters:\u003c/p>\n\u003cul>\n\u003cli>Each successive wave of immigrants has been, to some extent, a reflection of social and economic conditions elsewhere in the world, and within the U.S. itself.\u003c/li>\n\u003cli>Nearly every cycle of newcomers has faced animosity and backlash from already assimilated communities.\u003c/li>\n\u003cli>The history of America's immigration policy is a swinging door that often opens during periods of economic prosperity and slams shut when times get tough.\u003c/li>\n\u003c/ul>\n\u003cdiv style=\"width:100%\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1XSCmSJvVdD4UVRxPK_6JG1gUuaEyeeydAaefh96v8Zo&\" width=\"1100\" height=\"800\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003ch4>\u003cstrong>Immigrants obtaining legal permanent residency, 1820 to 2015\u003c/strong>\u003c/h4>\n\u003cp>Note: In 1820, 8,385 immigrants legally entered the United States. The Census from that same year listed the total U.S. population at 9,638,453 (of which 1,538,022 were slaves.) In 2015, the U.S. population was roughly 321 million, and there were more than 1 million legal immigrants.\u003c/p>\n\u003cdiv style=\"width:100%\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=LINE_AGGREGATE&containerId=gviz_canvas&isXyPlot=true&bsize=0&q=select+col0%2C+col1+from+11uDFhDigXHfCbMLwSfydx4rngE3r22hLboJ5-PI&qrs=+where+col0+%3E%3D+&qre=+and+col0+%3C%3D+&qe=+order+by+col0+asc&width=1000&height=400\" frameborder=\"no\" scrolling=\"no\" width=\"1000\" height=\"400\" class=\"iframe-class\">\u003c/iframe>\n\u003c/div>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Source: \u003ca href=\"https://www.dhs.gov/immigration-statistics/yearbook/2015\" target=\"_blank\" rel=\"noopener\">Department of Homeland Security, Office of Immigration Statistics\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/CpD2gp3Rgl0'\n title='//www.youtube.com/embed/CpD2gp3Rgl0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>U.S. immigration is some seriously complicated business.\u003c/p>\n\u003cp>Contrary to what politicians from both parties often say, there isn't a single line you can just wait in to get a green card and become a permanent resident. As this \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video makes clear, the process can take years, even an entire lifetime, depending on where you're from, who you know, what skills you have and even how big your bank account is.\u003c/p>\n\u003cp>So the idea of \"going to the back of the line\" and waiting your turn doesn't even remotely reflect the reality of what the immigration process actually looks like for most people trying to come here legally.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: large\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>Read-Think-Respond:\u003c/strong> What are your suggestions for a fairer, more efficient immigration process? \u003cspan style=\"font-size: medium\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"https://vimeo.com/201750294\" target=\"_blank\" rel=\"noopener\">A PBS Student Reporting Labs video\u003c/a> on a program for recent youth arrivals (part of the \u003ca href=\"https://srlnewamericans.tumblr.com/\" target=\"_blank\" rel=\"noopener\">New Americans\u003c/a> series).\u003c/p>\n\u003cp>\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/11/Immigration-lesson-plan-final.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/11/Immigration-line-source-list.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom.\u003c/p>\n\u003c/div>\n\u003cp>It doesn't help that immigration is among the most explosively divisive issues in America, one that's easily misunderstood and often exploited for political gain. But there is one thing that almost everyone across the political spectrum -- from President Trump to pro-immigration advocates -- does actually agree on: America's immigration system is sorely outdated and in dire need of serious overhaul.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So how did the system get like this?\u003c/p>\n\u003cp>Scroll through the timeline below to follow the tangled history of America's ever-changing immigration policies. (\u003ca href=\"http://embed.verite.co/timeline/?source=0Ark5K5szJsMSdDVpVVM2bHZ6UV9TRW5FajJXVmF3UkE&\" target=\"_blank\" rel=\"noopener\">Easiest to view in full-screen mode\u003c/a>) The interactive chart beneath it shows rates of legal immigration from 1820 to the present (use the scroll bar to zoom into specific chunks of time).\u003c/p>\n\u003cp>There have been four major waves of immigration to America, the last of which -- mainly from Mexico, other Latin American countries, and Asia -- continues today. Several themes play out consistently in all four chapters:\u003c/p>\n\u003cul>\n\u003cli>Each successive wave of immigrants has been, to some extent, a reflection of social and economic conditions elsewhere in the world, and within the U.S. itself.\u003c/li>\n\u003cli>Nearly every cycle of newcomers has faced animosity and backlash from already assimilated communities.\u003c/li>\n\u003cli>The history of America's immigration policy is a swinging door that often opens during periods of economic prosperity and slams shut when times get tough.\u003c/li>\n\u003c/ul>\n\u003cdiv style=\"width:100%\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1XSCmSJvVdD4UVRxPK_6JG1gUuaEyeeydAaefh96v8Zo&\" width=\"1100\" height=\"800\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003ch4>\u003cstrong>Immigrants obtaining legal permanent residency, 1820 to 2015\u003c/strong>\u003c/h4>\n\u003cp>Note: In 1820, 8,385 immigrants legally entered the United States. The Census from that same year listed the total U.S. population at 9,638,453 (of which 1,538,022 were slaves.) In 2015, the U.S. population was roughly 321 million, and there were more than 1 million legal immigrants.\u003c/p>\n\u003cdiv style=\"width:100%\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://www.google.com/fusiontables/embedviz?viz=GVIZ&t=LINE_AGGREGATE&containerId=gviz_canvas&isXyPlot=true&bsize=0&q=select+col0%2C+col1+from+11uDFhDigXHfCbMLwSfydx4rngE3r22hLboJ5-PI&qrs=+where+col0+%3E%3D+&qre=+and+col0+%3C%3D+&qe=+order+by+col0+asc&width=1000&height=400\" frameborder=\"no\" scrolling=\"no\" width=\"1000\" height=\"400\" class=\"iframe-class\">\u003c/iframe>\n\u003c/div>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Source: \u003ca href=\"https://www.dhs.gov/immigration-statistics/yearbook/2015\" target=\"_blank\" rel=\"noopener\">Department of Homeland Security, Office of Immigration Statistics\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003c!--more-->Actually, I think I'm going to get to this article a little bit later ...\u003c/p>\n\u003cp>Just about all of us do it -- some (me, for instance) more than others. When faced with a challenging or downright unappealing task, we drag our feet and put things off for as long as possible. Welcome to the age-old art of procrastination!\u003c/p>\n\u003cp>Even some of the greatest minds in history were susceptible to the procrastination bug. Take Mozart, who allegedly wrote the overture for his famous opera Don Giovanni the night before its premiere. And Martin Luther King, Jr.'s legendary \"I Have A Dream\" speech? Yup, he supposedly wrote that last-minute, too.\u003c/p>\n\u003cp>All of which begs the question: if procrastination is such a common human behavior, might it sometimes serve some useful, even creative, purpose? And does it serve some biological purpose?\u003c/p>\n\u003cp>While procrastination is commonly thought of as a negative behavior that hinders productivity, it's often more complicated than that. In fact, new research suggests that some people need to procrastinate in order to get things done.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Just so happens that there's a great new \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener\">Above the Noise video\u003c/a> that digs right into this. And all you have to do is sit and watch it, so quit stalling!\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: large;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond:\u003c/strong> Are you a procrastinator? If so, what are your strategies for dealing with it?\u003cbr>\n\u003cspan style=\"font-size: medium;\">\u003cem>[comment below]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28155 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png\" alt=\"\" width=\"69\" height=\"69\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download.png 512w\" sizes=\"(max-width: 69px) 100vw, 69px\">\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"http://www.youthareawesome.com/stop-procrastinating-done/\" target=\"_blank\" rel=\"noopener\">An article from a youth publication\u003c/a> on overcoming the procrastination trap\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Lesson-Plan-Procrastination.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Source-List-Procrastination.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->Actually, I think I'm going to get to this article a little bit later ...\u003c/p>\n\u003cp>Just about all of us do it -- some (me, for instance) more than others. When faced with a challenging or downright unappealing task, we drag our feet and put things off for as long as possible. Welcome to the age-old art of procrastination!\u003c/p>\n\u003cp>Even some of the greatest minds in history were susceptible to the procrastination bug. Take Mozart, who allegedly wrote the overture for his famous opera Don Giovanni the night before its premiere. And Martin Luther King, Jr.'s legendary \"I Have A Dream\" speech? Yup, he supposedly wrote that last-minute, too.\u003c/p>\n\u003cp>All of which begs the question: if procrastination is such a common human behavior, might it sometimes serve some useful, even creative, purpose? And does it serve some biological purpose?\u003c/p>\n\u003cp>While procrastination is commonly thought of as a negative behavior that hinders productivity, it's often more complicated than that. In fact, new research suggests that some people need to procrastinate in order to get things done.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Just so happens that there's a great new \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener\">Above the Noise video\u003c/a> that digs right into this. And all you have to do is sit and watch it, so quit stalling!\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: large;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond:\u003c/strong> Are you a procrastinator? If so, what are your strategies for dealing with it?\u003cbr>\n\u003cspan style=\"font-size: medium;\">\u003cem>[comment below]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28155 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png\" alt=\"\" width=\"69\" height=\"69\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download.png 512w\" sizes=\"(max-width: 69px) 100vw, 69px\">\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"http://www.youthareawesome.com/stop-procrastinating-done/\" target=\"_blank\" rel=\"noopener\">An article from a youth publication\u003c/a> on overcoming the procrastination trap\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Lesson-Plan-Procrastination.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Source-List-Procrastination.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003c!--more-->Reading, watching or listening to a well-told story about people undergoing trauma or persecution can certainly build compassion.\u003c/p>\n\u003cp>But just telling the story, no matter how compelling, may still fall short of providing audiences with a visceral glimpse into other people's realities, an understanding of what they're seeing and feeling that's impactful enough to inspire empathy and action.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: large;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond:\u003c/strong> Can VR really make people more compassionate and encourage acts of kindness?\u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28155 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png\" alt=\"\" width=\"69\" height=\"69\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download.png 512w\" sizes=\"(max-width: 69px) 100vw, 69px\">\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"https://www.youtube.com/watch?v=N-52deHCPO4&feature=youtu.be\" target=\"_blank\" rel=\"noopener\">A short video\u003c/a> produced by students from BAYCAT about the VR experience\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Lesson-Plan-Virtual-Reality.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Source-List-Virtual-Reality.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>That’s where virtual reality can play an integral role, argue proponents of the technology. Beyond just an immersive experience for gamers or an influential tool for advertisers, VR can be a powerful empathy machine, as this latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ/about?sub_confirmation=1\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video explains.\u003c/p>\n\u003cp>\"I think that we can change minds with this machine,” says video artist Chris Milk, a champion of VR’s potential for spreading empathy and inspiring meaningful change.\u003c/p>\n\u003cp>In 2014, Milk and his team visited a refugee camp in Jordan and used a 360-degree camera system to capture the day-to-day life of a 12-year-old Syrian girl. The VR experience was later shown to attendees at the World Economic Forum in Davos, Switzerland. These are people who may never know what it’s like to be in a tent in a refugee camp in Jordan, Milk explains in his \u003ca href=\"http://www.npr.org/2015/09/11/439199892/what-happens-when-we-step-inside-the-screen\" target=\"_blank\" rel=\"noopener\">2015 TED talk\u003c/a>, but who make decisions that ultimately affect millions of people.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It connects humans to other humans in a profound way that I've never seen before in any other form of media. And it can change people's perceptions of each other. And that's how I think virtual reality has the potential to actually change the world.\"\u003c/p>\n\u003cp>It’s a position that a growing number of humanitarian organizations have \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2017/01/09/508617333/can-virtual-reality-make-you-more-empathetic\" target=\"_blank\" rel=\"noopener\">begun to adopt\u003c/a> as a way of expanding their donor bases. And more social science researchers have also started exploring VR’s potential to actually change the perceptions and behaviors of viewers.\u003c/p>\n\u003cp>Jeremy Bailenson, who heads the \u003ca href=\"https://vhil.stanford.edu/\" target=\"_blank\" rel=\"noopener\">Virtual Human Interaction Laboratory\u003c/a> at Stanford University, has explored the issue in depth for more than a decade, conducting tests that enable viewers to, among other things, look into virtual mirrors and to see themselves reflected as members of different races, ages and physical abilities.\u003c/p>\n\u003cp>His work has shown that VR can trick the senses and give users the ability to identify with completely different types of people. The process, he argues, can be impactful enough to alter users’ beliefs and behavior, at least in the short run and potentially longer.\u003c/p>\n\u003cp>Not surprisingly, though, there are many skeptics of VR’s transformative power, and some have expressed concern with the technology’s potential to be used more as machine to manipulate viewers into believing or buying things, rather than a benign mechanism to spread truth and empathy and encourage acts of compassion.\u003c/p>\n\u003cp>“VR is far from the moral game changer that some make it out to be,” insists Paul Bloom, a psychology professor at Yale University. In an \u003ca href=\"https://www.theatlantic.com/technology/archive/2017/02/virtual-reality-wont-make-you-more-empathetic/515511/\" target=\"_blank\" rel=\"noopener\">article for the Atlantic\u003c/a>, Bloom argues that VR “doesn’t actually help you appreciate what it’s like to be a refugee, homeless or disabled. In fact, it can be dangerously misleading.”\u003c/p>\n\u003cp>He argues that these VR experiences do a good job in presenting glimpses of the physical environments of the people they focus on, but are largely ineffective at conveying the long-term experiences and psychological impacts of their conditions.\u003c/p>\n\u003cp>“The awfulness of the refugee experience isn’t about the sights and sounds of a refugee camp. It has more to do with the fear and anxiety of having to escape your country and relocate yourself in a strange land,” he says, noting that when users have control over the duration of the experience and the ability to turn it on and off, the experience becomes fundamentally different.\u003c/p>\n\u003cp>“It’s not hard to try out certain short-term experiences, such as dealing with a crying baby for a few minutes, sitting alone in a closet, or having strangers gawk at you on the street. But you can’t extrapolate from these to learn what it’s like to be a single parent, a prisoner in solitary confinement, or a famous movie star. You can’t take an event of minutes and hours and generalize to months and years.”\u003c/p>\n\u003cp class=\"story-body-text story-content\">\u003ca name=\"unique-identifier1\">\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>\u003c!--more-->Reading, watching or listening to a well-told story about people undergoing trauma or persecution can certainly build compassion.\u003c/p>\n\u003cp>But just telling the story, no matter how compelling, may still fall short of providing audiences with a visceral glimpse into other people's realities, an understanding of what they're seeing and feeling that's impactful enough to inspire empathy and action.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: large;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond:\u003c/strong> Can VR really make people more compassionate and encourage acts of kindness?\u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28155 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png\" alt=\"\" width=\"69\" height=\"69\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download.png 512w\" sizes=\"(max-width: 69px) 100vw, 69px\">\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"https://www.youtube.com/watch?v=N-52deHCPO4&feature=youtu.be\" target=\"_blank\" rel=\"noopener\">A short video\u003c/a> produced by students from BAYCAT about the VR experience\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Lesson-Plan-Virtual-Reality.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/10/Source-List-Virtual-Reality.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>That’s where virtual reality can play an integral role, argue proponents of the technology. Beyond just an immersive experience for gamers or an influential tool for advertisers, VR can be a powerful empathy machine, as this latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ/about?sub_confirmation=1\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video explains.\u003c/p>\n\u003cp>\"I think that we can change minds with this machine,” says video artist Chris Milk, a champion of VR’s potential for spreading empathy and inspiring meaningful change.\u003c/p>\n\u003cp>In 2014, Milk and his team visited a refugee camp in Jordan and used a 360-degree camera system to capture the day-to-day life of a 12-year-old Syrian girl. The VR experience was later shown to attendees at the World Economic Forum in Davos, Switzerland. These are people who may never know what it’s like to be in a tent in a refugee camp in Jordan, Milk explains in his \u003ca href=\"http://www.npr.org/2015/09/11/439199892/what-happens-when-we-step-inside-the-screen\" target=\"_blank\" rel=\"noopener\">2015 TED talk\u003c/a>, but who make decisions that ultimately affect millions of people.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It connects humans to other humans in a profound way that I've never seen before in any other form of media. And it can change people's perceptions of each other. And that's how I think virtual reality has the potential to actually change the world.\"\u003c/p>\n\u003cp>It’s a position that a growing number of humanitarian organizations have \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2017/01/09/508617333/can-virtual-reality-make-you-more-empathetic\" target=\"_blank\" rel=\"noopener\">begun to adopt\u003c/a> as a way of expanding their donor bases. And more social science researchers have also started exploring VR’s potential to actually change the perceptions and behaviors of viewers.\u003c/p>\n\u003cp>Jeremy Bailenson, who heads the \u003ca href=\"https://vhil.stanford.edu/\" target=\"_blank\" rel=\"noopener\">Virtual Human Interaction Laboratory\u003c/a> at Stanford University, has explored the issue in depth for more than a decade, conducting tests that enable viewers to, among other things, look into virtual mirrors and to see themselves reflected as members of different races, ages and physical abilities.\u003c/p>\n\u003cp>His work has shown that VR can trick the senses and give users the ability to identify with completely different types of people. The process, he argues, can be impactful enough to alter users’ beliefs and behavior, at least in the short run and potentially longer.\u003c/p>\n\u003cp>Not surprisingly, though, there are many skeptics of VR’s transformative power, and some have expressed concern with the technology’s potential to be used more as machine to manipulate viewers into believing or buying things, rather than a benign mechanism to spread truth and empathy and encourage acts of compassion.\u003c/p>\n\u003cp>“VR is far from the moral game changer that some make it out to be,” insists Paul Bloom, a psychology professor at Yale University. In an \u003ca href=\"https://www.theatlantic.com/technology/archive/2017/02/virtual-reality-wont-make-you-more-empathetic/515511/\" target=\"_blank\" rel=\"noopener\">article for the Atlantic\u003c/a>, Bloom argues that VR “doesn’t actually help you appreciate what it’s like to be a refugee, homeless or disabled. In fact, it can be dangerously misleading.”\u003c/p>\n\u003cp>He argues that these VR experiences do a good job in presenting glimpses of the physical environments of the people they focus on, but are largely ineffective at conveying the long-term experiences and psychological impacts of their conditions.\u003c/p>\n\u003cp>“The awfulness of the refugee experience isn’t about the sights and sounds of a refugee camp. It has more to do with the fear and anxiety of having to escape your country and relocate yourself in a strange land,” he says, noting that when users have control over the duration of the experience and the ability to turn it on and off, the experience becomes fundamentally different.\u003c/p>\n\u003cp>“It’s not hard to try out certain short-term experiences, such as dealing with a crying baby for a few minutes, sitting alone in a closet, or having strangers gawk at you on the street. But you can’t extrapolate from these to learn what it’s like to be a single parent, a prisoner in solitary confinement, or a famous movie star. You can’t take an event of minutes and hours and generalize to months and years.”\u003c/p>\n\u003cp class=\"story-body-text story-content\">\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Teens who send sexually explicit selfies might find themselves in uncomfortably hot water with the law.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>. \u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond: \u003c/strong>Should teens be legally allowed to text explicit photos of themselves? Why or why not? \u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Should-Underage-Sexting-Be-A-Crime-lesson-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Source-List-Sexting.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>That's because in most states, while it's legal for teenagers close in age to have consensual sex, if those same teens create and text sexually explicit images of themselves -- known as \"sexting\" -- they could be violating child pornography laws. In fact, most states \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">have not updated their decades-old child pornography laws\u003c/a> to include exceptions for when teenagers are the \"perpetrators.\"\u003c/p>\n\u003cp>Both existing child pornography laws and more recent state sexting-specific legislation criminalize a trend that's more common among teenagers than many adults might choose to believe. As this\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\"> Above the Noise\u003c/a> video notes, one \u003ca href=\"http://drexel.edu/now/archive/2014/June/Sexting-Study/\" target=\"_blank\" rel=\"noopener noreferrer\">study on sexting behavior\u003c/a> found that more than 50 percent of college students reported that they had, as minors, exchanged sexually explicit text messages.\u003c/p>\n\u003cp>The issue was thrust into the national spotlight in 2015 when two 16-year-olds in North Carolina who were dating and had sent nude selfies to each other were charged with multiple counts of \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">sexual exploitation of a minor\u003c/a>. Both of the teens involved were considered perpetrators and victims. If convicted, they would have been labeled sex offenders for decades. The charges were eventually \u003ca class=\"u-underline\" href=\"http://www.nytimes.com/2015/11/14/us/prosecutors-in-teenage-sexting-cases-ask-foolishness-or-a-felony.html?_r=0\">reduced to misdemeanors\u003c/a>, and the teens were put on probation for a year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And a federal bill that \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">passed the House\u003c/a> in May seeks to up the ante for punishment even further. Under the \u003ca href=\"https://www.congress.gov/bill/115th-congress/house-bill/1761/text\" target=\"_blank\" rel=\"noopener noreferrer\">Protecting Against Child Exploitation Act of 2017\u003c/a>, introduced by Rep. Mike Johnson (R-Louisiana), teens caught sexting could be sentenced to a minimum of 15 years in prison.\u003c/p>\n\u003cp>\"I, for one, believe we have a moral obligation, as any just government should, to defend the defenseless,\" said Johnson, a first-term congressman (and vocal Trump supporter), who dismissed the \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">adamant opposition \u003c/a>raised by some Democratic lawmakers who warned that the bill could have disastrous unintended consequences for young people.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s the absurdity of these laws,\" said \u003ca href=\"https://amyhasinoff.wordpress.com/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Amy Adele Hasinoff\u003c/a>, a communications professor at the University of Colorado, Denver, and author of \"Sexting Panic: Rethinking Criminalization, Privacy, and Consent.\" \"Teens can have sex but they can’t photograph it.\" \u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any kind of distribution of a sexual image of a teenager is considered illegal, she notes, regardless of whether it's a teenager \"consensually sending a nude selfie to a partner\" or maliciously sharing someone's private photo without consent.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And while prosecution of teens for child pornography is certainly not the norm, she adds, it's also not all that uncommon.\u003c/p>\n\u003cp id=\"p-9\">In \u003ca href=\"http://jaapl.org/content/44/1/73#ref-7\">one study\u003c/a> from 2013, researchers interviewed nearly 400 state prosecutors who had worked on technology-facilitated crimes against children, and found that 62 percent had handled a sexting case involving juveniles. 36 percent of those prosecutors said they had filed charges, and 21 percent had filed felony charges.\u003c/p>\n\u003cp>Most of these juvenile sexting-related cases, though, involved \u003ca href=\"http://jaapl.org/content/44/1/73#ref-8\">exacerbating circumstances\u003c/a>, including malicious intent, bullying, coercion or harassment. And the majority were resolved by plea agreements or juvenile court.\u003c/p>\n\u003cp class=\"story-body-text story-content\">In an effort to legally differentiate between teen sexting and child pornography, nearly \u003ca href=\"http://cyberbullying.org/state-sexting-laws.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">two dozen states\u003c/a>, including, most recently, \u003ca href=\"http://www.canoncitydailyrecord.com/news/colorado/ci_30971680/colorado-teen-sexting-bill-heads-gov-hickenlooper\" target=\"_blank\" rel=\"noopener noreferrer\">Colorado\u003c/a> and \u003ca href=\"https://www.theguardian.com/us-news/2016/feb/26/new-mexico-legalizes-teen-sexting\" target=\"_blank\" rel=\"noopener noreferrer\">New Mexico\u003c/a>, have enacted legislation intended to shield teens from criminal prosecution. The laws typically give prosecutors discretion to seek less severe penalties, like misdemeanors and mandatory participation in sexual education programs.\u003c/p>\n\u003cp class=\"story-body-text story-content\">[No such law exists yet in California, although the state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB2536\" target=\"_blank\" rel=\"noopener noreferrer\">enacted legislation\u003c/a> last year that gives schools the right to expel or suspend students for sending sexually explicit photos and images electronically “with the purpose or effect of humiliating or harassing a pupil.”]\u003c/p>\n\u003cp class=\"story-body-text story-content\">But, Hasinoff argues, such legislation may do little to discourage prosecutors from pressing charges against teens caught sexting. Under the new laws, even teens who are consensually sexting can still be charged with misdemeanors and swept up in the criminal justice system. And because it's reduced from a felony, she notes, \u003cspan style=\"font-weight: 400;\">prosecutors may be more likely to use it.\u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">A better approach, Hasinoff says, would be to \u003cspan style=\"font-weight: 400;\">add statutory rape language to child pornography laws that \u003c/span>exempts teenagers who are close in age and consensually produce and share sexual images.\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any laws that try to broadly discourage teen sexting are tantamount to abstinence-only education, which has consistently proved to be ineffective, she argues.\u003c/p>\n\u003cp class=\"story-body-text story-content\">The best way to address this, she adds, is with good sex education programs in schools that touch on issues around sexting.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"story-body-text story-content\">\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Teens who send sexually explicit selfies might find themselves in uncomfortably hot water with the law.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>. \u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond: \u003c/strong>Should teens be legally allowed to text explicit photos of themselves? Why or why not? \u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Should-Underage-Sexting-Be-A-Crime-lesson-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Source-List-Sexting.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>That's because in most states, while it's legal for teenagers close in age to have consensual sex, if those same teens create and text sexually explicit images of themselves -- known as \"sexting\" -- they could be violating child pornography laws. In fact, most states \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">have not updated their decades-old child pornography laws\u003c/a> to include exceptions for when teenagers are the \"perpetrators.\"\u003c/p>\n\u003cp>Both existing child pornography laws and more recent state sexting-specific legislation criminalize a trend that's more common among teenagers than many adults might choose to believe. As this\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\"> Above the Noise\u003c/a> video notes, one \u003ca href=\"http://drexel.edu/now/archive/2014/June/Sexting-Study/\" target=\"_blank\" rel=\"noopener noreferrer\">study on sexting behavior\u003c/a> found that more than 50 percent of college students reported that they had, as minors, exchanged sexually explicit text messages.\u003c/p>\n\u003cp>The issue was thrust into the national spotlight in 2015 when two 16-year-olds in North Carolina who were dating and had sent nude selfies to each other were charged with multiple counts of \u003ca class=\"u-underline\" href=\"http://bigstory.ap.org/article/802238c3b59e4ee09fdfabf77199ca58/sexting-case-highlights-quandary-over-child-porn-laws\">sexual exploitation of a minor\u003c/a>. Both of the teens involved were considered perpetrators and victims. If convicted, they would have been labeled sex offenders for decades. The charges were eventually \u003ca class=\"u-underline\" href=\"http://www.nytimes.com/2015/11/14/us/prosecutors-in-teenage-sexting-cases-ask-foolishness-or-a-felony.html?_r=0\">reduced to misdemeanors\u003c/a>, and the teens were put on probation for a year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And a federal bill that \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">passed the House\u003c/a> in May seeks to up the ante for punishment even further. Under the \u003ca href=\"https://www.congress.gov/bill/115th-congress/house-bill/1761/text\" target=\"_blank\" rel=\"noopener noreferrer\">Protecting Against Child Exploitation Act of 2017\u003c/a>, introduced by Rep. Mike Johnson (R-Louisiana), teens caught sexting could be sentenced to a minimum of 15 years in prison.\u003c/p>\n\u003cp>\"I, for one, believe we have a moral obligation, as any just government should, to defend the defenseless,\" said Johnson, a first-term congressman (and vocal Trump supporter), who dismissed the \u003ca href=\"http://reason.com/blog/2017/05/31/house-overwhelmingly-supports-bill-subje\" target=\"_blank\" rel=\"noopener noreferrer\">adamant opposition \u003c/a>raised by some Democratic lawmakers who warned that the bill could have disastrous unintended consequences for young people.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s the absurdity of these laws,\" said \u003ca href=\"https://amyhasinoff.wordpress.com/about/\" target=\"_blank\" rel=\"noopener noreferrer\">Amy Adele Hasinoff\u003c/a>, a communications professor at the University of Colorado, Denver, and author of \"Sexting Panic: Rethinking Criminalization, Privacy, and Consent.\" \"Teens can have sex but they can’t photograph it.\" \u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any kind of distribution of a sexual image of a teenager is considered illegal, she notes, regardless of whether it's a teenager \"consensually sending a nude selfie to a partner\" or maliciously sharing someone's private photo without consent.\u003c/p>\n\u003cp class=\"story-body-text story-content\">And while prosecution of teens for child pornography is certainly not the norm, she adds, it's also not all that uncommon.\u003c/p>\n\u003cp id=\"p-9\">In \u003ca href=\"http://jaapl.org/content/44/1/73#ref-7\">one study\u003c/a> from 2013, researchers interviewed nearly 400 state prosecutors who had worked on technology-facilitated crimes against children, and found that 62 percent had handled a sexting case involving juveniles. 36 percent of those prosecutors said they had filed charges, and 21 percent had filed felony charges.\u003c/p>\n\u003cp>Most of these juvenile sexting-related cases, though, involved \u003ca href=\"http://jaapl.org/content/44/1/73#ref-8\">exacerbating circumstances\u003c/a>, including malicious intent, bullying, coercion or harassment. And the majority were resolved by plea agreements or juvenile court.\u003c/p>\n\u003cp class=\"story-body-text story-content\">In an effort to legally differentiate between teen sexting and child pornography, nearly \u003ca href=\"http://cyberbullying.org/state-sexting-laws.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">two dozen states\u003c/a>, including, most recently, \u003ca href=\"http://www.canoncitydailyrecord.com/news/colorado/ci_30971680/colorado-teen-sexting-bill-heads-gov-hickenlooper\" target=\"_blank\" rel=\"noopener noreferrer\">Colorado\u003c/a> and \u003ca href=\"https://www.theguardian.com/us-news/2016/feb/26/new-mexico-legalizes-teen-sexting\" target=\"_blank\" rel=\"noopener noreferrer\">New Mexico\u003c/a>, have enacted legislation intended to shield teens from criminal prosecution. The laws typically give prosecutors discretion to seek less severe penalties, like misdemeanors and mandatory participation in sexual education programs.\u003c/p>\n\u003cp class=\"story-body-text story-content\">[No such law exists yet in California, although the state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB2536\" target=\"_blank\" rel=\"noopener noreferrer\">enacted legislation\u003c/a> last year that gives schools the right to expel or suspend students for sending sexually explicit photos and images electronically “with the purpose or effect of humiliating or harassing a pupil.”]\u003c/p>\n\u003cp class=\"story-body-text story-content\">But, Hasinoff argues, such legislation may do little to discourage prosecutors from pressing charges against teens caught sexting. Under the new laws, even teens who are consensually sexting can still be charged with misdemeanors and swept up in the criminal justice system. And because it's reduced from a felony, she notes, \u003cspan style=\"font-weight: 400;\">prosecutors may be more likely to use it.\u003c/span>\u003c/p>\n\u003cp class=\"story-body-text story-content\">A better approach, Hasinoff says, would be to \u003cspan style=\"font-weight: 400;\">add statutory rape language to child pornography laws that \u003c/span>exempts teenagers who are close in age and consensually produce and share sexual images.\u003c/p>\n\u003cp class=\"story-body-text story-content\">Any laws that try to broadly discourage teen sexting are tantamount to abstinence-only education, which has consistently proved to be ineffective, she argues.\u003c/p>\n\u003cp class=\"story-body-text story-content\">The best way to address this, she adds, is with good sex education programs in schools that touch on issues around sexting.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"story-body-text story-content\">\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Over the course of just four days in late August, Hurricane Harvey drenched a massive swath of Southeast Texas, flooding much of Houston and the surrounding region with more than 50 inches of rain.\u003c/p>\n\u003cp>One\u003ca href=\"https://www.washingtonpost.com/news/capital-weather-gang/wp/2017/08/31/harvey-is-a-1000-year-flood-event-unprecedented-in-scale/?utm_term=.ab93df36d768\"> recent analysis\u003c/a> identified the record rainfall as a 1-in-1,000-year flood, or the kind of extreme weather event that has a 0.1 percent chance of happening in any given year. In other words, unprecedented.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond: \u003c/strong>What does (or could) extreme weather look like where you live? \u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28155 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png\" alt=\"\" width=\"69\" height=\"69\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download.png 512w\" sizes=\"(max-width: 69px) 100vw, 69px\">\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"https://letters2president.org/letters/38\" target=\"_blank\" rel=\"noopener noreferrer\">Student video responses \u003c/a>from the Letters to the Next President project\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-Plan-Extreme-Weather-for-the-Lowdown.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Source-List-Extreme-Weather.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>But that may come as cold comfort to waterlogged Houstonians, who already experienced a pair of other major deluges in the last two years, both of which were labelled \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2017/08/29/houston-is-experiencing-its-third-500-year-flood-in-3-years-how-is-that-possible/\">500-year floods\u003c/a>.\u003c/p>\n\u003cp>And with forecasters now shifting their attention to \u003ca href=\"http://www.cnn.com/2017/09/07/us/hurricane-irma-florida-latest/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Hurricane Irma\u003c/a> -- one of the most powerful storm's on record that's already terrorized parts of the Caribbean en route to Puerto Rico and Florida -- these “unprecedented,\" once-in-a-lifetime disasters of biblical proportions are starting to seem a lot less extraordinary.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Just consider the United States, where the rate of large, costly natural disasters has increased markedly over the last three decades, \u003ca href=\"https://www.ncdc.noaa.gov/billions/time-series\">according to data\u003c/a> compiled by the National Centers for Environmental Information. Explore \u003ca href=\"https://www.c2es.org/science-impacts/maps/extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">this interactive map\u003c/a> of billion-dollar weather events in the U.S. since 2000 .\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png\">\u003cimg class=\"alignnone wp-image-28127 size-full\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png\" alt=\"\" width=\"777\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png 777w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-160x84.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-768x401.png 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-240x125.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-375x196.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-520x272.png 520w\" sizes=\"(max-width: 777px) 100vw, 777px\">\u003c/a>\u003c/p>\n\u003cp>And worldwide, the number of natural disasters has quadrupled since 1970, United Nations Secretary-General Antonio Guterres \u003ca href=\"https://www.nytimes.com/aponline/2017/09/05/world/asia/ap-un-united-nations-climate-change.html?mcubz=1\" target=\"_blank\" rel=\"noopener noreferrer\">recently told reporters\u003c/a>. In 2016 alone, 24.2 million people were displaced by sudden natural disasters, he added, which is \"three times as many as by conflict and violence.\"\u003c/p>\n\u003cp>So what's going on here? Why are these so-called extreme weather events -- things like catastrophic flooding, heatwaves, droughts and even prolonged winter storms -- happening so much more frequently?\u003c/p>\n\u003cp>As the latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> video explains, there's an overwhelming body of \u003ca href=\"https://climate.nasa.gov/scientific-consensus/\">scientific evidence\u003c/a> that points to climate change as a major culprit.\u003c/p>\n\u003cp>Global average temperatures have risen significantly in recent decades, in large part due to human activities, namely the burning of fossil fuels. In fact, the \u003ca href=\"http://www.climatecentral.org/gallery/graphics/10-hottest-years-on-record\">10 hottest years\u003c/a> ever recorded since global record-keeping began in the late 1800s, all occurred in the last two decades. 2016 went down as the hottest year on record, surpassing the 2015 record, and the one set before that in 2014.\u003c/p>\n\u003cp>Climate scientists are generally quick to note that no single weather event can be solely blamed on climate change. After all, major hurricanes, droughts and other kinds of extreme weather are nothing new - they’ve been wreaking havoc for millennia. But the science clearly shows that a warming planet unquestionably contributes to more severe events.\u003c/p>\n\u003cp>Scientists, Guterres noted, \"are equally clear that such extreme weather is precisely what their models predict will be the new normal of a warming world.\"\u003c/p>\n\u003cfigure id=\"attachment_28122\" class=\"wp-caption alignnone\" style=\"max-width: 768px\">\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg\">\u003cimg class=\"size-full wp-image-28122\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg\" alt=\"\" width=\"768\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-160x97.jpg 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-240x146.jpg 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-375x228.jpg 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-520x316.jpg 520w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Global temperature data compiled from four international science institutions. \u003ccite>(Courtesy of NASA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Take the increasing frequency of major tropical storms and floods, which scientists say are often exacerbated by warmer ocean surface temperatures and rising sea levels. Without climate change, a severe hurricane like Harvey may well still have been impressively destructive. But the ample vapor from warming surface waters in the Gulf of Mexico -- now as as much as seven degrees warmer than the long-term average -- contributed to the unbelievable volume of rain that the storm collected and then dumped on Texas.\u003c/p>\n\u003cp>“The Atlantic was primed for an event like this,” Kevin Trenberth, a scientist at the National Center for Atmospheric Research, \u003ca class=\"ArticleBody__link___1FS03\" href=\"https://www.theguardian.com/us-news/2017/aug/30/tropical-storm-harvey-climate-change-conservatives-donald-trump?CMP=Share_iOSApp_Other\" target=\"_blank\" rel=\"noopener noreferrer\" data-reactid=\"161\">told the Guardian\u003c/a>.\u003c/p>\n\u003cp>In other words, climate change didn't necessarily cause Harvey, but evidence clearly shows that it made the storm more destructive.\u003c/p>\n\u003cp>\"Harvey, like every extreme weather event, occurs due to a pile up of random accidents in the atmosphere. Climate change can at most push the odds a little bit in one direction,” Adam Lobel, director of Columbia University's Initiative on Extreme Weather, said in \u003ca href=\"http://www.wnyc.org/story/global-warmings-role-hurricane-harvey/\">an interview with The Takeaway\u003c/a> radio show.\u003c/p>\n\u003cp>When extreme weather events are directly linked to temperature, he said, it becomes easier to make connection to climate change.\u003c/p>\n\u003cp>“Almost any heat wave that happens on the earth now can be said to be more probable as a result of global warming,\" he said. \"Heavy rain events are not quite that simple but they’re not that much more complicated because the relationship of water vapor to temperature is pretty basic physics.”\u003c/p>\n\u003cp>Regardless of evidence, climate change still remains a highly politicized issue in the U.S., often falling along partisan lines, with key members of the Trump administration and various other Republican leaders downplaying its significance, or in some cases, denying its existence altogether.\u003c/p>\n\u003cp>\u003ca href=\"https://www.mediamatters.org/video/2017/08/29/breitbart-radio-host-pushes-trump-s-epa-chief-deny-link-between-hurricane-harvey-and-climate-change/217797\">Interviewed in the wake of Harvey,\u003c/a> Environmental Protection Agency Administrator Scott Pruitt told Breitbart News that the media was being “opportunistic” in linking Hurricane Harvey to climate change. It was doing so, he said, “without basis or support, just to simply engage in a cause and effect type of discussion, and not focus upon the needs of people.”\u003c/p>\n\u003cp>But a statement that still appears on his own agency’s \u003ca href=\"https://www.epa.gov/climate-indicators/weather-climate\">website\u003c/a>, (written under the previous administration) offers a different take: “[R]ising global average temperature is associated with widespread changes in weather patterns. Scientific studies indicate that extreme weather events such as heat waves and large storms are likely to become more frequent or more intense with human-induced climate change.”\u003c/p>\n\u003cp>Pruitt's sentiment, though, was echoed by a number of conservative policy organizations who were quick to question any link between major storms like Harvey and climate change.\u003c/p>\n\u003cp>“It is unfortunate, but not surprising, that the left is exploiting Hurricane Harvey to try and advance their political agenda, but it won’t work,\" Thomas Pyle, president of the \u003ca href=\"http://instituteforenergyresearch.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Institute for Energy Research\u003c/a>, who led Trump’s transition team for the Department of Energy, told the Guardian. “When everything is a problem related to climate change, the solutions no longer become attainable. That is their fundamental problem.”\u003c/p>\n\u003cp>To this argument, Adam Lobel of Columbia counters that those who insist it’s not the right time to bring up climate change are the people who never want to talk about it, particularly conservative political leaders. He notes recent efforts by the Trump administration to rescind Obama-era climate change policies, including a withdrawal from the Paris climate accord and the rollback of regulations to limit greenhouse gas emissions from power plants.\u003c/p>\n\u003cp>“I think this is exactly the right time. It’s the only time the media will pay attention to the issue … And so this is a moment when people see the potential consequences.”\u003c/p>\n\u003cp>The following interactive map, produced by the British organization \u003ca href=\"https://www.carbonbrief.org/mapped-how-climate-change-affects-extreme-weather-around-the-world?utm_content=bufferdb0ec&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\">Carbon Brief\u003c/a> (and embedded with permission), shows 144 extreme weather events around the world that scientists published studies about in peer-reviewed journals. Nearly two-thirds of these events were made more likely or more severe by human-caused climate change, according to the authors of the studies. Heatwaves accounted for almost half of these events, followed by droughts (21%) and heavy rainfall or floods account (14%). Read the full analysis \u003ca href=\"https://www.carbonbrief.org/mapped-how-climate-change-affects-extreme-weather-around-the-world?utm_content=bufferdb0ec&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cdiv align=\"center\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://carbonbrief.github.io/bams-map/\" width=\"1000\" height=\"800\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cdiv align=\"center\">\u003c/div>\n\u003cdiv align=\"center\">\u003c/div>\n\u003cp>\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Over the course of just four days in late August, Hurricane Harvey drenched a massive swath of Southeast Texas, flooding much of Houston and the surrounding region with more than 50 inches of rain.\u003c/p>\n\u003cp>One\u003ca href=\"https://www.washingtonpost.com/news/capital-weather-gang/wp/2017/08/31/harvey-is-a-1000-year-flood-event-unprecedented-in-scale/?utm_term=.ab93df36d768\"> recent analysis\u003c/a> identified the record rainfall as a 1-in-1,000-year flood, or the kind of extreme weather event that has a 0.1 percent chance of happening in any given year. In other words, unprecedented.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium;\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"75\" height=\"75\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 75px) 100vw, 75px\">\u003cstrong>Read-Think-Respond: \u003c/strong>What does (or could) extreme weather look like where you live? \u003cspan style=\"font-size: medium;\">\u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28155 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png\" alt=\"\" width=\"69\" height=\"69\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Video-Icon-PNG-Free-Download.png 512w\" sizes=\"(max-width: 69px) 100vw, 69px\">\u003cstrong>Youth media\u003c/strong>: \u003ca href=\"https://letters2president.org/letters/38\" target=\"_blank\" rel=\"noopener noreferrer\">Student video responses \u003c/a>from the Letters to the Next President project\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-Plan-Extreme-Weather-for-the-Lowdown.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">An original lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Source-List-Extreme-Weather.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a> for introducing this topic in the classroom\u003c/p>\n\u003c/div>\n\u003cp>But that may come as cold comfort to waterlogged Houstonians, who already experienced a pair of other major deluges in the last two years, both of which were labelled \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2017/08/29/houston-is-experiencing-its-third-500-year-flood-in-3-years-how-is-that-possible/\">500-year floods\u003c/a>.\u003c/p>\n\u003cp>And with forecasters now shifting their attention to \u003ca href=\"http://www.cnn.com/2017/09/07/us/hurricane-irma-florida-latest/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Hurricane Irma\u003c/a> -- one of the most powerful storm's on record that's already terrorized parts of the Caribbean en route to Puerto Rico and Florida -- these “unprecedented,\" once-in-a-lifetime disasters of biblical proportions are starting to seem a lot less extraordinary.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Just consider the United States, where the rate of large, costly natural disasters has increased markedly over the last three decades, \u003ca href=\"https://www.ncdc.noaa.gov/billions/time-series\">according to data\u003c/a> compiled by the National Centers for Environmental Information. Explore \u003ca href=\"https://www.c2es.org/science-impacts/maps/extreme-weather\" target=\"_blank\" rel=\"noopener noreferrer\">this interactive map\u003c/a> of billion-dollar weather events in the U.S. since 2000 .\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png\">\u003cimg class=\"alignnone wp-image-28127 size-full\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png\" alt=\"\" width=\"777\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM.png 777w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-160x84.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-768x401.png 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-240x125.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-375x196.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Screen-Shot-2017-09-06-at-9.28.06-PM-520x272.png 520w\" sizes=\"(max-width: 777px) 100vw, 777px\">\u003c/a>\u003c/p>\n\u003cp>And worldwide, the number of natural disasters has quadrupled since 1970, United Nations Secretary-General Antonio Guterres \u003ca href=\"https://www.nytimes.com/aponline/2017/09/05/world/asia/ap-un-united-nations-climate-change.html?mcubz=1\" target=\"_blank\" rel=\"noopener noreferrer\">recently told reporters\u003c/a>. In 2016 alone, 24.2 million people were displaced by sudden natural disasters, he added, which is \"three times as many as by conflict and violence.\"\u003c/p>\n\u003cp>So what's going on here? Why are these so-called extreme weather events -- things like catastrophic flooding, heatwaves, droughts and even prolonged winter storms -- happening so much more frequently?\u003c/p>\n\u003cp>As the latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> video explains, there's an overwhelming body of \u003ca href=\"https://climate.nasa.gov/scientific-consensus/\">scientific evidence\u003c/a> that points to climate change as a major culprit.\u003c/p>\n\u003cp>Global average temperatures have risen significantly in recent decades, in large part due to human activities, namely the burning of fossil fuels. In fact, the \u003ca href=\"http://www.climatecentral.org/gallery/graphics/10-hottest-years-on-record\">10 hottest years\u003c/a> ever recorded since global record-keeping began in the late 1800s, all occurred in the last two decades. 2016 went down as the hottest year on record, surpassing the 2015 record, and the one set before that in 2014.\u003c/p>\n\u003cp>Climate scientists are generally quick to note that no single weather event can be solely blamed on climate change. After all, major hurricanes, droughts and other kinds of extreme weather are nothing new - they’ve been wreaking havoc for millennia. But the science clearly shows that a warming planet unquestionably contributes to more severe events.\u003c/p>\n\u003cp>Scientists, Guterres noted, \"are equally clear that such extreme weather is precisely what their models predict will be the new normal of a warming world.\"\u003c/p>\n\u003cfigure id=\"attachment_28122\" class=\"wp-caption alignnone\" style=\"max-width: 768px\">\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg\">\u003cimg class=\"size-full wp-image-28122\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg\" alt=\"\" width=\"768\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-160x97.jpg 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-240x146.jpg 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-375x228.jpg 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/1309_consensus-graphic-2015-768px-520x316.jpg 520w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Global temperature data compiled from four international science institutions. \u003ccite>(Courtesy of NASA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Take the increasing frequency of major tropical storms and floods, which scientists say are often exacerbated by warmer ocean surface temperatures and rising sea levels. Without climate change, a severe hurricane like Harvey may well still have been impressively destructive. But the ample vapor from warming surface waters in the Gulf of Mexico -- now as as much as seven degrees warmer than the long-term average -- contributed to the unbelievable volume of rain that the storm collected and then dumped on Texas.\u003c/p>\n\u003cp>“The Atlantic was primed for an event like this,” Kevin Trenberth, a scientist at the National Center for Atmospheric Research, \u003ca class=\"ArticleBody__link___1FS03\" href=\"https://www.theguardian.com/us-news/2017/aug/30/tropical-storm-harvey-climate-change-conservatives-donald-trump?CMP=Share_iOSApp_Other\" target=\"_blank\" rel=\"noopener noreferrer\" data-reactid=\"161\">told the Guardian\u003c/a>.\u003c/p>\n\u003cp>In other words, climate change didn't necessarily cause Harvey, but evidence clearly shows that it made the storm more destructive.\u003c/p>\n\u003cp>\"Harvey, like every extreme weather event, occurs due to a pile up of random accidents in the atmosphere. Climate change can at most push the odds a little bit in one direction,” Adam Lobel, director of Columbia University's Initiative on Extreme Weather, said in \u003ca href=\"http://www.wnyc.org/story/global-warmings-role-hurricane-harvey/\">an interview with The Takeaway\u003c/a> radio show.\u003c/p>\n\u003cp>When extreme weather events are directly linked to temperature, he said, it becomes easier to make connection to climate change.\u003c/p>\n\u003cp>“Almost any heat wave that happens on the earth now can be said to be more probable as a result of global warming,\" he said. \"Heavy rain events are not quite that simple but they’re not that much more complicated because the relationship of water vapor to temperature is pretty basic physics.”\u003c/p>\n\u003cp>Regardless of evidence, climate change still remains a highly politicized issue in the U.S., often falling along partisan lines, with key members of the Trump administration and various other Republican leaders downplaying its significance, or in some cases, denying its existence altogether.\u003c/p>\n\u003cp>\u003ca href=\"https://www.mediamatters.org/video/2017/08/29/breitbart-radio-host-pushes-trump-s-epa-chief-deny-link-between-hurricane-harvey-and-climate-change/217797\">Interviewed in the wake of Harvey,\u003c/a> Environmental Protection Agency Administrator Scott Pruitt told Breitbart News that the media was being “opportunistic” in linking Hurricane Harvey to climate change. It was doing so, he said, “without basis or support, just to simply engage in a cause and effect type of discussion, and not focus upon the needs of people.”\u003c/p>\n\u003cp>But a statement that still appears on his own agency’s \u003ca href=\"https://www.epa.gov/climate-indicators/weather-climate\">website\u003c/a>, (written under the previous administration) offers a different take: “[R]ising global average temperature is associated with widespread changes in weather patterns. Scientific studies indicate that extreme weather events such as heat waves and large storms are likely to become more frequent or more intense with human-induced climate change.”\u003c/p>\n\u003cp>Pruitt's sentiment, though, was echoed by a number of conservative policy organizations who were quick to question any link between major storms like Harvey and climate change.\u003c/p>\n\u003cp>“It is unfortunate, but not surprising, that the left is exploiting Hurricane Harvey to try and advance their political agenda, but it won’t work,\" Thomas Pyle, president of the \u003ca href=\"http://instituteforenergyresearch.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Institute for Energy Research\u003c/a>, who led Trump’s transition team for the Department of Energy, told the Guardian. “When everything is a problem related to climate change, the solutions no longer become attainable. That is their fundamental problem.”\u003c/p>\n\u003cp>To this argument, Adam Lobel of Columbia counters that those who insist it’s not the right time to bring up climate change are the people who never want to talk about it, particularly conservative political leaders. He notes recent efforts by the Trump administration to rescind Obama-era climate change policies, including a withdrawal from the Paris climate accord and the rollback of regulations to limit greenhouse gas emissions from power plants.\u003c/p>\n\u003cp>“I think this is exactly the right time. It’s the only time the media will pay attention to the issue … And so this is a moment when people see the potential consequences.”\u003c/p>\n\u003cp>The following interactive map, produced by the British organization \u003ca href=\"https://www.carbonbrief.org/mapped-how-climate-change-affects-extreme-weather-around-the-world?utm_content=bufferdb0ec&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\">Carbon Brief\u003c/a> (and embedded with permission), shows 144 extreme weather events around the world that scientists published studies about in peer-reviewed journals. Nearly two-thirds of these events were made more likely or more severe by human-caused climate change, according to the authors of the studies. Heatwaves accounted for almost half of these events, followed by droughts (21%) and heavy rainfall or floods account (14%). Read the full analysis \u003ca href=\"https://www.carbonbrief.org/mapped-how-climate-change-affects-extreme-weather-around-the-world?utm_content=bufferdb0ec&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cdiv align=\"center\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://carbonbrief.github.io/bams-map/\" width=\"1000\" height=\"800\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cdiv align=\"center\">\u003c/div>\n\u003cdiv align=\"center\">\u003c/div>\n\u003cp>\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Does Your School Start Too Early in the Morning? (with Lesson Plan)",
"title": "Does Your School Start Too Early in the Morning? (with Lesson Plan)",
"headTitle": "The Lowdown | KQED News",
"content": "\u003cp>How's this for a rude awakening?\u003c/p>\n\u003cp>The average adolescent in the U.S. is \"chronically sleep deprived and pathologically tired.\"\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>.\u003c/span>\u003c/p>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cul>\n\u003cli>\u003cstrong>Read-Think-Respond: \u003c/strong>Should school start later in the morning?\u003cbr>\n\u003cspan style=\"font-size: medium\">\u003cem>[Tell us what you think in the \u003ca href=\"#unique-identifier1\">comments section\u003c/a>]\u003c/em>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/09/02/should-schools-start-later-to-improve-academic-performance-2/\" target=\"_blank\" rel=\"noopener noreferrer\">Youth media: Article from students at Cal Academy of Sciences\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Source-List-School-Start-Times.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>That's according to a 2014 report from the American Academy of Pediatrics, which describes an \"epidemic\" of sleep deprivation among America's middle and high school students. Roughly 70 percent of U.S. teenagers don't get anywhere near the recommended nightly minimum of 8.5 hours each night.\u003c/p>\n\u003cp>Such deprivation, sleep researchers argue, can affect academic performance and contribute to the prevalence of serious health problems like depression, obesity and car crashes -- the \u003ca href=\"http://www.latimes.com/business/autos/la-fi-hy-auto-accidents-top-teen-killer-20140603-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">number one killer\u003c/a> of teens in the U.S.\u003c/p>\n\u003cp>“Chronic sleep loss in children and adolescents is one of the most common – and easily fixable – public health issues in the U.S. today,” said pediatrician Judith Owens, lead author of the AAP's “\u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">School Start Times for Adolescents\u003c/a>” report, which recommends that middle and high schools push back start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Studies have shown that delaying early school start times is one key factor that can help adolescents get the sleep they need to grow and learn,\" she writes. Doing so would align to the biological sleep rhythms of adolescents, whose sleep-wake cycles -- or circadian rhythms -- shift up to two hours later when puberty begins. For more on this, check out our \u003cem>totally energizing\u003c/em> \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise video\u003c/a> (better than a shot of espresso, I promise).\u003c/p>\n\u003cp>The APP's recommendation, supported by a growing number of other public health groups, is the basis for new California legislation that would mandate publicly funded middle and high schools throughout the state to push back their school start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>The bill -- \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180SB328\">SB 328\u003c/a> -- which already passed in the state Senate and now heads to the Assembly, is the first statewide bill of its kind in the country. Districts would have until July 2020 to adjust their schedules. Most would presumably end the school day later.\u003c/p>\n\u003cp>If it passes, the bill would delay the start of first period for the more than 3 million middle and high school students in California, where schools now abide by a hodgepodge of start times. The average high school starts at 8:07 a.m., as compared to the national average of 8:03 a.m., according to the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>\"We have the science that says this is a public health issue and a public health crisis, \" said state Sen. Anthony Portantino a Democrat representing the San Fernando and San Gabriel Valley in Southern California, who introduced the bill earlier this year.\u003c/p>\n\u003cp>\"The morning sleep is the most therapeutic, healthy sleep for teenagers,\" he told \u003ca href=\"https://ww2.kqed.org/forum/2017/08/07/bill-for-late-school-start-passes-senate-heads-to-assembly/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED's Forum\u003c/a>. \"And what we do as a society, we wake them up in the middle of that healthy sleep and send them to school too early when they're sleep deprived.\"\u003c/p>\n\u003cp>The roughly 400 school districts nationwide that have already pushed back their start times have seen overwhelmingly positive results, he said, with boosts in academic performance, attendance and graduation rates, and a decrease in car accidents and suicide attempts.\u003c/p>\n\u003cp>The bill, though, faces strong opposition, particularly among many districts, school boards and even teachers who argue these decisions should be made at a local level, given the diverse needs of each community. The delayed schedule would likely lead to lengthy renegotiations with teacher unions and could require additional funding for the necessary changes in bus transportation.\u003c/p>\n\u003cp>Parents have also raised concerns that later start times will cause serious disruptions, making it harder to drop off kids in the morning before work. And later school dismissal times, they add, could disrupt afterschool sports activities, pushing practices even later into the evening.\u003c/p>\n\u003cp>\"We oppose this bill because it imposes a one-size-fits-all approach that we don't actually think will result in kids getting more sleep,\" said Nancy Chaires Espinoza, a legislative advocate for the California School Boards Association, which opposes the measure.\u003c/p>\n\u003cp>Many school districts have determined that a better way of increasing the amount of sleep students get is to minimize their homework load so they can go to bed earlier, Espinoza said in an interview on WBUR's \u003ca href=\"http://www.wbur.org/hereandnow/2017/08/14/school-start-times-california\" target=\"_blank\" rel=\"noopener noreferrer\">Here and Now\u003c/a>.\u003c/p>\n\u003cp>\"That's why school times should be a local decision informed by parents and teachers, those who know the students and the community best,\" she added. \"And unfortunately this bill would negate the entire public decision-making process. And we just don't think that's the best way to do right by kids.\"\u003cbr>\n\u003ca name=\"unique-identifier1\">\u003c/a>\u003cbr>\nBut Portantino counters that this argument flies in the face of basic biology: Most teenagers, he argues, are simply hardwired to stay up late, until at least 11 p.m.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"All the arguments against it are adult-based arguments, not kid-based arguments,\" he added.\u003c/p>\n\n",
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"excerpt": "Most teenagers are seriously sleep deprived, and research shows that early school start times contribute to the problem. New legislation in California aims to address that by mandating later start times.\r\n\r\n",
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"description": "Most teenagers are seriously sleep deprived, and research shows that early school start times contribute to the problem. New legislation in California aims to address that by mandating later start times.\r\n\r\n",
"title": "Does Your School Start Too Early in the Morning? (with Lesson Plan) | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How's this for a rude awakening?\u003c/p>\n\u003cp>The average adolescent in the U.S. is \"chronically sleep deprived and pathologically tired.\"\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>.\u003c/span>\u003c/p>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cul>\n\u003cli>\u003cstrong>Read-Think-Respond: \u003c/strong>Should school start later in the morning?\u003cbr>\n\u003cspan style=\"font-size: medium\">\u003cem>[Tell us what you think in the \u003ca href=\"#unique-identifier1\">comments section\u003c/a>]\u003c/em>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/09/02/should-schools-start-later-to-improve-academic-performance-2/\" target=\"_blank\" rel=\"noopener noreferrer\">Youth media: Article from students at Cal Academy of Sciences\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Source-List-School-Start-Times.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>That's according to a 2014 report from the American Academy of Pediatrics, which describes an \"epidemic\" of sleep deprivation among America's middle and high school students. Roughly 70 percent of U.S. teenagers don't get anywhere near the recommended nightly minimum of 8.5 hours each night.\u003c/p>\n\u003cp>Such deprivation, sleep researchers argue, can affect academic performance and contribute to the prevalence of serious health problems like depression, obesity and car crashes -- the \u003ca href=\"http://www.latimes.com/business/autos/la-fi-hy-auto-accidents-top-teen-killer-20140603-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">number one killer\u003c/a> of teens in the U.S.\u003c/p>\n\u003cp>“Chronic sleep loss in children and adolescents is one of the most common – and easily fixable – public health issues in the U.S. today,” said pediatrician Judith Owens, lead author of the AAP's “\u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">School Start Times for Adolescents\u003c/a>” report, which recommends that middle and high schools push back start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Studies have shown that delaying early school start times is one key factor that can help adolescents get the sleep they need to grow and learn,\" she writes. Doing so would align to the biological sleep rhythms of adolescents, whose sleep-wake cycles -- or circadian rhythms -- shift up to two hours later when puberty begins. For more on this, check out our \u003cem>totally energizing\u003c/em> \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise video\u003c/a> (better than a shot of espresso, I promise).\u003c/p>\n\u003cp>The APP's recommendation, supported by a growing number of other public health groups, is the basis for new California legislation that would mandate publicly funded middle and high schools throughout the state to push back their school start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>The bill -- \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180SB328\">SB 328\u003c/a> -- which already passed in the state Senate and now heads to the Assembly, is the first statewide bill of its kind in the country. Districts would have until July 2020 to adjust their schedules. Most would presumably end the school day later.\u003c/p>\n\u003cp>If it passes, the bill would delay the start of first period for the more than 3 million middle and high school students in California, where schools now abide by a hodgepodge of start times. The average high school starts at 8:07 a.m., as compared to the national average of 8:03 a.m., according to the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>\"We have the science that says this is a public health issue and a public health crisis, \" said state Sen. Anthony Portantino a Democrat representing the San Fernando and San Gabriel Valley in Southern California, who introduced the bill earlier this year.\u003c/p>\n\u003cp>\"The morning sleep is the most therapeutic, healthy sleep for teenagers,\" he told \u003ca href=\"https://ww2.kqed.org/forum/2017/08/07/bill-for-late-school-start-passes-senate-heads-to-assembly/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED's Forum\u003c/a>. \"And what we do as a society, we wake them up in the middle of that healthy sleep and send them to school too early when they're sleep deprived.\"\u003c/p>\n\u003cp>The roughly 400 school districts nationwide that have already pushed back their start times have seen overwhelmingly positive results, he said, with boosts in academic performance, attendance and graduation rates, and a decrease in car accidents and suicide attempts.\u003c/p>\n\u003cp>The bill, though, faces strong opposition, particularly among many districts, school boards and even teachers who argue these decisions should be made at a local level, given the diverse needs of each community. The delayed schedule would likely lead to lengthy renegotiations with teacher unions and could require additional funding for the necessary changes in bus transportation.\u003c/p>\n\u003cp>Parents have also raised concerns that later start times will cause serious disruptions, making it harder to drop off kids in the morning before work. And later school dismissal times, they add, could disrupt afterschool sports activities, pushing practices even later into the evening.\u003c/p>\n\u003cp>\"We oppose this bill because it imposes a one-size-fits-all approach that we don't actually think will result in kids getting more sleep,\" said Nancy Chaires Espinoza, a legislative advocate for the California School Boards Association, which opposes the measure.\u003c/p>\n\u003cp>Many school districts have determined that a better way of increasing the amount of sleep students get is to minimize their homework load so they can go to bed earlier, Espinoza said in an interview on WBUR's \u003ca href=\"http://www.wbur.org/hereandnow/2017/08/14/school-start-times-california\" target=\"_blank\" rel=\"noopener noreferrer\">Here and Now\u003c/a>.\u003c/p>\n\u003cp>\"That's why school times should be a local decision informed by parents and teachers, those who know the students and the community best,\" she added. \"And unfortunately this bill would negate the entire public decision-making process. And we just don't think that's the best way to do right by kids.\"\u003cbr>\n\u003ca name=\"unique-identifier1\">\u003c/a>\u003cbr>\nBut Portantino counters that this argument flies in the face of basic biology: Most teenagers, he argues, are simply hardwired to stay up late, until at least 11 p.m.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"All the arguments against it are adult-based arguments, not kid-based arguments,\" he added.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Classroom Guide for Above the Noise",
"headTitle": "Classroom Guide for Above the Noise | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If you want your students to tackle real-world issues and take a deeper look at evidence, data and research, then KQED’s video series \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cb>Above the Noise\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> belongs in your classroom. Keep reading to find ideas about using this new series to help your students cut through the hype and learn more about the world around them. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Start the conversation in your classroom! Find the discussion questions from this post in downloadable form.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\" rel=\"noopener\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\" rel=\"noopener\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>What is Above the Noise?\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Above the Noise is a YouTube series for middle- and high-school students that dives deep into \u003c/span>\u003cspan style=\"font-weight: 400\">the big questions \u003c/span>\u003cspan style=\"font-weight: 400\">behind issues affecting students’ daily lives. Episodes take on complex subject matter with facts and research to help young viewers draw informed conclusions, while inspiring media literacy and civic engagement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Above the Noise focuses on data and science literacy, but the series takes on issues that are just as relevant in English and social studies classrooms. \u003c/span>\u003c/p>\n\u003ch2>The Anatomy of an Above the Noise Episode\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each episode has a similar structure in order to help students unpack the topic.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>The hype: \u003c/b>\u003cspan style=\"font-weight: 400\">Every episode starts with what we call “the hype.” We choose issues that are already being talked about. Then, the hosts go beyond the hype and find out what’s really going on.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The research:\u003c/b>\u003cspan style=\"font-weight: 400\"> We do research, analyze information and evaluate the data behind the hype. The hosts model how to look at information by talking about things like sample size and research protocols, citing research papers and discussing what the experts are saying. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The call to action: \u003c/b>\u003cspan style=\"font-weight: 400\">Episodes end with a question students can answer. This can be a jumping off point or serve to wrap up the topic. We’d love for your students to respond to this question in the comments on our YouTube channel, either individually or as a class. Many episodes are also featured resources for KQED’s \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>Using Above the Noise with Students\u003cb> \u003c/b>\u003c/h2>\n\u003ch4>Step 1: Choose an Above the Noise episode\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out the episode list on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003cspan style=\"font-weight: 400\">our YouTube channel \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and accompanying resources on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">KQED Education website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. From \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/05/17/what-should-we-do-about-gerrymandering/\">\u003cspan style=\"font-weight: 400\">gerrymandering \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ca href=\"https://youtu.be/CB_h7aheAEM\">\u003cspan style=\"font-weight: 400\">genetically engineered mosquitoes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s something for everyone! \u003c/span>\u003c/p>\n\u003ch4>Step 2: View and Discuss\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a class or in small groups, have students watch the Above the Noise episode. True to YouTube style, the narration can move quickly, so plan to watch more than once. You can also stop and start the video as needed and use the closed-caption function. Use the \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\">student viewing notes handout\u003c/a> to help your students keep their thoughts organized.\u003c/span>\u003c/p>\n\u003ch3>Before watching the video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gauge what students already know about the topic. If you want to provide a brief overview, you can find more resources in the episode’s blog post on \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">KQED Education\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. Start by asking students the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you already know about this topic?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think you understand this topic? Is what you know based on your own reading, word of mouth or from scanning headlines on social media\u003c/span>\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you have about this topic? What do you want to know more about? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>While watching\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Stop to check for understanding and point out the data and media literacy aspects of the episode. Here are questions that apply to almost all videos:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What issue does this episode discuss?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is the “hype” around this topic or issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does the data or other evidence tell us about this issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does the host analyze the data? What kind of research or information is presented?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are the sources used in the episode credible? How do you know? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think graphics are used effectively in this episode? How do they add or detract from your understanding of the topic? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What other production choices (color, sound effects, etc.) did you notice while watching the episode? How did they add or detract from the topic? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>After watching\u003c/h4>\n\u003cp>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">Help students share their thoughts and internalize the media literacy strategies from the episode using the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have your views on the topic changed? If so, how?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Did the evidence provided in the episode help to change or refine your views? Explain.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How would you respond to the “call to action” question at the end of the episode? (Give your students time to respond in the comments section of the YouTube page or on the episode’s page on KQED Education.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you learn about analyzing evidence or data from this episode that you can use when reading about other controversial topics or doing your own research?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is another aspect of this issue that you think should be studied further? What would your research question be?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How might someone else look at the evidence presented in the video differently than you do?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you still have about the topic? What is unclear?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you and your students want to explore the issue further, you can review the research behind each episode and find links to further reading on the\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\"> \u003cspan style=\"font-weight: 400\">Above the Noise collection page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Want to know more about the Above the Noise hosts? Check out the \u003ca href=\"https://youtu.be/iqKUWHE5JQk\">Welcome video\u003c/a>.\u003c/p>\n\u003ch4>Step 3: Let us know what you think!\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to sharing your thoughts on individual episodes, we are also looking for new ideas and will give a shout out (and full credit) to any classroom who comes up with an idea for an episode we produce. Youth voice is integral to Above the Noise. In addition to asking our audience for ideas, we work closely with KQED’s high school \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which co-produces the series. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connect with us on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ/videos\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003ca href=\"http://facebook.com/kqededucation\">Facebook\u003c/a> or\u003ca href=\"https://www.instagram.com/kqedabovethenoise/?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\"> Instagram\u003c/a> using #TeachATN. That way, we’ll be able to able to find your comments and questions. We would love to hear from your students, but also from you! Let us know how you are using Above the Noise as a teaching tool! \u003c/span>\u003c/p>\n\u003ch2>\u003c/h2>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If you want your students to tackle real-world issues and take a deeper look at evidence, data and research, then KQED’s video series \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cb>Above the Noise\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> belongs in your classroom. Keep reading to find ideas about using this new series to help your students cut through the hype and learn more about the world around them. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Start the conversation in your classroom! Find the discussion questions from this post in downloadable form.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\" rel=\"noopener\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\" rel=\"noopener\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>What is Above the Noise?\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Above the Noise is a YouTube series for middle- and high-school students that dives deep into \u003c/span>\u003cspan style=\"font-weight: 400\">the big questions \u003c/span>\u003cspan style=\"font-weight: 400\">behind issues affecting students’ daily lives. Episodes take on complex subject matter with facts and research to help young viewers draw informed conclusions, while inspiring media literacy and civic engagement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Above the Noise focuses on data and science literacy, but the series takes on issues that are just as relevant in English and social studies classrooms. \u003c/span>\u003c/p>\n\u003ch2>The Anatomy of an Above the Noise Episode\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each episode has a similar structure in order to help students unpack the topic.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>The hype: \u003c/b>\u003cspan style=\"font-weight: 400\">Every episode starts with what we call “the hype.” We choose issues that are already being talked about. Then, the hosts go beyond the hype and find out what’s really going on.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The research:\u003c/b>\u003cspan style=\"font-weight: 400\"> We do research, analyze information and evaluate the data behind the hype. The hosts model how to look at information by talking about things like sample size and research protocols, citing research papers and discussing what the experts are saying. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The call to action: \u003c/b>\u003cspan style=\"font-weight: 400\">Episodes end with a question students can answer. This can be a jumping off point or serve to wrap up the topic. We’d love for your students to respond to this question in the comments on our YouTube channel, either individually or as a class. Many episodes are also featured resources for KQED’s \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>Using Above the Noise with Students\u003cb> \u003c/b>\u003c/h2>\n\u003ch4>Step 1: Choose an Above the Noise episode\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out the episode list on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003cspan style=\"font-weight: 400\">our YouTube channel \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and accompanying resources on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">KQED Education website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. From \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/05/17/what-should-we-do-about-gerrymandering/\">\u003cspan style=\"font-weight: 400\">gerrymandering \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ca href=\"https://youtu.be/CB_h7aheAEM\">\u003cspan style=\"font-weight: 400\">genetically engineered mosquitoes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s something for everyone! \u003c/span>\u003c/p>\n\u003ch4>Step 2: View and Discuss\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a class or in small groups, have students watch the Above the Noise episode. True to YouTube style, the narration can move quickly, so plan to watch more than once. You can also stop and start the video as needed and use the closed-caption function. Use the \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\">student viewing notes handout\u003c/a> to help your students keep their thoughts organized.\u003c/span>\u003c/p>\n\u003ch3>Before watching the video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gauge what students already know about the topic. If you want to provide a brief overview, you can find more resources in the episode’s blog post on \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">KQED Education\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. Start by asking students the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you already know about this topic?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think you understand this topic? Is what you know based on your own reading, word of mouth or from scanning headlines on social media\u003c/span>\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you have about this topic? What do you want to know more about? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>While watching\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Stop to check for understanding and point out the data and media literacy aspects of the episode. Here are questions that apply to almost all videos:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What issue does this episode discuss?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is the “hype” around this topic or issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does the data or other evidence tell us about this issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does the host analyze the data? What kind of research or information is presented?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are the sources used in the episode credible? How do you know? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think graphics are used effectively in this episode? How do they add or detract from your understanding of the topic? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What other production choices (color, sound effects, etc.) did you notice while watching the episode? How did they add or detract from the topic? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>After watching\u003c/h4>\n\u003cp>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">Help students share their thoughts and internalize the media literacy strategies from the episode using the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have your views on the topic changed? If so, how?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Did the evidence provided in the episode help to change or refine your views? Explain.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How would you respond to the “call to action” question at the end of the episode? (Give your students time to respond in the comments section of the YouTube page or on the episode’s page on KQED Education.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you learn about analyzing evidence or data from this episode that you can use when reading about other controversial topics or doing your own research?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is another aspect of this issue that you think should be studied further? What would your research question be?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How might someone else look at the evidence presented in the video differently than you do?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you still have about the topic? What is unclear?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you and your students want to explore the issue further, you can review the research behind each episode and find links to further reading on the\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\"> \u003cspan style=\"font-weight: 400\">Above the Noise collection page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Want to know more about the Above the Noise hosts? Check out the \u003ca href=\"https://youtu.be/iqKUWHE5JQk\">Welcome video\u003c/a>.\u003c/p>\n\u003ch4>Step 3: Let us know what you think!\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to sharing your thoughts on individual episodes, we are also looking for new ideas and will give a shout out (and full credit) to any classroom who comes up with an idea for an episode we produce. Youth voice is integral to Above the Noise. In addition to asking our audience for ideas, we work closely with KQED’s high school \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which co-produces the series. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connect with us on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ/videos\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003ca href=\"http://facebook.com/kqededucation\">Facebook\u003c/a> or\u003ca href=\"https://www.instagram.com/kqedabovethenoise/?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\"> Instagram\u003c/a> using #TeachATN. That way, we’ll be able to able to find your comments and questions. We would love to hear from your students, but also from you! Let us know how you are using Above the Noise as a teaching tool! \u003c/span>\u003c/p>\n\u003ch2>\u003c/h2>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Among the many spirited exchanges between Donald Trump and Hillary Clinton over the course of their three debates in 2016, the following from their first encounter was particularly notable:\u003c/p>\n\u003cp>Clinton: \"Crime has continued to drop, including murders.\"\u003c/p>\n\u003cp>Trump: \"You're wrong. You're wrong. Murders are up.\"\u003c/p>\n\u003cp>We're talking concrete figures here. So someone had to be mistaken ... right?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In actuality, they were both kind of right (or wrong, depending on how you look at it).\u003c/p>\n\u003cp>To Clinton's point, the violent crime rate, including the murder rate, was very recently at its lowest point in more than 40 years (see the chart below). So in that sense, crime has indeed dropped precipitously and, for the most part, steadily. But, as Trump insistently reminded voters throughout the campaign, there has in fact been an uptick in violent crime since 2014. Between 2014 and 2015, the FBI reported a 3.1 percent increase in violent crime and a 10 percent increase in murders. And the agency's preliminary 2016 data show further increases, an important data point that Clinton omitted in her reference.\u003c/p>\n\u003cp>For his part, though, Trump neglected to mention that in 2014 the rate of violent crime (murder, rape, aggravated assault and robbery) had dropped to less than half of what it was in 1991. So, while any rise in violent crime, particularly homicides, is certainly cause for concern and deserving of attention, it's worth noting that the uptick in question is being measured against the lowest crime rate in modern history.\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime rate\" src=\"//e.infogram.com/us_violent_crime_rate?src=embed\" width=\"650\" height=\"568\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime Rate by type: 1960-2012\" src=\"//e.infogram.com/americas-violent-crime-rate-1960---2012?src=embed\" width=\"650\" height=\"620\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>All of which underscores why talking about crime rates can turn into such a tricky, emotionally fueled and often misleading exercise. As this Above the Noise video explains, it all comes down to which dataset you look at, what section of it you focus on and what you compare your results to. In other words, if you cherry-pick the data, you can generally hook whatever conclusion you're fishing for.\u003c/p>\n\u003cp>[Use the scroll bar below to zoom in and view specific data ranges]\u003c/p>\n\u003cp>\u003ciframe src=\"https://fusiontables.google.com/embedviz?containerId=googft-gviz-canvas&viz=GVIZ&t=LINE_AGGREGATE&isXyPlot=true&bsize=0.0&q=select+col0%2C+col1+from+17UuKHVucbTxYO-Wx4gl8Zm2673N_AcUWQ4p0sBdA&qrs=+where+col0+%3E%3D+&qre=+and+col0+%3C%3D+&qe=+order+by+col0+asc&uiversion=2&rstart=1960%2F1%2F1+0%3A0%3A0&rend=2015%2F1%2F10+21%3A30%3A19&gco_forceIFrame=true&gco_hasLabelsColumn=true&width=700&height=560\" width=\"700\" height=\"560\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp>And then there's the issue of emotion-driven perceptions and the influence of pervasive crime reporting in the media.\u003c/p>\n\u003cp>\u003ca href=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\">\u003cimg class=\"alignright\" src=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\" alt=\"\" width=\"279\" height=\"251\">\u003c/a>As the \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/ft_16-11-16_crime_trend/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center notes\u003c/a>, Americans typically believe crime is on the rise, even when that notion is directly contradicted by data. In each of the 21 Gallup surveys conducted since 1989, a majority of respondents said that \u003ca href=\"http://www.gallup.com/poll/1603/crime.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">crime in the U.S. had risen\u003c/a> since the previous year, despite the generally downward trend in both violent and property crime rates during most of that time period. And a 2016 Pew Research survey found that 57 percent of registered voters thought crime had \u003ca href=\"http://www.people-press.org/2016/11/10/a-divided-and-pessimistic-electorate/3-11/\">gotten worse\u003c/a> since 2008, even though both violent and property crime rates \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/\">declined by double-digit percentages\u003c/a> during that period.\u003c/p>\n\u003cp>Ask a roomful of criminologists to explain what causes dramatic changes in crime rates and you’ll likely get a generous sampling of conflicting answers. From demographic trends and poverty levels to policing strategies and, as Trump proclaims, a general breakdown in law and order, theories abound as to what factors lead to spikes and drops in regional and national rates. It's easy to find correlations. But hard evidence of causation is more elusive.\u003c/p>\n\u003cp>This is a conundrum of particular concern for places like Chicago, where murder rates have soared in recent years, not to mention other urban areas like St. Louis and Detroit, where rates of murder and other violent crimes have remained stubbornly high for years.\u003c/p>\n\u003cp>The FBI's \u003ca href=\"https://ucr.fbi.gov/ucr-publications\" target=\"_blank\" rel=\"noopener noreferrer\">annual crime report\u003c/a> is the most cited and comprehensive national crime report card, but it's certainly not without holes. It relies on voluntary reporting from more than 18,000 law enforcement jurisdictions around the country, including city, county, university, state, tribal and federal agencies. For the 2015 report, the most recent full-year report to date (data for all of 2016 will be released this fall), 16,643 local agencies -- about 90 percent of the the total enrolled in the program -- submitted data.\u003c/p>\n\u003cp>Another national crime measure is the \u003ca href=\"https://www.bjs.gov/index.cfm?ty=dcdetail&iid=245\">annual Bureau of Justice Statistics survey \u003c/a>of more than 90,000 households, which asks Americans ages 12 and older if they've been victims of crime in the last six months and whether they've reported those crimes to the police. The 2015 survey found that only about half of respondents who admitted to being victims had actually notified the authorities. Reasons for not reporting included the belief that the police “would not or could not do anything to help” or that the crime was “a personal issue or too trivial to report,” according to BJS.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In other words, the data that are publicly available do not provide a complete picture of crime in America. But they do offer a reasonable approximation. And by nearly every estimate, the overall violent crime rate is higher than it was a few years ago, but substantially lower than it was throughout the 1970s, '80s and early '90s.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Among the many spirited exchanges between Donald Trump and Hillary Clinton over the course of their three debates in 2016, the following from their first encounter was particularly notable:\u003c/p>\n\u003cp>Clinton: \"Crime has continued to drop, including murders.\"\u003c/p>\n\u003cp>Trump: \"You're wrong. You're wrong. Murders are up.\"\u003c/p>\n\u003cp>We're talking concrete figures here. So someone had to be mistaken ... right?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In actuality, they were both kind of right (or wrong, depending on how you look at it).\u003c/p>\n\u003cp>To Clinton's point, the violent crime rate, including the murder rate, was very recently at its lowest point in more than 40 years (see the chart below). So in that sense, crime has indeed dropped precipitously and, for the most part, steadily. But, as Trump insistently reminded voters throughout the campaign, there has in fact been an uptick in violent crime since 2014. Between 2014 and 2015, the FBI reported a 3.1 percent increase in violent crime and a 10 percent increase in murders. And the agency's preliminary 2016 data show further increases, an important data point that Clinton omitted in her reference.\u003c/p>\n\u003cp>For his part, though, Trump neglected to mention that in 2014 the rate of violent crime (murder, rape, aggravated assault and robbery) had dropped to less than half of what it was in 1991. So, while any rise in violent crime, particularly homicides, is certainly cause for concern and deserving of attention, it's worth noting that the uptick in question is being measured against the lowest crime rate in modern history.\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime rate\" src=\"//e.infogram.com/us_violent_crime_rate?src=embed\" width=\"650\" height=\"568\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime Rate by type: 1960-2012\" src=\"//e.infogram.com/americas-violent-crime-rate-1960---2012?src=embed\" width=\"650\" height=\"620\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>All of which underscores why talking about crime rates can turn into such a tricky, emotionally fueled and often misleading exercise. As this Above the Noise video explains, it all comes down to which dataset you look at, what section of it you focus on and what you compare your results to. In other words, if you cherry-pick the data, you can generally hook whatever conclusion you're fishing for.\u003c/p>\n\u003cp>[Use the scroll bar below to zoom in and view specific data ranges]\u003c/p>\n\u003cp>\u003ciframe src=\"https://fusiontables.google.com/embedviz?containerId=googft-gviz-canvas&viz=GVIZ&t=LINE_AGGREGATE&isXyPlot=true&bsize=0.0&q=select+col0%2C+col1+from+17UuKHVucbTxYO-Wx4gl8Zm2673N_AcUWQ4p0sBdA&qrs=+where+col0+%3E%3D+&qre=+and+col0+%3C%3D+&qe=+order+by+col0+asc&uiversion=2&rstart=1960%2F1%2F1+0%3A0%3A0&rend=2015%2F1%2F10+21%3A30%3A19&gco_forceIFrame=true&gco_hasLabelsColumn=true&width=700&height=560\" width=\"700\" height=\"560\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp>And then there's the issue of emotion-driven perceptions and the influence of pervasive crime reporting in the media.\u003c/p>\n\u003cp>\u003ca href=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\">\u003cimg class=\"alignright\" src=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\" alt=\"\" width=\"279\" height=\"251\">\u003c/a>As the \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/ft_16-11-16_crime_trend/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center notes\u003c/a>, Americans typically believe crime is on the rise, even when that notion is directly contradicted by data. In each of the 21 Gallup surveys conducted since 1989, a majority of respondents said that \u003ca href=\"http://www.gallup.com/poll/1603/crime.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">crime in the U.S. had risen\u003c/a> since the previous year, despite the generally downward trend in both violent and property crime rates during most of that time period. And a 2016 Pew Research survey found that 57 percent of registered voters thought crime had \u003ca href=\"http://www.people-press.org/2016/11/10/a-divided-and-pessimistic-electorate/3-11/\">gotten worse\u003c/a> since 2008, even though both violent and property crime rates \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/\">declined by double-digit percentages\u003c/a> during that period.\u003c/p>\n\u003cp>Ask a roomful of criminologists to explain what causes dramatic changes in crime rates and you’ll likely get a generous sampling of conflicting answers. From demographic trends and poverty levels to policing strategies and, as Trump proclaims, a general breakdown in law and order, theories abound as to what factors lead to spikes and drops in regional and national rates. It's easy to find correlations. But hard evidence of causation is more elusive.\u003c/p>\n\u003cp>This is a conundrum of particular concern for places like Chicago, where murder rates have soared in recent years, not to mention other urban areas like St. Louis and Detroit, where rates of murder and other violent crimes have remained stubbornly high for years.\u003c/p>\n\u003cp>The FBI's \u003ca href=\"https://ucr.fbi.gov/ucr-publications\" target=\"_blank\" rel=\"noopener noreferrer\">annual crime report\u003c/a> is the most cited and comprehensive national crime report card, but it's certainly not without holes. It relies on voluntary reporting from more than 18,000 law enforcement jurisdictions around the country, including city, county, university, state, tribal and federal agencies. For the 2015 report, the most recent full-year report to date (data for all of 2016 will be released this fall), 16,643 local agencies -- about 90 percent of the the total enrolled in the program -- submitted data.\u003c/p>\n\u003cp>Another national crime measure is the \u003ca href=\"https://www.bjs.gov/index.cfm?ty=dcdetail&iid=245\">annual Bureau of Justice Statistics survey \u003c/a>of more than 90,000 households, which asks Americans ages 12 and older if they've been victims of crime in the last six months and whether they've reported those crimes to the police. The 2015 survey found that only about half of respondents who admitted to being victims had actually notified the authorities. Reasons for not reporting included the belief that the police “would not or could not do anything to help” or that the crime was “a personal issue or too trivial to report,” according to BJS.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In other words, the data that are publicly available do not provide a complete picture of crime in America. But they do offer a reasonable approximation. And by nearly every estimate, the overall violent crime rate is higher than it was a few years ago, but substantially lower than it was throughout the 1970s, '80s and early '90s.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"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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"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": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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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": {
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"reveal": {
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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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},
"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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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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},
"soldout": {
"id": "soldout",
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Above the Noise, a YouTube series for teens, cuts through the hype and dives deep into the research behind the issues affecting their daily lives. The series investigates controversial subject matter to help young viewers draw their own informed conclusions while inspiring media literacy and civic engagement.
FOR EDUCATORS: Join us on PBS Learning Media where you'll find standards-aligned free lesson plans, viewing guides, transcripts, and more for each episode.
Learn more about our partnerships and funders.
