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"title": "Introducing Media Makes: Giving Students a Voice in the Election",
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"content": "\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-148946 size-full alignnone\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/L2NP-2.0-webinar-1.jpg\" alt=\"\" width=\"730\" height=\"548\">\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://letters2president.org/\">Letters to the Next President 2.0 \u003c/a>engages and connects youth aged 13–18, as they research, write, and make media to voice their opinions on issues that matter to them in the upcoming election.\u003c/p>\n\u003cp style=\"text-align: left\">Throughout the spring, KQED Education will host a series of multimedia skill-building activities, called Media Makes, for teachers and students to practice digital media making that facilitates dialogue around critical issues in this election.\u003c/p>\n\u003cp style=\"text-align: left\">Each Media Make includes:\u003c/p>\n\u003cdiv class=\"callout aligncenter noborder\">\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>An Invitation:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a compelling case for each media format and its unique value for expressing civic arguments\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>A Prompt:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a clear theme and call to action with specific parameters for student submissions\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Submission Process:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a unique hashtag for each Media Make and a Google form to collect URLs and emails for each submission\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Instructional Supports:\u003c/strong> \u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem> a recorded webinar moderated by a wide range of partners to provide resources, host live conversations, and point to technology tools for educators. \u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>Below you will find updates about Media Make launch dates, submission deadlines, and webinars.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\"> Media Make #1: \u003cem>#WhatsMyIssue\u003c/em> Video\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-131140 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg\" alt=\"student_ipad_school - 104\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3.jpg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>\u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">Instructions and Submission Guidelines\u003c/a>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-finding-personal-relevance-in-election-issues/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Video gives youth influence and a powerful voice in local and national issues. In \u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">our first media make\u003c/a>, KQED and \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=99f8f1dd36844a6ab11efb6f6acbf303&URL=https%3a%2f%2fwww.bavc.org%2f\" target=\"_blank\" rel=\"noopener\">Bay Area Video Coalition (BAVC)\u003c/a> invite students to create short videos (2 minutes or less) that respond to this question:\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>What 2016 election issue matters most to you? Make a short video that tells a story about how an election issue affects you, or your community. Tag your response with \u003c/b>\u003cb>\u003ci>#WhatsMyIssue and #2NextPrez\u003c/i>\u003c/b>\u003c/p>\u003c/blockquote>\n\u003cp>KQED will select some of the most outstanding videos. Then, we will let the KQED audience vote for their favorites. Stay tuned for details!\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted March 23, 2016 through May 15, 2016. \u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold;line-height: 1\"> \u003c/span>Media Make #2: Make Your Own Political Art\u003c/h2>\n\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 741px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146215 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg\" alt=\"BEST7-pas_ipada081911_187442a_8col\" width=\"741\" height=\"498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg 741w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col-400x269.jpg 400w\" sizes=\"(max-width: 741px) 100vw, 741px\">\u003c/div>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/04/15/media-make-2-make-your-own-political-art/\">Instructions and Submission Guidelines \u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-make-your-own-political-art/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>In our second Media Make we will examine the elements of influential political art, featuring such artists as Banksy and Corita Kent. We’ll discuss how students can make their own political art to address injustices that affect their daily lives, initiate discussion, and influence social issues.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between April 15, 2016 and May 30,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #3: Argue with Images! Infographics\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-146214\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg\" alt=\"Annotation flas mob_newsletter\" width=\"500\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg 590w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter-400x230.jpg 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/05/12/media-make-3-argue-with-images-infographics/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-argue-with-images-infographics/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Our third Media Make will focus on the power of data visualization to create compelling arguments about election issues. KQED and our partner \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a> will introduce different tools and formats for bringing data to life visually, and share best practices for helping students know where to start.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between May 12, 2016 and June 24,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #4: Spoken Word Letters\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-146216 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BPP_event4-800x531.jpg\" alt=\"BPP_event4\" width=\"741\" height=\"498\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"https://ww2.kqed.org/education/2016/06/22/media-make-4-spoken-word-letters/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-spoken-word-letters/\"> Join the Webinar\u003c/a> (June 28, 4:00-5:00 p.m. PST)\u003c/p>\n\u003cp>Spoken word, or oral poetry, can help students critically examine dominant narratives, make sense of their own experience through language, and express themselves using their own vernacular.\u003cbr>\nFor our fourth media make, KQED partners with \u003ca href=\"http://youthspeaks.org/\">Youth Speaks\u003c/a> to offer students a chance to create oral “letters” to the next president.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003ch3>\u003ca href=\"http://letters2president.org/\">LETTERS TO THE NEXT PRESIDENT 2.0\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-123244 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/LTP-logo.png\" alt=\"LTP-logo\" width=\"200\" height=\"110\">\n\u003ch2>Join teachers and mentors to power civic participation for a new generation of youth.\u003c/h2>\n\u003cp>\u003ca href=\"http://letters2president.org/\">Sign up\u003c/a> to stay up to date with this national initiative, hosted by KQED and National Writing Project. Like \u003ca href=\"https://www.facebook.com/2nextprez/\">our Facebook page\u003c/a> and follow us on \u003ca href=\"https://twitter.com/2nextprez\">Twitter at @2NextPrez.\u003c/a>\u003c/p>\n\u003c/figure>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-148946 size-full alignnone\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/L2NP-2.0-webinar-1.jpg\" alt=\"\" width=\"730\" height=\"548\">\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://letters2president.org/\">Letters to the Next President 2.0 \u003c/a>engages and connects youth aged 13–18, as they research, write, and make media to voice their opinions on issues that matter to them in the upcoming election.\u003c/p>\n\u003cp style=\"text-align: left\">Throughout the spring, KQED Education will host a series of multimedia skill-building activities, called Media Makes, for teachers and students to practice digital media making that facilitates dialogue around critical issues in this election.\u003c/p>\n\u003cp style=\"text-align: left\">Each Media Make includes:\u003c/p>\n\u003cdiv class=\"callout aligncenter noborder\">\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>An Invitation:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a compelling case for each media format and its unique value for expressing civic arguments\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>A Prompt:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a clear theme and call to action with specific parameters for student submissions\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Submission Process:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a unique hashtag for each Media Make and a Google form to collect URLs and emails for each submission\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Instructional Supports:\u003c/strong> \u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem> a recorded webinar moderated by a wide range of partners to provide resources, host live conversations, and point to technology tools for educators. \u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>Below you will find updates about Media Make launch dates, submission deadlines, and webinars.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\"> Media Make #1: \u003cem>#WhatsMyIssue\u003c/em> Video\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-131140 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg\" alt=\"student_ipad_school - 104\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3.jpg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>\u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">Instructions and Submission Guidelines\u003c/a>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-finding-personal-relevance-in-election-issues/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Video gives youth influence and a powerful voice in local and national issues. In \u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">our first media make\u003c/a>, KQED and \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=99f8f1dd36844a6ab11efb6f6acbf303&URL=https%3a%2f%2fwww.bavc.org%2f\" target=\"_blank\" rel=\"noopener\">Bay Area Video Coalition (BAVC)\u003c/a> invite students to create short videos (2 minutes or less) that respond to this question:\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>What 2016 election issue matters most to you? Make a short video that tells a story about how an election issue affects you, or your community. Tag your response with \u003c/b>\u003cb>\u003ci>#WhatsMyIssue and #2NextPrez\u003c/i>\u003c/b>\u003c/p>\u003c/blockquote>\n\u003cp>KQED will select some of the most outstanding videos. Then, we will let the KQED audience vote for their favorites. Stay tuned for details!\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted March 23, 2016 through May 15, 2016. \u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold;line-height: 1\"> \u003c/span>Media Make #2: Make Your Own Political Art\u003c/h2>\n\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 741px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146215 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg\" alt=\"BEST7-pas_ipada081911_187442a_8col\" width=\"741\" height=\"498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg 741w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col-400x269.jpg 400w\" sizes=\"(max-width: 741px) 100vw, 741px\">\u003c/div>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/04/15/media-make-2-make-your-own-political-art/\">Instructions and Submission Guidelines \u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-make-your-own-political-art/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>In our second Media Make we will examine the elements of influential political art, featuring such artists as Banksy and Corita Kent. We’ll discuss how students can make their own political art to address injustices that affect their daily lives, initiate discussion, and influence social issues.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between April 15, 2016 and May 30,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #3: Argue with Images! Infographics\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-146214\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg\" alt=\"Annotation flas mob_newsletter\" width=\"500\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg 590w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter-400x230.jpg 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/05/12/media-make-3-argue-with-images-infographics/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-argue-with-images-infographics/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Our third Media Make will focus on the power of data visualization to create compelling arguments about election issues. KQED and our partner \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a> will introduce different tools and formats for bringing data to life visually, and share best practices for helping students know where to start.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between May 12, 2016 and June 24,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #4: Spoken Word Letters\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-146216 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BPP_event4-800x531.jpg\" alt=\"BPP_event4\" width=\"741\" height=\"498\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"https://ww2.kqed.org/education/2016/06/22/media-make-4-spoken-word-letters/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-spoken-word-letters/\"> Join the Webinar\u003c/a> (June 28, 4:00-5:00 p.m. PST)\u003c/p>\n\u003cp>Spoken word, or oral poetry, can help students critically examine dominant narratives, make sense of their own experience through language, and express themselves using their own vernacular.\u003cbr>\nFor our fourth media make, KQED partners with \u003ca href=\"http://youthspeaks.org/\">Youth Speaks\u003c/a> to offer students a chance to create oral “letters” to the next president.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003ch3>\u003ca href=\"http://letters2president.org/\">LETTERS TO THE NEXT PRESIDENT 2.0\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-123244 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/LTP-logo.png\" alt=\"LTP-logo\" width=\"200\" height=\"110\">\n\u003ch2>Join teachers and mentors to power civic participation for a new generation of youth.\u003c/h2>\n\u003cp>\u003ca href=\"http://letters2president.org/\">Sign up\u003c/a> to stay up to date with this national initiative, hosted by KQED and National Writing Project. Like \u003ca href=\"https://www.facebook.com/2nextprez/\">our Facebook page\u003c/a> and follow us on \u003ca href=\"https://twitter.com/2nextprez\">Twitter at @2NextPrez.\u003c/a>\u003c/p>\n\u003c/figure>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>\u003ca href=\"http://www.pbs.org/wgbh/frontline/film/stickup-kid/\">Stickup Kid\u003c/a> (Frontline)\u003c/strong>\u003cbr>\n\u003cem> What happens when we lock up juvenile offenders in adult prisons? “Stickup Kid,” a FRONTLINE digital exclusive, tells the story of Alonza Thomas — sent to adult prison in California at age 16 — and how spending over a decade behind bars impacted him. \u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Should teens under 18 be tried and sentenced as children or adults? \u003cb>\u003ci>#DoNowJuvies\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include@KQEDEdspace and #DoNowJuvies\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About Juveniles and the Justice System\u003c/strong>\u003c/h2>\n\u003cp>The United States locks up more kids than any other industrialized nation in the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Annie E. Casey Foundation\" align=\"aligncenter\" width=\"697\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-143843\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg\" alt=\"Juvie Justice infographic\" width=\"697\" height=\"913\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg 697w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic-400x524.jpg 400w\" sizes=\"(max-width: 697px) 100vw, 697px\">[/media-credit]\u003c/p>\n\u003cp>But although the youth incarceration rate in the U.S. continues to outpace all other wealthy nations (much like our overall incarceration rate), it’s dropped significantly in the last decade. A series of Supreme Court decisions, state policy changes and plummeting crime rates since the late 1990s have resulted in major reductions in the youth prison population.\u003c/p>\n\u003cp>America’s youth and adult prison population peaked in the late 1990, following a spiking crime rate and \u003ca href=\"http://www.nap.edu/read/18613/chapter/5#74\">harsher sentencing laws\u003c/a>. Youth incarceration, in particular, exploded: \u003ca href=\"https://www.ncjrs.gov/pdffiles1/bja/182503.pdf\">by 1997, more than 107,000 kids were behind bars\u003c/a>, only about a quarter for violent offenses. Amid high crime rates and ultimately unfounded fears of a new generation of young “super predators,” states rushed to lower the age at which youth could be tried and sentenced as adults, a move that lead to longer prison terms and an increased number of teenagers in adult prisons. California, followed suite, passing \u003ca href=\"https://ballotpedia.org/California_Proposition_21,_Treatment_of_Juvenile_Offenders_(2000)\">Proposition 21 in 2000\u003c/a>, which required adult trials for juveniles 14 or older charged with murder or specified sex offenses.\u003c/p>\n\u003cp>By 2013, though, that number had dropped by roughly half, according to the U.S. Justice Department. Today there are about \u003ca href=\"https://www.themarshallproject.org/2015/12/22/why-we-need-to-shut-down-juvie#.Lbt5JhsZU\">54,000 incarcerated youth\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What happened?\u003c/strong>\u003c/p>\n\u003cp>By the early 2000s, the youth and adult crime rate started dropping sharply, and more states simply started to realize this strategy of harsh youth sentencing simply didn’t make much sense. Not only were a growing number of kids leaving prison with psychological issues and a greater risk of committing more serious crimes, but the system was also extremely expensive. \u003ca href=\"http://www.justicepolicy.org/research/8477\">One recent study by the Justice Policy Institute\u003c/a> found that for most states, it costs roughly $100,000 a year to incarcerate one kid, as opposed to $10,000 to pay for a year of public school education.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/pov/15tolife/supreme-court-cases/\">A trio of Supreme Court decisions\u003c/a> also made it harder for states to slap youth with severe sentences. A 2004 decision abolished capital punishment for crimes committed by juveniles. And as a result of decisions in 2010 and 2012, states are now prohibited from imposing life sentences on juveniles. The court determined that such harsh sentencing of kids constituted cruel and unusual punishment, a decision that overturned mandatory sentencing policies in 28 states.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>TAKING THE PULSE\u003c/h3>\n\u003ch3>[polldaddy poll=9363114]\u003c/h3>\n\u003c/aside>\n\u003cp>Although today’s juvenile justice system has undergone significant reforms, there are still stark disparities.\u003ca href=\"http://sentencingproject.org/doc/publications/jj_Disproportionate%20Minority%20Contact.pdf\"> Nearly 70 percent of incarcerated youth are minorities\u003c/a>. And black youth are nearly five times as likely to be incarcerated than their white peers. Additionally, a sizable number of youth are still entering the system because of very minor offenses, including petty theft and school discipline issues, a factor that’s now referred to as the “school-to-prison pipeline.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.ojjdp.gov/ojstatbb/snapshots/DataSnapshot_CJRP2013.pdf\">The Number of Juveniles in Residential Placement Continued to Decline in 2013 \u003c/a>(Office of Juvenile Justice and Delinquency Prevention)\u003cbr>\n\u003c/strong> This graphic illustrates the challenges that remain to reduce racial and ethnic disparities and confinement of youth who commit less serious offenses.\u003c/p>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.aecf.org/resources/youth-incarceration-in-the-united-states/\">Youth Incarceration in the United States \u003c/a>(Annie E. Casey Foundation)\u003c/strong>\u003cbr>\nAlthough the United States still leads the industrialized world in its incarceration rate of young people, the lock-up rate is rapidly declining. This two-page infographic presents a wealth of statistics underscoring the sea change in youth confinement that is underway.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.pbs.org/wgbh/frontline/article/why-states-are-changing-course-on-juvenile-crime/\">Why States Are Changing Course on Juvenile Crime\u003c/a> (Frontline)\u003c/strong>\u003cbr>\nIn the last six or seven years, states have begun to consider new approaches to juvenile offenders, backed by research showing that incarceration actually increases the chances a young person will commit another crime.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://abcnews.go.com/Politics/life-prison-juvenile-offenders-adult-courts/story?id=11129594\">Juvenile Justice: Too Young for Life in Prison? (ABC News)\u003c/a>\u003c/strong>\u003cbr>\nThis article spells out some of the main arguments in favor of and against trying and sentencing minors as adults.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowJuvies.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Have have your class vote on the best approach to sentencing juveniles and tweet your responses to @KQEDEdspace with #DoNowJuvies. Make sure to cite sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Create a Survey:\u003c/strong> Poll students in your school about what they think about this issue. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and send your results to @KQEDEdspace.\u003c/span>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>\u003ca href=\"http://www.pbs.org/wgbh/frontline/film/stickup-kid/\">Stickup Kid\u003c/a> (Frontline)\u003c/strong>\u003cbr>\n\u003cem> What happens when we lock up juvenile offenders in adult prisons? “Stickup Kid,” a FRONTLINE digital exclusive, tells the story of Alonza Thomas — sent to adult prison in California at age 16 — and how spending over a decade behind bars impacted him. \u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Should teens under 18 be tried and sentenced as children or adults? \u003cb>\u003ci>#DoNowJuvies\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include@KQEDEdspace and #DoNowJuvies\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About Juveniles and the Justice System\u003c/strong>\u003c/h2>\n\u003cp>The United States locks up more kids than any other industrialized nation in the world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"Annie E. Casey Foundation\" align=\"aligncenter\" width=\"697\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-143843\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg\" alt=\"Juvie Justice infographic\" width=\"697\" height=\"913\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic.jpg 697w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Juvie-Justice-infographic-400x524.jpg 400w\" sizes=\"(max-width: 697px) 100vw, 697px\">[/media-credit]\u003c/p>\n\u003cp>But although the youth incarceration rate in the U.S. continues to outpace all other wealthy nations (much like our overall incarceration rate), it’s dropped significantly in the last decade. A series of Supreme Court decisions, state policy changes and plummeting crime rates since the late 1990s have resulted in major reductions in the youth prison population.\u003c/p>\n\u003cp>America’s youth and adult prison population peaked in the late 1990, following a spiking crime rate and \u003ca href=\"http://www.nap.edu/read/18613/chapter/5#74\">harsher sentencing laws\u003c/a>. Youth incarceration, in particular, exploded: \u003ca href=\"https://www.ncjrs.gov/pdffiles1/bja/182503.pdf\">by 1997, more than 107,000 kids were behind bars\u003c/a>, only about a quarter for violent offenses. Amid high crime rates and ultimately unfounded fears of a new generation of young “super predators,” states rushed to lower the age at which youth could be tried and sentenced as adults, a move that lead to longer prison terms and an increased number of teenagers in adult prisons. 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Not only were a growing number of kids leaving prison with psychological issues and a greater risk of committing more serious crimes, but the system was also extremely expensive. \u003ca href=\"http://www.justicepolicy.org/research/8477\">One recent study by the Justice Policy Institute\u003c/a> found that for most states, it costs roughly $100,000 a year to incarcerate one kid, as opposed to $10,000 to pay for a year of public school education.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/pov/15tolife/supreme-court-cases/\">A trio of Supreme Court decisions\u003c/a> also made it harder for states to slap youth with severe sentences. A 2004 decision abolished capital punishment for crimes committed by juveniles. And as a result of decisions in 2010 and 2012, states are now prohibited from imposing life sentences on juveniles. The court determined that such harsh sentencing of kids constituted cruel and unusual punishment, a decision that overturned mandatory sentencing policies in 28 states.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>TAKING THE PULSE\u003c/h3>\n\u003ch3>[polldaddy poll=9363114]\u003c/h3>\n\u003c/aside>\n\u003cp>Although today’s juvenile justice system has undergone significant reforms, there are still stark disparities.\u003ca href=\"http://sentencingproject.org/doc/publications/jj_Disproportionate%20Minority%20Contact.pdf\"> Nearly 70 percent of incarcerated youth are minorities\u003c/a>. And black youth are nearly five times as likely to be incarcerated than their white peers. Additionally, a sizable number of youth are still entering the system because of very minor offenses, including petty theft and school discipline issues, a factor that’s now referred to as the “school-to-prison pipeline.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.ojjdp.gov/ojstatbb/snapshots/DataSnapshot_CJRP2013.pdf\">The Number of Juveniles in Residential Placement Continued to Decline in 2013 \u003c/a>(Office of Juvenile Justice and Delinquency Prevention)\u003cbr>\n\u003c/strong> This graphic illustrates the challenges that remain to reduce racial and ethnic disparities and confinement of youth who commit less serious offenses.\u003c/p>\n\u003cp>\u003cstrong>INFOGRAPHIC: \u003ca href=\"http://www.aecf.org/resources/youth-incarceration-in-the-united-states/\">Youth Incarceration in the United States \u003c/a>(Annie E. Casey Foundation)\u003c/strong>\u003cbr>\nAlthough the United States still leads the industrialized world in its incarceration rate of young people, the lock-up rate is rapidly declining. This two-page infographic presents a wealth of statistics underscoring the sea change in youth confinement that is underway.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://www.pbs.org/wgbh/frontline/article/why-states-are-changing-course-on-juvenile-crime/\">Why States Are Changing Course on Juvenile Crime\u003c/a> (Frontline)\u003c/strong>\u003cbr>\nIn the last six or seven years, states have begun to consider new approaches to juvenile offenders, backed by research showing that incarceration actually increases the chances a young person will commit another crime.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"http://abcnews.go.com/Politics/life-prison-juvenile-offenders-adult-courts/story?id=11129594\">Juvenile Justice: Too Young for Life in Prison? (ABC News)\u003c/a>\u003c/strong>\u003cbr>\nThis article spells out some of the main arguments in favor of and against trying and sentencing minors as adults.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowJuvies.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Have have your class vote on the best approach to sentencing juveniles and tweet your responses to @KQEDEdspace with #DoNowJuvies. 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"content": "\u003cp>[audio mp3=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Amber_Elections_NEW_KCBS-.mp3\"][/audio]\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>“\u003ca href=\"https://youthradio.org/news/article/young-voters-want-respect/\">Young Voters Want Respect\u003c/a>” (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>Eighteen-year-old Youth Radio commentator Amber Ly is a senior in high school and gearing up for voting in her first Presidential election. She’s not too pleased with the candidates’ attempts to be “relatable” to youth. Having grown up during the financial crisis, Ly wants details on their plans regarding student loans and healthcare. She cares about climate change and police violence. But too often, Ly says front-runners are “talking down to young voters” and “wasting time playing guitar or Snapchatting.” While she thinks it’s great that candidates are making efforts to connect with Generation Z, Ly says the problem is, too often they’re trying too hard, skipping over the substance.\u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">How should political candidates engage effectively with young voters? \u003cb>\u003ci>#DoNowYouthVote\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @YouthRadio, @KQEDEdspace and #DoNowYouthVote\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About the Youth Vote\u003c/strong>\u003c/h2>\n\u003cp>It’s a decent time to be a young voter (or soon-to-be voter) in the U.S., at least in terms of sheer numbers. For the first time, \u003ca href=\"http://www.wsj.com/articles/millennial-wave-unsettles-presidential-race-1455577532\">there are as many of you\u003c/a> as there are baby boomers. So you’re in a position to make a real difference in this election—especially if you live in one of \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">the ten states\u003c/a> the research group \u003ca href=\"http://www.civicyouth.org/youthvote2016/\">CIRCLE\u003c/a> has identified, where even a small change in the youth vote could make a big difference in the outcome of the Presidential election.\u003c/p>\n\u003cp>[media-credit name=\"Carlie Nguyen/Flickr \" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-50137\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg\" alt=\"rock the vote\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>So far in this election season, we’re seeing encouraging signs with respect to young voter turnout. According to the \u003ca href=\"http://www.nytimes.com/2016/02/22/opinion/young-voters-motivated-again.html?ref=todayspaper&_r=1\">New York Times\u003c/a>, youth participation in the primaries so far is rivaling rates we saw when Barack Obama ran in 2008. That said, historically speaking, people between the ages of 18-29 vote at substantially lower rates than every other age group. In the 2012 election, only 45% of 18-29 year old eligible voters voted, whereas 72% of those 65 and older voted.\u003c/p>\n\u003cp>What could account for these numbers? Lack of interest? Lack of knowledge of the voting process? Or does responsibility fall with politicians, who fail to address issues critical to people in their teens and twenties? There’s also the matter of strategy. You don’t have to look very far to find \u003ca href=\"http://theweek.com/articles/589208/11-humiliatingly-lame-ways-2016-candidates-are-trying-appeal-young-voters\">a slew of embarrassing attempts\u003c/a> by presidential candidates to court young voters, like Ben Carson’s rap radio ad, Hillary Clinton’s Twitter campaign to discuss college debt through emojis, or Ted Cruz’s Simpsons impersonation for Buzzfeed.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>How important is it for campaigns to hire young talent in leadership positions on the campaign?\u003c/li>\n\u003cli>What would be your words of advice to the front-runners who want so badly to appeal to your generation?\u003c/li>\n\u003cli>How important is it to you to be politically active and informed about election issues?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>It’s understandable that today’s candidates seek to replicate the success Barack Obama had connecting with young voters in 2008 and 2012. And of course young people aren’t the only ones who can feel alienated by electoral politics. “If you’re not from a community where voting is the norm, if you’re not from a family where your parents took you to the polling place when you were a little kid, if you haven’t gone to college and developed those cognitive skills,” Professor Melissa Michelson \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">told KQED earlier this month\u003c/a>, “then we’re really asking a lot of voters.”\u003c/p>\n\u003cp>For candidates seeking to get those voters to the polls, finding the right balance between substance and style seems—like so much in politics—is a lot harder than it looks.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://ww2.kqed.org/news/2016/03/18/would-online-voting-disenfranchise-some-in-los-angeles\">As Millenials’ Interest in Voting Wanes, Solutions Sought to Re-Engage Them\u003c/a> (KPCC)\u003c/strong>\u003cbr>\nThe race is on to capture the attention of one age group that’s steadily lost interest in voting over the past two decades: young people.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">The 10 States Where Millennials Could Sway The Election \u003c/a>(NPR)\u003cbr>\n\u003c/strong>As the presidential race shifted to Nevada with Democratic caucuses last week and Republican caucuses Tuesday night, more young voters had a chance to chime in to the political process. Nevada is a state with a huge young, diverse population. But there is the perennial question: Do young people matter in politics?\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/news/article/the-father-obstaining-from-voting/\">The Father Abstaining from Voting \u003c/a>(Youth Radio)\u003c/strong>\u003cbr>\nGarrison Pennington reflects on the conflict he felt when he learned that his father, a person he greatly admires, plans to abstain from voting because he “hates partisan politics.”\u003c/p>\n\u003cp>\u003cstrong>AUDIO/ARTICLE: \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">What Makes a Person Vote or Not\u003c/a> (KQED – The California Report)\u003c/strong>\u003cbr>\nThis radio piece and accompanying article examine how race, income, age and education play an important role in who votes and who doesn’t.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowYouthVote.\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Imagine that two front-runners (from opposing parties or within the same party–your pick!) are planning a visit to your school. Have students come up with two questions they would ask the candidates–one based on a policy issue your students care deeply about, and one that measures the candidates’ youth culture savvy. Then have your class vote on the best questions and tweet them to the candidates. While you await responses (let @youthradio know if you get them!), you could have students research candidates’ positions and personalities, and come up with the answers they’d expect from each one, citing sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong style=\"font-weight: 400\">\u003cstrong>Create a survey:\u003c/strong> Poll students in your school about the issues they care most about in the upcoming election. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and identify candidates’ positions on the issues that came out on top. \u003c/span>\u003c/strong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>“\u003ca href=\"https://youthradio.org/news/article/young-voters-want-respect/\">Young Voters Want Respect\u003c/a>” (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>Eighteen-year-old Youth Radio commentator Amber Ly is a senior in high school and gearing up for voting in her first Presidential election. She’s not too pleased with the candidates’ attempts to be “relatable” to youth. Having grown up during the financial crisis, Ly wants details on their plans regarding student loans and healthcare. She cares about climate change and police violence. But too often, Ly says front-runners are “talking down to young voters” and “wasting time playing guitar or Snapchatting.” While she thinks it’s great that candidates are making efforts to connect with Generation Z, Ly says the problem is, too often they’re trying too hard, skipping over the substance.\u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">How should political candidates engage effectively with young voters? \u003cb>\u003ci>#DoNowYouthVote\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @YouthRadio, @KQEDEdspace and #DoNowYouthVote\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About the Youth Vote\u003c/strong>\u003c/h2>\n\u003cp>It’s a decent time to be a young voter (or soon-to-be voter) in the U.S., at least in terms of sheer numbers. For the first time, \u003ca href=\"http://www.wsj.com/articles/millennial-wave-unsettles-presidential-race-1455577532\">there are as many of you\u003c/a> as there are baby boomers. So you’re in a position to make a real difference in this election—especially if you live in one of \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">the ten states\u003c/a> the research group \u003ca href=\"http://www.civicyouth.org/youthvote2016/\">CIRCLE\u003c/a> has identified, where even a small change in the youth vote could make a big difference in the outcome of the Presidential election.\u003c/p>\n\u003cp>[media-credit name=\"Carlie Nguyen/Flickr \" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-50137\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg\" alt=\"rock the vote\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>So far in this election season, we’re seeing encouraging signs with respect to young voter turnout. According to the \u003ca href=\"http://www.nytimes.com/2016/02/22/opinion/young-voters-motivated-again.html?ref=todayspaper&_r=1\">New York Times\u003c/a>, youth participation in the primaries so far is rivaling rates we saw when Barack Obama ran in 2008. That said, historically speaking, people between the ages of 18-29 vote at substantially lower rates than every other age group. In the 2012 election, only 45% of 18-29 year old eligible voters voted, whereas 72% of those 65 and older voted.\u003c/p>\n\u003cp>What could account for these numbers? Lack of interest? Lack of knowledge of the voting process? Or does responsibility fall with politicians, who fail to address issues critical to people in their teens and twenties? There’s also the matter of strategy. You don’t have to look very far to find \u003ca href=\"http://theweek.com/articles/589208/11-humiliatingly-lame-ways-2016-candidates-are-trying-appeal-young-voters\">a slew of embarrassing attempts\u003c/a> by presidential candidates to court young voters, like Ben Carson’s rap radio ad, Hillary Clinton’s Twitter campaign to discuss college debt through emojis, or Ted Cruz’s Simpsons impersonation for Buzzfeed.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>How important is it for campaigns to hire young talent in leadership positions on the campaign?\u003c/li>\n\u003cli>What would be your words of advice to the front-runners who want so badly to appeal to your generation?\u003c/li>\n\u003cli>How important is it to you to be politically active and informed about election issues?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>It’s understandable that today’s candidates seek to replicate the success Barack Obama had connecting with young voters in 2008 and 2012. And of course young people aren’t the only ones who can feel alienated by electoral politics. “If you’re not from a community where voting is the norm, if you’re not from a family where your parents took you to the polling place when you were a little kid, if you haven’t gone to college and developed those cognitive skills,” Professor Melissa Michelson \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">told KQED earlier this month\u003c/a>, “then we’re really asking a lot of voters.”\u003c/p>\n\u003cp>For candidates seeking to get those voters to the polls, finding the right balance between substance and style seems—like so much in politics—is a lot harder than it looks.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://ww2.kqed.org/news/2016/03/18/would-online-voting-disenfranchise-some-in-los-angeles\">As Millenials’ Interest in Voting Wanes, Solutions Sought to Re-Engage Them\u003c/a> (KPCC)\u003c/strong>\u003cbr>\nThe race is on to capture the attention of one age group that’s steadily lost interest in voting over the past two decades: young people.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">The 10 States Where Millennials Could Sway The Election \u003c/a>(NPR)\u003cbr>\n\u003c/strong>As the presidential race shifted to Nevada with Democratic caucuses last week and Republican caucuses Tuesday night, more young voters had a chance to chime in to the political process. Nevada is a state with a huge young, diverse population. But there is the perennial question: Do young people matter in politics?\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/news/article/the-father-obstaining-from-voting/\">The Father Abstaining from Voting \u003c/a>(Youth Radio)\u003c/strong>\u003cbr>\nGarrison Pennington reflects on the conflict he felt when he learned that his father, a person he greatly admires, plans to abstain from voting because he “hates partisan politics.”\u003c/p>\n\u003cp>\u003cstrong>AUDIO/ARTICLE: \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">What Makes a Person Vote or Not\u003c/a> (KQED – The California Report)\u003c/strong>\u003cbr>\nThis radio piece and accompanying article examine how race, income, age and education play an important role in who votes and who doesn’t.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowYouthVote.\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Imagine that two front-runners (from opposing parties or within the same party–your pick!) are planning a visit to your school. Have students come up with two questions they would ask the candidates–one based on a policy issue your students care deeply about, and one that measures the candidates’ youth culture savvy. Then have your class vote on the best questions and tweet them to the candidates. While you await responses (let @youthradio know if you get them!), you could have students research candidates’ positions and personalities, and come up with the answers they’d expect from each one, citing sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong style=\"font-weight: 400\">\u003cstrong>Create a survey:\u003c/strong> Poll students in your school about the issues they care most about in the upcoming election. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and identify candidates’ positions on the issues that came out on top. \u003c/span>\u003c/strong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>[audio mp3=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Perspectives20150924x.mp3\"][/audio]\u003cbr>\n\u003cstrong>Featured Media Resource: [AUDIO]\u003c/strong> “\u003ca href=\"http://www.kqed.org/a/perspectives/R201509240643\">Voting Block\u003c/a>” (KQED/Youth Radio)\u003cbr>\n\u003cem>When it comes to politics, Youth Radio’s Desmond Meagley says young voters like him don’t care about party affiliation, only results.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do teens today identify with political parties, or are they redefining political action? What does being politically active mean to you? \u003c/span>\u003cstrong>\u003ci>#DoNowPolitics\u003c/i>\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDedspace and #DoNowPolitics\u003cem>. Remember: Back up your argument with supporting evidence. Link to legitimate sources that support your view.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About Teens and Politics\u003c/strong>\u003c/h2>\n\u003cp>When it comes to civic engagement, young people today are a bit of a puzzle. On the one hand millennials are less likely to identify with a particular political party than any previous generation, according to \u003ca href=\"http://www.pewsocialtrends.org/2014/03/07/millennials-in-adulthood/\">a recent Pew study\u003c/a>. On the flip side, having grown up with digital media, many are expert at engaging friends, classmates and community members online in support of the political issues they care about.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"Desmond Meagley/Youth Radio\" align=\"aligncenter\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-83780\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/DesmondMeagley-400x400.jpg\" alt=\"DesmondMeagley\" width=\"400\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-400x400.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-75x75.jpg 75w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley.jpg 450w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003cbr>\nWhen Youth Radio’s Desmond Meagley was a kid, he thought joining a political party was part of everyone’s duty as a member of society. But now that he’s 18 and about to be a first-time voter, he doesn’t think teens need political parties to make change. “My own political involvement mostly happens in front of a computer screen,” he says. “When an online movement like \u003ca href=\"http://blacklivesmatter.com/\">BlackLivesMatter\u003c/a> can force police departments to review their tactics, it’s clear that joining a political party isn’t the only way to make change.”\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>TAKING THE PULSE\u003c/h3>\n\u003cp>[polldaddy poll=9275574]\u003c/p>\n\u003c/aside>\n\u003cp>Meagley isn’t the only one. \u003ca href=\"http://ypp.dmlcentral.net/sites/default/files/publications/Participatory_Politics_Report.pdf\">Another study\u003c/a> about young people’s political activities found that 41 percent of young people have engaged in at least one act of “participatory politics.” What does that mean exactly? The study defines participatory politics as “interactive, peer-based acts through which individuals and groups seek to exert both voice and influence on issues of public concern.” In other words: lots of teens are online, connecting to one another to make a difference about issues they feel passionate about.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>What’s the relationship between online organizing (e.g., replacing your Facebook photo with an image that shows your support of an issue) and more traditional means of protest (e.g., mobilizing a walk-out)?\u003c/li>\n\u003cli>How have your opinions on social and/or economic issues been affected by social media campaigns?\u003c/li>\n\u003cli>Can you think of other ways young people work towards social change today?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>So what happens when young people use social media to start political movements? While the effectiveness of some strategies, like \u003ca href=\"https://www.washingtonpost.com/news/the-intersect/wp/2015/06/29/more-than-26-million-people-have-changed-their-facebook-picture-to-a-rainbow-flag-heres-why-that-matters/\">changing your profile picture\u003c/a>, remains debatable, other efforts have resulted in real-life results. For example, recently, \u003ca href=\"http://www.nytimes.com/2015/11/09/us/missouri-football-players-boycott-in-protest-of-university-president.html?_r=1\">football players at the University of Missouri\u003c/a> announced via Twitter that they would refuse to play until the school’s president, Tim Wolfe, was removed from office. The players were joining forces with another student protester, who was on hunger strike, who objected to the way school administrators had handled a series of racist incidents on campus. Shortly after the announcement, \u003ca href=\"http://www.cnn.com/2015/11/09/us/missouri-football-players-protest-president-resigns/\">both Wolfe and the University’s chancellor resigned\u003c/a> their positions.\u003c/p>\n\u003cp>Social media can also fuel other youth-driven political strategies, such as student groups pressuring college administrations to divest from industries that profit from social issues ranging from apartheid to fossil fuels. Divestment causes are on the rise at colleges across the country, and \u003ca href=\"http://www.latimes.com/local/education/la-me-divestment-column-20150121-story.html\">yield mixed results\u003c/a>. Last December, the University of California (UC) sold off $2 million of its investments in private prison corporations \u003ca href=\"http://www.theaggie.org/2016/01/08/uc-directly-divests-25-million-from-two-private-prison-corporations/\">after receiving pressure\u003c/a> from the student organization Afrikan Black Coalition (ABC). Whatever the end result, these tactics help raise awareness of the causes young people are rallying behind.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ONLINE: \u003ca href=\"http://www.wired.com/2015/10/how-black-lives-matter-uses-social-media-to-fight-the-power/\">How Black Lives Matter uses social media to fight the power\u003c/a> (Wired)\u003c/strong>\u003cbr>\nThis multimedia build documents the growth and tactics used by the Black Lives Matter movement to mobilize advocates via social media. “If you’re a civil rights activist in 2015 and you need to get some news out, your first move is to choose a platform. If you want to post a video of a protest or a violent arrest, you put it up on Vine, Instagram, or Periscope. If you want to avoid trolls or snooping authorities and you need to coordinate some kind of action, you might chat privately with other activists on GroupMe. If you want to rapidly mobilize a bunch of people you know and you don’t want the whole world clued in, you use SMS or WhatsApp. If you want to mobilize a ton of people you might not know and you do want the whole world to talk about it: Twitter.”\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://www.journalism.org/2015/06/01/millennials-political-news/\">Millennials and Political News – Social Media – the Local TV for the Next Generation?\u003c/a> (Journalism.org)\u003c/strong>\u003cbr>\nThis website breaks down the different ways various generations digest news content. “When it comes to where younger Americans get news about politics and government, social media look to be the local TV of the Millennial generation. About six-in-ten online Millennials (61%) report getting political news on Facebook in a given week, a much larger percentage than turn to any other news source, according to a new Pew Research Center analysis. This stands in stark contrast to internet-using Baby Boomers, for whom local TV tops the list of sources for political news at nearly the same reach (60%).”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH: \u003c/strong>\u003ca href=\"http://ypp.dmlcentral.net/publications\">\u003cstrong>Youth and Participatory Politics: New Media and Youth Political Action\u003c/strong> \u003c/a>\u003cbr>\nLots of research and resources here for teachers looking to understand and build support for new ways to approach civic education in the digital age.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. \u003cstrong>Make sure to tag your creations with #DoNowPolitics.\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>The Power of Pictures:\u003c/strong> Create a picture that represents a cause that you care about, then post it to social media. Use hashtags and tag people who might find your post interesting to get your idea noticed.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Political To-Do List:\u003c/strong> With a friend or a small group, make lists of the issues you individually think are especially important. Then, compare your lists, and discuss why you chose those issues and put them in that order. If you can, try to consolidate your lists into one you can agree on, and provide reasoning for each issue.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Host a Twitter Debate\u003c/strong>: In the classroom, brainstorm some real-life issues that your class feels strongly about. Narrow it down to a few important ones, then choose sides and stage a mock debate. Create arguments, counter-arguments, rebuttals, and closing statements. To make it a contest, take a poll before and after each debate to see how many viewers changed their opinions. Assign a classmate to live-Tweet the debate and invite others to chime in. The team that sways the most people to their side wins!\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Interview the Other Side\u003c/strong>: Interview someone who has different values than you– social, political, economical, moral– and without being judgemental, ask them about how their background helped to shape their ideas. Be on the lookout for things you have in common that you didn’t expect. Use Youth Radio’s \u003c/span>\u003ca href=\"https://youthradio.org/creative-studio/article/diy-toolkit-the-art-of-the-interview/\">\u003cspan style=\"font-weight: 400\">Interview Toolkit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help you write your questions.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\n\u003cstrong>Featured Media Resource: [AUDIO]\u003c/strong> “\u003ca href=\"http://www.kqed.org/a/perspectives/R201509240643\">Voting Block\u003c/a>” (KQED/Youth Radio)\u003cbr>\n\u003cem>When it comes to politics, Youth Radio’s Desmond Meagley says young voters like him don’t care about party affiliation, only results.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do teens today identify with political parties, or are they redefining political action? What does being politically active mean to you? \u003c/span>\u003cstrong>\u003ci>#DoNowPolitics\u003c/i>\u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDedspace and #DoNowPolitics\u003cem>. Remember: Back up your argument with supporting evidence. Link to legitimate sources that support your view.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About Teens and Politics\u003c/strong>\u003c/h2>\n\u003cp>When it comes to civic engagement, young people today are a bit of a puzzle. On the one hand millennials are less likely to identify with a particular political party than any previous generation, according to \u003ca href=\"http://www.pewsocialtrends.org/2014/03/07/millennials-in-adulthood/\">a recent Pew study\u003c/a>. On the flip side, having grown up with digital media, many are expert at engaging friends, classmates and community members online in support of the political issues they care about.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"Desmond Meagley/Youth Radio\" align=\"aligncenter\" width=\"400\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-83780\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/DesmondMeagley-400x400.jpg\" alt=\"DesmondMeagley\" width=\"400\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-400x400.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley-75x75.jpg 75w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/DesmondMeagley.jpg 450w\" sizes=\"(max-width: 400px) 100vw, 400px\">[/media-credit]\u003cbr>\nWhen Youth Radio’s Desmond Meagley was a kid, he thought joining a political party was part of everyone’s duty as a member of society. But now that he’s 18 and about to be a first-time voter, he doesn’t think teens need political parties to make change. “My own political involvement mostly happens in front of a computer screen,” he says. “When an online movement like \u003ca href=\"http://blacklivesmatter.com/\">BlackLivesMatter\u003c/a> can force police departments to review their tactics, it’s clear that joining a political party isn’t the only way to make change.”\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>TAKING THE PULSE\u003c/h3>\n\u003cp>[polldaddy poll=9275574]\u003c/p>\n\u003c/aside>\n\u003cp>Meagley isn’t the only one. \u003ca href=\"http://ypp.dmlcentral.net/sites/default/files/publications/Participatory_Politics_Report.pdf\">Another study\u003c/a> about young people’s political activities found that 41 percent of young people have engaged in at least one act of “participatory politics.” What does that mean exactly? The study defines participatory politics as “interactive, peer-based acts through which individuals and groups seek to exert both voice and influence on issues of public concern.” In other words: lots of teens are online, connecting to one another to make a difference about issues they feel passionate about.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>What’s the relationship between online organizing (e.g., replacing your Facebook photo with an image that shows your support of an issue) and more traditional means of protest (e.g., mobilizing a walk-out)?\u003c/li>\n\u003cli>How have your opinions on social and/or economic issues been affected by social media campaigns?\u003c/li>\n\u003cli>Can you think of other ways young people work towards social change today?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>So what happens when young people use social media to start political movements? While the effectiveness of some strategies, like \u003ca href=\"https://www.washingtonpost.com/news/the-intersect/wp/2015/06/29/more-than-26-million-people-have-changed-their-facebook-picture-to-a-rainbow-flag-heres-why-that-matters/\">changing your profile picture\u003c/a>, remains debatable, other efforts have resulted in real-life results. For example, recently, \u003ca href=\"http://www.nytimes.com/2015/11/09/us/missouri-football-players-boycott-in-protest-of-university-president.html?_r=1\">football players at the University of Missouri\u003c/a> announced via Twitter that they would refuse to play until the school’s president, Tim Wolfe, was removed from office. The players were joining forces with another student protester, who was on hunger strike, who objected to the way school administrators had handled a series of racist incidents on campus. Shortly after the announcement, \u003ca href=\"http://www.cnn.com/2015/11/09/us/missouri-football-players-protest-president-resigns/\">both Wolfe and the University’s chancellor resigned\u003c/a> their positions.\u003c/p>\n\u003cp>Social media can also fuel other youth-driven political strategies, such as student groups pressuring college administrations to divest from industries that profit from social issues ranging from apartheid to fossil fuels. Divestment causes are on the rise at colleges across the country, and \u003ca href=\"http://www.latimes.com/local/education/la-me-divestment-column-20150121-story.html\">yield mixed results\u003c/a>. Last December, the University of California (UC) sold off $2 million of its investments in private prison corporations \u003ca href=\"http://www.theaggie.org/2016/01/08/uc-directly-divests-25-million-from-two-private-prison-corporations/\">after receiving pressure\u003c/a> from the student organization Afrikan Black Coalition (ABC). Whatever the end result, these tactics help raise awareness of the causes young people are rallying behind.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>ONLINE: \u003ca href=\"http://www.wired.com/2015/10/how-black-lives-matter-uses-social-media-to-fight-the-power/\">How Black Lives Matter uses social media to fight the power\u003c/a> (Wired)\u003c/strong>\u003cbr>\nThis multimedia build documents the growth and tactics used by the Black Lives Matter movement to mobilize advocates via social media. “If you’re a civil rights activist in 2015 and you need to get some news out, your first move is to choose a platform. If you want to post a video of a protest or a violent arrest, you put it up on Vine, Instagram, or Periscope. If you want to avoid trolls or snooping authorities and you need to coordinate some kind of action, you might chat privately with other activists on GroupMe. If you want to rapidly mobilize a bunch of people you know and you don’t want the whole world clued in, you use SMS or WhatsApp. If you want to mobilize a ton of people you might not know and you do want the whole world to talk about it: Twitter.”\u003c/p>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://www.journalism.org/2015/06/01/millennials-political-news/\">Millennials and Political News – Social Media – the Local TV for the Next Generation?\u003c/a> (Journalism.org)\u003c/strong>\u003cbr>\nThis website breaks down the different ways various generations digest news content. “When it comes to where younger Americans get news about politics and government, social media look to be the local TV of the Millennial generation. About six-in-ten online Millennials (61%) report getting political news on Facebook in a given week, a much larger percentage than turn to any other news source, according to a new Pew Research Center analysis. This stands in stark contrast to internet-using Baby Boomers, for whom local TV tops the list of sources for political news at nearly the same reach (60%).”\u003c/p>\n\u003cp>\u003cstrong>RESEARCH: \u003c/strong>\u003ca href=\"http://ypp.dmlcentral.net/publications\">\u003cstrong>Youth and Participatory Politics: New Media and Youth Political Action\u003c/strong> \u003c/a>\u003cbr>\nLots of research and resources here for teachers looking to understand and build support for new ways to approach civic education in the digital age.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. \u003cstrong>Make sure to tag your creations with #DoNowPolitics.\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>The Power of Pictures:\u003c/strong> Create a picture that represents a cause that you care about, then post it to social media. Use hashtags and tag people who might find your post interesting to get your idea noticed.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Political To-Do List:\u003c/strong> With a friend or a small group, make lists of the issues you individually think are especially important. Then, compare your lists, and discuss why you chose those issues and put them in that order. 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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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"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": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
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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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