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"title": "Influential Leaders, Past and Present: 20 Black History Month Resources",
"headTitle": "Influential Leaders, Past and Present: 20 Black History Month Resources | KQED",
"content": "\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">For Black History Month, explore the contributions of prominent individuals beginning with this resource list highlighting influential black leaders of the past and present. These public media videos, images, and articles shed light on the significant achievements of both notable and lesser-known African American artists, scientists, innovators, educators, and activists. Use this list to consider the enduring legacy of inequality in the United States, both this month and throughout the year.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After introducing students to influential African American leaders in society, encourage them to think critically about the origins and observance of Black History Month by watching Shukree Hassan Tilghman’s documentary \u003c/span>\u003ca href=\"http://www.pbs.org/independentlens/films/more-than-a-month/\">\u003ci>\u003cspan style=\"font-weight: 400\">More than a Month\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Art and Culture\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">These painters, musicians, and photographers use art to drive social change, showcasing their work in a variety of contexts, from jazz clubs to Instagram. Explore these resources to learn more about how artistic expression helps individuals develop their personal and collective identities.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/pa11.vhssocst.us.indust.business.lawpury/picturing-america-jacob-lawrence-and-martin-puryear/#.WmDqsLenHIU\">Picturing America on Screen: Jacob Lawrence and Martin Puryear\u003c/a> (Video, Grades 6-12)\u003c/p>\n\u003cp>This video centers on the paintings of two influential artists, Jacob Lawrence and Martin Puryear. Lawrence’s \u003ci>Migration\u003c/i> series depicts the northern migration of African Americans and Puryear’s \u003ci>Ladder for Booker T. Washington\u003c/i>\u003cspan style=\"font-weight: 400\"> highlights the different phases of black history, from the Jim Crow period to integration and beyond.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to research a black artist of their choice and share their findings with the class. Were students familiar with the artists? What does their research illuminate about the appreciation and representation of black artists in the media?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.duke/duke/#.WmDqoLenHIU\">\u003cspan style=\"font-weight: 400\">Duke Ellington: The Piano Prince and His Orchestra\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 1-4)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video tells the story of Duke Ellington, influential jazz giant who toured the world as a performer and composer for almost fifty years. He made a huge impact on contemporary music by transcending traditional musical conventions.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Use Duke Ellington’s music as a jumping off point to discuss the Harlem Renaissance, a period of artistic innovation for writers, artists, and musicians. Show students a \u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.whatharlem/what-was-the-harlem-renaissance/#.WmeBy7enHIU\">short video\u003c/a> about the Harlem Renaissance or use this \u003ca href=\"https://ca.pbslearningmedia.org/resource/pbs_org14_fillmore_soc_2/the-fillmore-classroom-content-harlem-renaissance/#.WmeCY7enHIU\">lesson plan\u003c/a> to examine how San Francisco’s Fillmore District became a cultural center for the black community during the 1950s, much like Harlem during the 1920s.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/27c37b07-9d05-45a7-862d-3413f700c679/27c37b07-9d05-45a7-862d-3413f700c679/#.WmeAVLenHIV\">\u003cspan style=\"font-weight: 400\">Langston Hughes’ “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Primary Source Documents, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Langston Hughes, one of the greatest poets of the 20th century and a key figure in the Harlem Renaissance, by reading several of his poems, including “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students learn about the writing process by reading the five different drafts of “The Ballad of Booker T.” Afterwards, use other primary source documents from the Library of Congress to delve deeper into the art, music, and literature of the Harlem Renaissance. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/arts/2016/02/25/black-as-ink-revisiting-black-history-through-sf-artists-work/\">\u003cspan style=\"font-weight: 400\">Black as Ink: Revisiting Black History through SF Artist’s Work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Artwork, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These Instagram portraits created by Bay Area art director George McCalman honor black artists, activists, and educators, such as Kathleen Cleaver and Alain LeRoy Locke, who are often left out of history books.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to produce their own pieces of art, music, or writing to publish on Instagram.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/independentlens/films/through-a-lens-darkly/\">\u003cspan style=\"font-weight: 400\">Through a Lens Darkly: Black Photographers and the Emergence of a People\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying article \u003c/span>\u003ca href=\"https://ww2.kqed.org/arts/2015/02/06/celebrating-black-love-and-reclaiming-a-place-in-history/\">\u003cspan style=\"font-weight: 400\">Celebrating Black Love and Reclaiming a Place in History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch clips from Thomas Allen Harris’ documentary \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Through a Lens Darkly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which explores the role of photography in shaping the personal and cultural identities of African Americans.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students use the photographs to examine the role of art in constructing both identity and social change. Encourage them to take a photograph that represents their own cultural identity. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Science and Innovation \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether participating in climate change research, designing a jewelry business, working in aerospace engineering, or discovering hundreds of uses for the peanut, all of these individuals have contributed significantly to science and innovation. Use these resources to learn about the work of influential black scientists, engineers, and innovators. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-vid-george-w-carver/video/#.Wmd3Y7enHIU\">\u003cspan style=\"font-weight: 400\">George Washington Carver: Scientist, Inventor, and Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-lp-george-w-carver/george-w-carver/#.Wmd3bbenHIU\">\u003cspan style=\"font-weight: 400\">Primary Source Documents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video/Lesson Plan, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about the life and work of George Washington Carver, an influential botanist and agricultural chemist. After growing up in slavery and fighting to receive a basic education, he went on to revolutionize agriculture by pioneering the practice of crop rotation.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Introduce students to primary source documents, including a photograph of Carver outside the Tuskegee Institute and a transcript of his 1921 testimony to Congress. Encourage students to use these primary sources to analyze the intersectionality of science, education, and politics. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/arct14.sci.nvbarrier/barriers-for-black-scientists/#.WmEP27enHIU\">\u003cspan style=\"font-weight: 400\">Barriers for Black Scientists\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and excerpts from the film \u003c/span>\u003ca href=\"http://www.pbs.org/wgbh/nova/physics/forgotten-genius.html\">\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003c/a>\u003cb>\u003ci> (\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">Article and Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The film \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> centers on chemist Percy Julian and the discrimination he faced as an African American scientist.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to examine the lingering challenges faced by African Americans in STEM by talking to a scientist in the community. Help them represent their findings using quantitative methods, much like the article uses data to help portray the experiences of black scientists. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/2016/02/22/celebrating-bay-area-black-engineers/\">\u003cspan style=\"font-weight: 400\">Celebrating Bay Area Black Engineers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black engineers are underrepresented in engineering fields, making up less than seven percent of the engineering workforce. Learn about African American engineers in the San Francisco Bay Area who have helped increase diversity in engineering and other STEM fields.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to discuss diversity in STEM with an engineer in their community and share those findings with the class.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/bayareabites/2017/02/16/meet-freda-deknight-a-hidden-figure-and-titan-of-african-american-food/\">\u003cspan style=\"font-weight: 400\">Meet Freda DeKnight, a “Hidden Figure” and Titan of African American Food\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Freda DeKnight, a chef and culinary writer responsible for challenging stereotypes about African American food. Her cookbook brought widespread attention to African American cooking and culture, but she remains an “hidden figure” in United States history.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the article as a starting point to research other “hidden figures” who have been left out of U.S. history narratives because of their race, class, or gender. Why is it important that these individuals be recognized?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2017/06/16/black-bay-area-businesswomen-strive-to-beat-odds/\">\u003cspan style=\"font-weight: 400\">Bay Area Black Businesswomen Strive to Beat Odds\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">(Radio Segment and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This KQED report reveals the challenges faced by black businesswomen in San Francisco, such as Candice Cox, the owner of a profitable jewelry business.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to reflect on the social, economic, and political factors that limit the success of many black entrepreneurs.\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Education and Social Justice\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout history, African Americans have fought for racial equality against unimaginable odds. Engage with these resources to learn about educators and activists who have resisted slavery, segregation, and policy brutality in their collective fight for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/#.WmDqtbenHIU\">\u003cspan style=\"font-weight: 400\">Remembering Civil Rights Leader Dorothy Height, PBS NewsHour\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/?#.WmDtPrenHIU\">\u003cspan style=\"font-weight: 400\">Lesson Plan\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video highlights the accomplishments of Dorothy Height, a lifelong activist who played a key role in both the Civil Rights and Women’s Rights Movements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the lesson plan to help students think about how they can contribute to the fight for racial and gender equality. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.parks/rosa-parks/#.WmER1benHIU\">\u003cspan style=\"font-weight: 400\">Interview with Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosa Parks describes her role in the Montgomery Bus Boycott, where she refused to give up her seat to a white man. Her actions sparked a massive bus boycott that ended when the Supreme Court ruled that racial segregation on city buses was unconstitutional.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to consider the role of other women in both the Civil Rights Movement and current social movements. Facilitate a class discussion about the intersectionality of race and gender in the fight for social change.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.lucylaney/lucy-laney/#.WmDqubenHIU\">\u003cspan style=\"font-weight: 400\">The Rise and Fall of Jim Crow: Lucy Laney\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Lucy Laney, an influential educator who founded the Haines Normal and Industrial School during the Jim Crow era. She provided young, black women with the opportunity to become teachers and educate the next generation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to think about how the leadership of Laney and other women-of-color shaped the educational system by asking students to research another educator. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/885da785-598d-4037-8ce4-1a935ce6a788/the-black-panther-party-through-a-kqed-lens/#.WmDUC7enHIU\">\u003cspan style=\"font-weight: 400\">The Black Panther Party: Through a KQED Lens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These videos from the late 1960s and early 1970s showcase the political, artistic, and cultural influence of the Black Panther Party. Watch interviews with prominent party members including Huey Newton, Stokely Carmichael, and Eldridge and Kathleen Cleaver.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to research a member of the Black Panther Party in greater detail using these \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/dpla-pss-051/primary-source-set-the-black-power-movement/#.Wme0HLenHIU\">\u003cspan style=\"font-weight: 400\">primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/ruby-bridges-goes-to-school/\">\u003cspan style=\"font-weight: 400\">Ruby Bridges Goes to School \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(Video, Grades 2-6)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch footage of 6-year-old Ruby Bridges on her first day at an all-white elementary school and listen to her reflect on her experiences with desegregation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After watching the video, show students Norman Rockwell’s painting “The Problem We All Live With” and ask whether the expression of the girl in the painting seems to match Ruby Bridges’ personal account of her experiences. Encourage students to search for another pivotal moment that has been captured through art.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/03/09/bryan-stevenson-on-why-we-cant-forget-americas-troubled-racial-history/\">\u003cspan style=\"font-weight: 400\">Bryan Stevenson: On Teaching America’s Long History of Racial Injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with accompanying video \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=OY88OkjnPQ0\">\u003cspan style=\"font-weight: 400\">The Lynching of Private James Neely\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article/Interview/Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this interview with KQED, Bryan Stevenson discusses his work with the Equal Justice Initiative and stresses the importance of confronting the racial violence of America’s past and present.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Educate students about the horrors of lynching by showing a short video detailing the 1898 lynching of veteran Private James Neely. After watching the video, discuss the legacy of racism and violence against African Americans in the United States. Consider using this \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/arts/this-flag-once-protested-lynching-now-its-an-artists-response-to-police-violence\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to situate modern-day police violence in the context of history.\u003c/span>\u003c/p>\n\n",
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"headline": "Influential Leaders, Past and Present: 20 Black History Month Resources",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">For Black History Month, explore the contributions of prominent individuals beginning with this resource list highlighting influential black leaders of the past and present. These public media videos, images, and articles shed light on the significant achievements of both notable and lesser-known African American artists, scientists, innovators, educators, and activists. Use this list to consider the enduring legacy of inequality in the United States, both this month and throughout the year.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After introducing students to influential African American leaders in society, encourage them to think critically about the origins and observance of Black History Month by watching Shukree Hassan Tilghman’s documentary \u003c/span>\u003ca href=\"http://www.pbs.org/independentlens/films/more-than-a-month/\">\u003ci>\u003cspan style=\"font-weight: 400\">More than a Month\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Art and Culture\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">These painters, musicians, and photographers use art to drive social change, showcasing their work in a variety of contexts, from jazz clubs to Instagram. Explore these resources to learn more about how artistic expression helps individuals develop their personal and collective identities.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/pa11.vhssocst.us.indust.business.lawpury/picturing-america-jacob-lawrence-and-martin-puryear/#.WmDqsLenHIU\">Picturing America on Screen: Jacob Lawrence and Martin Puryear\u003c/a> (Video, Grades 6-12)\u003c/p>\n\u003cp>This video centers on the paintings of two influential artists, Jacob Lawrence and Martin Puryear. Lawrence’s \u003ci>Migration\u003c/i> series depicts the northern migration of African Americans and Puryear’s \u003ci>Ladder for Booker T. Washington\u003c/i>\u003cspan style=\"font-weight: 400\"> highlights the different phases of black history, from the Jim Crow period to integration and beyond.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to research a black artist of their choice and share their findings with the class. Were students familiar with the artists? What does their research illuminate about the appreciation and representation of black artists in the media?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.duke/duke/#.WmDqoLenHIU\">\u003cspan style=\"font-weight: 400\">Duke Ellington: The Piano Prince and His Orchestra\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 1-4)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video tells the story of Duke Ellington, influential jazz giant who toured the world as a performer and composer for almost fifty years. He made a huge impact on contemporary music by transcending traditional musical conventions.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Use Duke Ellington’s music as a jumping off point to discuss the Harlem Renaissance, a period of artistic innovation for writers, artists, and musicians. Show students a \u003ca href=\"https://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.whatharlem/what-was-the-harlem-renaissance/#.WmeBy7enHIU\">short video\u003c/a> about the Harlem Renaissance or use this \u003ca href=\"https://ca.pbslearningmedia.org/resource/pbs_org14_fillmore_soc_2/the-fillmore-classroom-content-harlem-renaissance/#.WmeCY7enHIU\">lesson plan\u003c/a> to examine how San Francisco’s Fillmore District became a cultural center for the black community during the 1950s, much like Harlem during the 1920s.\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/27c37b07-9d05-45a7-862d-3413f700c679/27c37b07-9d05-45a7-862d-3413f700c679/#.WmeAVLenHIV\">\u003cspan style=\"font-weight: 400\">Langston Hughes’ “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Primary Source Documents, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Langston Hughes, one of the greatest poets of the 20th century and a key figure in the Harlem Renaissance, by reading several of his poems, including “The Negro Speaks of Rivers” and “The Ballad of Booker T.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students learn about the writing process by reading the five different drafts of “The Ballad of Booker T.” Afterwards, use other primary source documents from the Library of Congress to delve deeper into the art, music, and literature of the Harlem Renaissance. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/arts/2016/02/25/black-as-ink-revisiting-black-history-through-sf-artists-work/\">\u003cspan style=\"font-weight: 400\">Black as Ink: Revisiting Black History through SF Artist’s Work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Artwork, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These Instagram portraits created by Bay Area art director George McCalman honor black artists, activists, and educators, such as Kathleen Cleaver and Alain LeRoy Locke, who are often left out of history books.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to produce their own pieces of art, music, or writing to publish on Instagram.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/independentlens/films/through-a-lens-darkly/\">\u003cspan style=\"font-weight: 400\">Through a Lens Darkly: Black Photographers and the Emergence of a People\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying article \u003c/span>\u003ca href=\"https://ww2.kqed.org/arts/2015/02/06/celebrating-black-love-and-reclaiming-a-place-in-history/\">\u003cspan style=\"font-weight: 400\">Celebrating Black Love and Reclaiming a Place in History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch clips from Thomas Allen Harris’ documentary \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Through a Lens Darkly\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which explores the role of photography in shaping the personal and cultural identities of African Americans.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Help students use the photographs to examine the role of art in constructing both identity and social change. Encourage them to take a photograph that represents their own cultural identity. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Science and Innovation \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether participating in climate change research, designing a jewelry business, working in aerospace engineering, or discovering hundreds of uses for the peanut, all of these individuals have contributed significantly to science and innovation. Use these resources to learn about the work of influential black scientists, engineers, and innovators. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-vid-george-w-carver/video/#.Wmd3Y7enHIU\">\u003cspan style=\"font-weight: 400\">George Washington Carver: Scientist, Inventor, and Teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/americon-lp-george-w-carver/george-w-carver/#.Wmd3bbenHIU\">\u003cspan style=\"font-weight: 400\">Primary Source Documents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video/Lesson Plan, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about the life and work of George Washington Carver, an influential botanist and agricultural chemist. After growing up in slavery and fighting to receive a basic education, he went on to revolutionize agriculture by pioneering the practice of crop rotation.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Introduce students to primary source documents, including a photograph of Carver outside the Tuskegee Institute and a transcript of his 1921 testimony to Congress. Encourage students to use these primary sources to analyze the intersectionality of science, education, and politics. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/arct14.sci.nvbarrier/barriers-for-black-scientists/#.WmEP27enHIU\">\u003cspan style=\"font-weight: 400\">Barriers for Black Scientists\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and excerpts from the film \u003c/span>\u003ca href=\"http://www.pbs.org/wgbh/nova/physics/forgotten-genius.html\">\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003c/a>\u003cb>\u003ci> (\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">Article and Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The film \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Forgotten Genius\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> centers on chemist Percy Julian and the discrimination he faced as an African American scientist.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to examine the lingering challenges faced by African Americans in STEM by talking to a scientist in the community. Help them represent their findings using quantitative methods, much like the article uses data to help portray the experiences of black scientists. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/2016/02/22/celebrating-bay-area-black-engineers/\">\u003cspan style=\"font-weight: 400\">Celebrating Bay Area Black Engineers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black engineers are underrepresented in engineering fields, making up less than seven percent of the engineering workforce. Learn about African American engineers in the San Francisco Bay Area who have helped increase diversity in engineering and other STEM fields.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to discuss diversity in STEM with an engineer in their community and share those findings with the class.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/bayareabites/2017/02/16/meet-freda-deknight-a-hidden-figure-and-titan-of-african-american-food/\">\u003cspan style=\"font-weight: 400\">Meet Freda DeKnight, a “Hidden Figure” and Titan of African American Food\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Freda DeKnight, a chef and culinary writer responsible for challenging stereotypes about African American food. Her cookbook brought widespread attention to African American cooking and culture, but she remains an “hidden figure” in United States history.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the article as a starting point to research other “hidden figures” who have been left out of U.S. history narratives because of their race, class, or gender. Why is it important that these individuals be recognized?\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2017/06/16/black-bay-area-businesswomen-strive-to-beat-odds/\">\u003cspan style=\"font-weight: 400\">Bay Area Black Businesswomen Strive to Beat Odds\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">(Radio Segment and Article, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This KQED report reveals the challenges faced by black businesswomen in San Francisco, such as Candice Cox, the owner of a profitable jewelry business.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to reflect on the social, economic, and political factors that limit the success of many black entrepreneurs.\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Education and Social Justice\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout history, African Americans have fought for racial equality against unimaginable odds. Engage with these resources to learn about educators and activists who have resisted slavery, segregation, and policy brutality in their collective fight for social justice.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/#.WmDqtbenHIU\">\u003cspan style=\"font-weight: 400\">Remembering Civil Rights Leader Dorothy Height, PBS NewsHour\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and accompanying \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/a7d66913-5c3b-4fcd-899a-a8b8c61710dd/?#.WmDtPrenHIU\">\u003cspan style=\"font-weight: 400\">Lesson Plan\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This video highlights the accomplishments of Dorothy Height, a lifelong activist who played a key role in both the Civil Rights and Women’s Rights Movements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Use the lesson plan to help students think about how they can contribute to the fight for racial and gender equality. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.parks/rosa-parks/#.WmER1benHIU\">\u003cspan style=\"font-weight: 400\">Interview with Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 3-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosa Parks describes her role in the Montgomery Bus Boycott, where she refused to give up her seat to a white man. Her actions sparked a massive bus boycott that ended when the Supreme Court ruled that racial segregation on city buses was unconstitutional.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to consider the role of other women in both the Civil Rights Movement and current social movements. Facilitate a class discussion about the intersectionality of race and gender in the fight for social change.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.lucylaney/lucy-laney/#.WmDqubenHIU\">\u003cspan style=\"font-weight: 400\">The Rise and Fall of Jim Crow: Lucy Laney\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learn about Lucy Laney, an influential educator who founded the Haines Normal and Industrial School during the Jim Crow era. She provided young, black women with the opportunity to become teachers and educate the next generation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Prompt students to think about how the leadership of Laney and other women-of-color shaped the educational system by asking students to research another educator. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/resource/885da785-598d-4037-8ce4-1a935ce6a788/the-black-panther-party-through-a-kqed-lens/#.WmDUC7enHIU\">\u003cspan style=\"font-weight: 400\">The Black Panther Party: Through a KQED Lens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Video, Grades 6-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These videos from the late 1960s and early 1970s showcase the political, artistic, and cultural influence of the Black Panther Party. Watch interviews with prominent party members including Huey Newton, Stokely Carmichael, and Eldridge and Kathleen Cleaver.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Encourage students to research a member of the Black Panther Party in greater detail using these \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/resource/dpla-pss-051/primary-source-set-the-black-power-movement/#.Wme0HLenHIU\">\u003cspan style=\"font-weight: 400\">primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or other resources.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/ruby-bridges-goes-to-school/\">\u003cspan style=\"font-weight: 400\">Ruby Bridges Goes to School \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(Video, Grades 2-6)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch footage of 6-year-old Ruby Bridges on her first day at an all-white elementary school and listen to her reflect on her experiences with desegregation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> After watching the video, show students Norman Rockwell’s painting “The Problem We All Live With” and ask whether the expression of the girl in the painting seems to match Ruby Bridges’ personal account of her experiences. Encourage students to search for another pivotal moment that has been captured through art.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/03/09/bryan-stevenson-on-why-we-cant-forget-americas-troubled-racial-history/\">\u003cspan style=\"font-weight: 400\">Bryan Stevenson: On Teaching America’s Long History of Racial Injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with accompanying video \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=OY88OkjnPQ0\">\u003cspan style=\"font-weight: 400\">The Lynching of Private James Neely\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Article/Interview/Video, Grades 9-12)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this interview with KQED, Bryan Stevenson discusses his work with the Equal Justice Initiative and stresses the importance of confronting the racial violence of America’s past and present.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Teaching Tip:\u003c/strong> Educate students about the horrors of lynching by showing a short video detailing the 1898 lynching of veteran Private James Neely. After watching the video, discuss the legacy of racism and violence against African Americans in the United States. Consider using this \u003c/span>\u003ca href=\"https://www.pbs.org/newshour/arts/this-flag-once-protested-lynching-now-its-an-artists-response-to-police-violence\">\u003cspan style=\"font-weight: 400\">article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to situate modern-day police violence in the context of history.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Climate Education Resources from KQED and PBS",
"headTitle": "Climate Education Resources from KQED and PBS | KQED",
"content": "\u003cp>PBS concludes a three part virtual teacher professional development series focused on climate change on October 24. The series introduced educators to high-quality, media-based educational materials giving educators the opportunity to engage in conversation with scientists, film producers, and other educators. One portion of the series focused specifically on using the tools in\u003ca href=\"https://whut.pbslearningmedia.org/?utm_source=tlblog&utm_medium=web&utm_campaign=sci_2017\"> PBS LearningMedia\u003c/a> to build a lesson or unit using the materials introduced during the other two events. There is one event left in the series, if interested in attending, register\u003ca href=\"https://www.eventbrite.com/e/climate-conversations-cross-curricular-connections-tickets-37397962312\"> here\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/education/blog/climate-conversations-series\">\u003cstrong>Climate Conversations: Cross-Curricular Connections\u003c/strong>\u003c/a>\u003cbr>\nTuesday, October 24th\u003cbr>\n4- 5 PM PST\u003c/p>\n\u003cp>Led by the producers of \u003cem>The Island President \u003c/em>and \u003cem>An Inconvenient Sequel\u003c/em>, this is a cross-curricular professional development opportunity to bring science and social studies educators together to address climate change in their schools. After viewing short clips from both films, educators and filmmakers will engage in a discussion about how communities across the globe are responding to rising sea levels and increasing natural disasters.\u003c/p>\n\u003cp>\u003cem>Panelists include: Producers, Jon Shenk and Bonni Cohen, and 2017 PBS Digital Innovator & Earth Science Teacher, Sebastian Byers. Special chat host, KQED’s own education producer, Lauren Farrar.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Additional\u003c/b>\u003cstrong> Resources:\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/collection/clue-into-climate-collection/#.WekeAVtSzIV\">Clue Into Climate Collection\u003c/a>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Learn about the science of climate change–from what greenhouse gases are to how they warm the Earth–and hear from people whose work helps us understand our changing planet. This collection explores the causes of climate change, its impacts on freshwater and ecosystems, and strategies for curbing and adapting to climate change.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>PBS concludes a three part virtual teacher professional development series focused on climate change on October 24. The series introduced educators to high-quality, media-based educational materials giving educators the opportunity to engage in conversation with scientists, film producers, and other educators. One portion of the series focused specifically on using the tools in\u003ca href=\"https://whut.pbslearningmedia.org/?utm_source=tlblog&utm_medium=web&utm_campaign=sci_2017\"> PBS LearningMedia\u003c/a> to build a lesson or unit using the materials introduced during the other two events. There is one event left in the series, if interested in attending, register\u003ca href=\"https://www.eventbrite.com/e/climate-conversations-cross-curricular-connections-tickets-37397962312\"> here\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbs.org/education/blog/climate-conversations-series\">\u003cstrong>Climate Conversations: Cross-Curricular Connections\u003c/strong>\u003c/a>\u003cbr>\nTuesday, October 24th\u003cbr>\n4- 5 PM PST\u003c/p>\n\u003cp>Led by the producers of \u003cem>The Island President \u003c/em>and \u003cem>An Inconvenient Sequel\u003c/em>, this is a cross-curricular professional development opportunity to bring science and social studies educators together to address climate change in their schools. After viewing short clips from both films, educators and filmmakers will engage in a discussion about how communities across the globe are responding to rising sea levels and increasing natural disasters.\u003c/p>\n\u003cp>\u003cem>Panelists include: Producers, Jon Shenk and Bonni Cohen, and 2017 PBS Digital Innovator & Earth Science Teacher, Sebastian Byers. Special chat host, KQED’s own education producer, Lauren Farrar.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Additional\u003c/b>\u003cstrong> Resources:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The first Monday in September is Labor Day, a holiday which celebrates the American worker and recognizes improvements for workers over the past 100 years. One prominent workers rights issue, which has long been a point of tension, is the question of whether or not to raise the minimum wage. On the one hand, raising the minimum wage puts more money in the hands of workers, but some argue this may deter employers from creating jobs. On the other, lowering the minimum wage may encourage job growth, but may not be enough for workers to live on.\u003c/p>\n\u003cp>Use the following trusted PBS Learning Media resources to learn about the minimum wage debate and the history behind labor day.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/09/01/labor-days-violent-roots-the-hard-won-fight-for-your-three-day-weekend/\">The History of Labor Day\u003c/a>\u003c/strong>\u003cbr>\nDuring the Industrial Revolution, workers were often overworked for low pay in dangerous conditions. In the late 1880’s workers started to protest and form unions. These reforms led to the introduction of the 8 hour work day, child labor laws, and pay raises. Learn about the history of Labor day with the following KQED Lowdown post.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/lowdown/2014/03/10/minimum-wage/\">Interactive: Raising the Minimum Wage\u003c/a>\u003c/strong>\u003cbr>\nUse this interactive KQED Lowdown article to learn about California’s rising minimum wage. In 2016, California lawmakers voted to raise the minimum wage to $15/hr by 2022. This would increase the average income by about $3700 for 5.6 million low wage workers.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/lowdown/2017/01/04/raising-the-minimum-wage-how-millions-of-workers-started-2017-with-a-bigger-paycheck-with-lesson-plan/\">What’s the Minimum Wage Where You Live? \u003c/a>\u003c/strong>\u003cbr>\nCheck out this KQED Lowdown Map to determine what the minimum wage is in your state relative to the federal minimum wage, and relative to other states.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/resource/f7977e8e-4397-47f2-9e42-ca4d0ac786ea/will-raising-the-minimum-wage-help-workers/#.WS7l2esrLcs\">Fight for Fair Wages: \u003c/a>\u003c/strong>\u003cbr>\nLearn about the 2015 fight to raise the federal minimum wage from $10.10 to $15 per hour. Princeton Professor Alan Krueger explains how to find the right balance between increasing the minimum wage and sustaining job growth.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/lowdown/2014/04/gender-wage-gap/\">What is the Wage Gap?\u003c/a>\u003c/strong>\u003cbr>\nToday, women on average are paid 80 cents for every dollar a man makes. Checkout this Lowdown post to learn why, and see how big the wage gap is where you live.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/627dcf7b-4790-4dcf-88fc-f2fa7c8cb815/labor-day-lesson-plan-unions-today/#.WTHOmk2GPcs\">What are Unions?\u003c/a>\u003c/strong>\u003cbr>\nDuring the Industrial Revolution, workers came together to form coalitions to represent workers needs. Learn about the history of unions and their role in the labor movement with this PBS News Hour lesson plan.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ca.pbslearningmedia.org/resource/f7977e8e-4397-47f2-9e42-ca4d0ac786ea/will-raising-the-minimum-wage-help-workers/#.WS7l2esrLcs\">Fight for Fair Wages: \u003c/a>\u003c/strong>\u003cbr>\nLearn about the 2015 fight to raise the federal minimum wage from $10.10 to $15 per hour. Princeton Professor Alan Krueger explains how to find the right balance between increasing the minimum wage and sustaining job growth.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/lowdown/2014/04/gender-wage-gap/\">What is the Wage Gap?\u003c/a>\u003c/strong>\u003cbr>\nToday, women on average are paid 80 cents for every dollar a man makes. Checkout this Lowdown post to learn why, and see how big the wage gap is where you live.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/627dcf7b-4790-4dcf-88fc-f2fa7c8cb815/labor-day-lesson-plan-unions-today/#.WTHOmk2GPcs\">What are Unions?\u003c/a>\u003c/strong>\u003cbr>\nDuring the Industrial Revolution, workers came together to form coalitions to represent workers needs. Learn about the history of unions and their role in the labor movement with this PBS News Hour lesson plan.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Minecraft Teaches 5th Graders Video Game Design",
"headTitle": "How Minecraft Teaches 5th Graders Video Game Design | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Would you believe me if I told you that fifth graders can easily combine computer science, English language arts, statistics, engineering, science, game design and the design process in one super fun Create a Video Game Project? Well, with Minecraft they can.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are two examples of Minecraft video games my students created: \u003ca href=\"https://www.youtube.com/watch?v=tn4MJn8qdIA&t=20s\">Animal Cell Game\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=ts05ke6U8B8&t=62s\">Plant Cell Game\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>These games (sometimes also referred to as “minigames”) were all programmed, created and played in Minecraft, so they’re essentially a video game inside of a video game.\u003c/p>\n\u003cp>A\u003cspan style=\"font-weight: 400\">fter watching these games, you might be wondering how the player switched rooms, got the bad guys on the map, or even just how words were put on the screen. The answer: \u003c/span>\u003ca href=\"http://minecraft.gamepedia.com/Command_Block\">\u003cspan style=\"font-weight: 400\">command blocks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"aligncenter\" width=\"225\"]\u003ca href=\"https://www.youtube.com/watch?v=e5ww0c8wxzs\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500706 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me.jpg\" width=\"225\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me.jpg 225w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-150x150.jpg 150w\" sizes=\"(max-width: 225px) 100vw, 225px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A command block is a programmable block in Minecraft that can run one line of code, connect a series of command blocks together and create a program that will run in the Minecraft world. Command block coding may sound complicated, but it is actually very simple. \u003c/span>\u003c/p>\n\u003ch3>Your Turn\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re going to try to create a Minecraft video game of your own, please first watch \u003ca href=\"https://www.youtube.com/watch?v=DMJ9g8Nwk1w\">this video tutorial\u003c/a>. It is intended to supplement the written tutorial appearing below. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then also r\u003c/span>\u003cspan style=\"font-weight: 400\">emember to take advantage of the tab button for predictive text. This will keep your spelling and grammar correct while saving time while coding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To start building a level, find some space. Then push “/” and write the code.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/fill ~ ~ ~ ~L ~H ~W sea_lanturn 0 hollow\u003cbr>\n\u003c/em>L H W are variables for how high and how wide you want your room, so enter the numbers you want.\u003cem> \u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\">3:29 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now that you have your room, you will need to write the code for a command block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/give @p command_block\u003cbr>\n\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\">6:03 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once you have a command block place it on the ground with a “right click” and “right click” it again to go inside and write the code. Remember to use one line of code per block.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/clear @p\u003cbr>\n\u003c/em>This command prevents cheating by clearing out the player inventory so players can’t have materials in the game that the game maker doesn’t want them to have. “@p” means at player, the item will be given to the closest player to the block. \u003c/span>\u003cspan style=\"font-weight: 400\">6:40 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/gamemode 2 @p\u003cbr>\n\u003c/em>This puts the player in adventure mode so they can take damage and will not be able to break blocks. \u003c/span>\u003cspan style=\"font-weight: 400\">6:48 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next few blocks will use the “give” command and be used to give your players their gear. For example. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">/give @p diamond_sword\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">/give @p bow\u003cbr>\n\u003c/span>\u003c/em>\u003cspan style=\"font-weight: 400\">/give @p arrow 64\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">The number after the item is how many things you will give. \u003c/span>\u003cspan style=\"font-weight: 400\">You can put most anything in the game after the “@p”. 7:20 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You then need to code for the placement of the player and bad guys when they enter the level. Push the F3 (or Fn F3) to get the game coordinates on the screen, and find the block coordinates on the upper middle left of the screen labeled BLOCK. Then fly to the level and land in the place where you want the player to arrive, and where you want the bad guys to start from. Always write down your coordinates on paper when working with students. \u003c/span>\u003cspan style=\"font-weight: 400\">9:15 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Write the teleportation command. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">/tp @p x y z\u003cbr>\nx y z are the three numbers that made up the block coordinate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now you can take care of what will happen when the player dies by creating a spawnpoint. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/spawnpoint @p\u003c/em>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">This command will set the spawnpoint to where the player is standing when the block is activated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To tell your game’s story and to give directions to your player, use the “say @p” command. Simply open the command block and write “say @p” after a space anything you write there will show up and the player’s screen when the command block is activated. \u003c/span>\u003cspan style=\"font-weight: 400\">8:51 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/say @p\u003c/em>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Anything you write after the @p will show up on the screen when the command block is activated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last 2 command blocks will put in the game’s enemies and create a reset button. Start by leaving at least one space between your last block and the block that summons your enemies. This space is so you can create a “piston break system” in order to control the number of bad guys in the game. The break system is necessary because after a player dies and pushes the button to re-enter the level, the command that created the enemies gets activated again. Now there are both new and old mobs trying to kill your player making the game impossible and lagging your system. The brake system will keep this from happening. The reset will be a separate button that will fix the break and is only pushed when new games are started.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Put down your enemies block and write the summon command.\u003c/span>\u003c/p>\n\u003cp>\u003cem>/summon zombie x y z\u003c/em>\u003cbr>\nRemember you took the coordinates a few steps ago.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This block, as it stands, will only summon one zombie. If you want lots of zombies, change the command block into a repeat command block by clicking the button on the bottom left of the screen. A repeat command block will repeat the command as long as there is electricity on the block. This way you will have more like 15 mobs instead of one. (Mob are what monsters are called in Minecraft.) The command block will turn purple too. \u003c/span>\u003cspan style=\"font-weight: 400\">11:51 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An important thing to know about.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"alignnone\" width=\"600\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500702\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-800x450.png\" width=\"600\" height=\"337\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-520x292.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27.png 854w\" sizes=\"(max-width: 600px) 100vw, 600px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9SLikvD-9jc&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">this video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to build the break system and reset button. The reset button will use the setblock command and replace the part of the wire that was broken by the brake system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">/setblock x y z redstone_wire\u003cbr>\n\u003c/span>Make sure you get the coordinate from the space where the piston brakes with red stone wire.\u003c/p>\n\u003ch3>Cross-Curriculum Subjects\u003c/h3>\n\u003cp>When creating our cell minigames, my class studied English language arts and science by writing the storylines — each level must contain a written story that includes information about the organelle and its role in the cell as well as instructions on how to play the game. I used this for science but it could be used for any academic subject. I had my students create a Google doc to tell the story of their game — the first and last paragraphs tell us why we are in the game, and the closing paragraph tells us what happens after you beat the game. The students then cut and paste their paragraphs into the say @p command block.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math is all over Minecraft. For example, the command blocks covers coordinate planes, the fill command covers volume and surface area, and the set designed covers measurement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the games were complete, we had a game review day. My students brainstormed ideas about what makes a good game, and played and rated each others game. We also ran statistics and made charts. I was so impressed with the real-world math applications my students found in the process of game design.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"alignnone\" width=\"600\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500700\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-800x193.png\" width=\"600\" height=\"145\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-800x193.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-160x39.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-768x185.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-1020x246.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-1180x284.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-960x231.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-240x58.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-375x90.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-520x125.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM.png 1195w\" sizes=\"(max-width: 600px) 100vw, 600px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you haven’t started teaching Minecraft, please be the rock star teacher that brings it to your school. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can find information on how to get started at the \u003c/span>\u003ca href=\"https://education.minecraft.net/faq/where-do-i-buy-it/\">\u003cspan style=\"font-weight: 400\">Minecraft Education Edition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website, and if you are a teacher and want to see my math lessons please sign up at \u003c/span>\u003ca href=\"http://www.mathcraftteachers.com/\">\u003cspan style=\"font-weight: 400\">Mathcraft PLC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\n",
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"description": "Would you believe me if I told you that fifth graders can easily combine computer science, English language arts, statistics, engineering, science, game design and the design process in one super fun Create a Video Game Project? Well, with Minecraft they can. Here are two examples of Minecraft video games my students created: Animal Cell",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Would you believe me if I told you that fifth graders can easily combine computer science, English language arts, statistics, engineering, science, game design and the design process in one super fun Create a Video Game Project? Well, with Minecraft they can.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are two examples of Minecraft video games my students created: \u003ca href=\"https://www.youtube.com/watch?v=tn4MJn8qdIA&t=20s\">Animal Cell Game\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=ts05ke6U8B8&t=62s\">Plant Cell Game\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>These games (sometimes also referred to as “minigames”) were all programmed, created and played in Minecraft, so they’re essentially a video game inside of a video game.\u003c/p>\n\u003cp>A\u003cspan style=\"font-weight: 400\">fter watching these games, you might be wondering how the player switched rooms, got the bad guys on the map, or even just how words were put on the screen. The answer: \u003c/span>\u003ca href=\"http://minecraft.gamepedia.com/Command_Block\">\u003cspan style=\"font-weight: 400\">command blocks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">!\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"aligncenter\" width=\"225\"]\u003ca href=\"https://www.youtube.com/watch?v=e5ww0c8wxzs\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500706 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me.jpg\" width=\"225\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me.jpg 225w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Command-Block-Click-Me-150x150.jpg 150w\" sizes=\"(max-width: 225px) 100vw, 225px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A command block is a programmable block in Minecraft that can run one line of code, connect a series of command blocks together and create a program that will run in the Minecraft world. Command block coding may sound complicated, but it is actually very simple. \u003c/span>\u003c/p>\n\u003ch3>Your Turn\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re going to try to create a Minecraft video game of your own, please first watch \u003ca href=\"https://www.youtube.com/watch?v=DMJ9g8Nwk1w\">this video tutorial\u003c/a>. It is intended to supplement the written tutorial appearing below. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then also r\u003c/span>\u003cspan style=\"font-weight: 400\">emember to take advantage of the tab button for predictive text. This will keep your spelling and grammar correct while saving time while coding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To start building a level, find some space. Then push “/” and write the code.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/fill ~ ~ ~ ~L ~H ~W sea_lanturn 0 hollow\u003cbr>\n\u003c/em>L H W are variables for how high and how wide you want your room, so enter the numbers you want.\u003cem> \u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\">3:29 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now that you have your room, you will need to write the code for a command block. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/give @p command_block\u003cbr>\n\u003c/em>\u003c/span>\u003cspan style=\"font-weight: 400\">6:03 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once you have a command block place it on the ground with a “right click” and “right click” it again to go inside and write the code. Remember to use one line of code per block.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/clear @p\u003cbr>\n\u003c/em>This command prevents cheating by clearing out the player inventory so players can’t have materials in the game that the game maker doesn’t want them to have. “@p” means at player, the item will be given to the closest player to the block. \u003c/span>\u003cspan style=\"font-weight: 400\">6:40 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/gamemode 2 @p\u003cbr>\n\u003c/em>This puts the player in adventure mode so they can take damage and will not be able to break blocks. \u003c/span>\u003cspan style=\"font-weight: 400\">6:48 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next few blocks will use the “give” command and be used to give your players their gear. For example. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">/give @p diamond_sword\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">/give @p bow\u003cbr>\n\u003c/span>\u003c/em>\u003cspan style=\"font-weight: 400\">/give @p arrow 64\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">The number after the item is how many things you will give. \u003c/span>\u003cspan style=\"font-weight: 400\">You can put most anything in the game after the “@p”. 7:20 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You then need to code for the placement of the player and bad guys when they enter the level. Push the F3 (or Fn F3) to get the game coordinates on the screen, and find the block coordinates on the upper middle left of the screen labeled BLOCK. Then fly to the level and land in the place where you want the player to arrive, and where you want the bad guys to start from. Always write down your coordinates on paper when working with students. \u003c/span>\u003cspan style=\"font-weight: 400\">9:15 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Write the teleportation command. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">/tp @p x y z\u003cbr>\nx y z are the three numbers that made up the block coordinate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now you can take care of what will happen when the player dies by creating a spawnpoint. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/spawnpoint @p\u003c/em>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">This command will set the spawnpoint to where the player is standing when the block is activated.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To tell your game’s story and to give directions to your player, use the “say @p” command. Simply open the command block and write “say @p” after a space anything you write there will show up and the player’s screen when the command block is activated. \u003c/span>\u003cspan style=\"font-weight: 400\">8:51 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>/say @p\u003c/em>\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Anything you write after the @p will show up on the screen when the command block is activated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The last 2 command blocks will put in the game’s enemies and create a reset button. Start by leaving at least one space between your last block and the block that summons your enemies. This space is so you can create a “piston break system” in order to control the number of bad guys in the game. The break system is necessary because after a player dies and pushes the button to re-enter the level, the command that created the enemies gets activated again. Now there are both new and old mobs trying to kill your player making the game impossible and lagging your system. The brake system will keep this from happening. The reset will be a separate button that will fix the break and is only pushed when new games are started.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Put down your enemies block and write the summon command.\u003c/span>\u003c/p>\n\u003cp>\u003cem>/summon zombie x y z\u003c/em>\u003cbr>\nRemember you took the coordinates a few steps ago.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This block, as it stands, will only summon one zombie. If you want lots of zombies, change the command block into a repeat command block by clicking the button on the bottom left of the screen. A repeat command block will repeat the command as long as there is electricity on the block. This way you will have more like 15 mobs instead of one. (Mob are what monsters are called in Minecraft.) The command block will turn purple too. \u003c/span>\u003cspan style=\"font-weight: 400\">11:51 in the video.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An important thing to know about.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"alignnone\" width=\"600\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500702\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-800x450.png\" width=\"600\" height=\"337\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-800x450.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-160x90.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-768x432.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-240x135.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-375x211.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27-520x292.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/2017-05-09_00.42.27.png 854w\" sizes=\"(max-width: 600px) 100vw, 600px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Watch \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=9SLikvD-9jc&feature=youtu.be\">\u003cspan style=\"font-weight: 400\">this video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to build the break system and reset button. The reset button will use the setblock command and replace the part of the wire that was broken by the brake system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">/setblock x y z redstone_wire\u003cbr>\n\u003c/span>Make sure you get the coordinate from the space where the piston brakes with red stone wire.\u003c/p>\n\u003ch3>Cross-Curriculum Subjects\u003c/h3>\n\u003cp>When creating our cell minigames, my class studied English language arts and science by writing the storylines — each level must contain a written story that includes information about the organelle and its role in the cell as well as instructions on how to play the game. I used this for science but it could be used for any academic subject. I had my students create a Google doc to tell the story of their game — the first and last paragraphs tell us why we are in the game, and the closing paragraph tells us what happens after you beat the game. The students then cut and paste their paragraphs into the say @p command block.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math is all over Minecraft. For example, the command blocks covers coordinate planes, the fill command covers volume and surface area, and the set designed covers measurement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the games were complete, we had a game review day. My students brainstormed ideas about what makes a good game, and played and rated each others game. We also ran statistics and made charts. I was so impressed with the real-world math applications my students found in the process of game design.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11289 align=\"alignnone\" width=\"600\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-500700\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-800x193.png\" width=\"600\" height=\"145\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-800x193.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-160x39.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-768x185.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-1020x246.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-1180x284.png 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-960x231.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-240x58.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-375x90.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM-520x125.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/05/Screen-Shot-2017-05-25-at-5.57.05-AM.png 1195w\" sizes=\"(max-width: 600px) 100vw, 600px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you haven’t started teaching Minecraft, please be the rock star teacher that brings it to your school. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can find information on how to get started at the \u003c/span>\u003ca href=\"https://education.minecraft.net/faq/where-do-i-buy-it/\">\u003cspan style=\"font-weight: 400\">Minecraft Education Edition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website, and if you are a teacher and want to see my math lessons please sign up at \u003c/span>\u003ca href=\"http://www.mathcraftteachers.com/\">\u003cspan style=\"font-weight: 400\">Mathcraft PLC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "13 Things We Can Learn About Mental Health From 13 Reasons Why | KQED",
"content": "\u003cp>\u003ca href=\"https://www.netflix.com/title/80117470\">\u003ci>13 Reasons Why\u003c/i>,\u003c/a> is a new Netflix series based on Jay Asher’s popular novel. The show, depicts the life of Hannah Baker, a high schooler who commits suicide and leaves behind a trail of cassette tapes that explain the decision to end her life. A second season was announced this week.\u003c/p>\n\u003cp>May is mental health month, prompting opportunities to engage in conversations about the challenging topics of mental health and depression. The \u003ca href=\"http://www.mayoclinic.org/\">Mayo Clinic\u003c/a> defines depression as “a brain disorder characterized by persistently depressed mood or loss of interest in activities, causing significant impairment in daily life.” Use the following resources to learn more about depression and support engaged dialogue around mental health issues.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/04/28/how-does-your-community-view-depression/\">\u003cstrong>There is something that can be done about depression\u003c/strong>\u003c/a>. There are thirteen reasons given for why the character Hannah did what she did — these reasons can serve as thirteen opportunities to become more informed and aware about what depression is and how to be supportive. Start a conversation about mental health issues with the following \u003cem>Do Now\u003c/em> post featuring discussion prompts.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/12/09/why-do-teens-hide-their-feelings/\">\u003cstrong>Learn how to detect signs of depression.\u003c/strong>\u003c/a> In the fictional account, Mr. Porter, the counselor, saw Hannah the day she died. The following lesson plan highlights how to spot signs of depression in your community.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/02/high-school-students-health-suffers-from-too-much-stress/\">Depression can be exacerbated by stress\u003c/a>\u003c/strong>. As a sophomore at a new school, trying to find new friends, exploring some of her first relationships, and maintaining good academic standing, the character Hannah Baker had a lot on her plate. Checkout this KQED MindShift post to learn about the different stressors on teens.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/education/2017/04/12/is-social-media-making-you-sick/\">Social Media can be a powerful source of inciting and spreading judgement, leading to even more stress.\u003c/a>\u003c/strong> After watching the show, one might question what would have happened if the controversial picture of Hannah never circulated? In this episode of \u003ci>Above the Noise\u003c/i> learn how Social Media, such as Snapchat, Facebook, and Twitter may lead to depressed moods.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://youthradio.org/journalism/science/only-smiling-on-the-outside-teens-hide-depression/\">Depression can be hidden\u003c/a>\u003c/strong>. In the fictional portrayal, Hannah did not overtly display depressed moods in her social interactions. In this Youth Radio podcast, a girl shares her internal battle with depression.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://youthradio.org/journalism/education/discussion-how-does-your-community-view-depression/\">Depression affects people in different ways. \u003c/a>\u003c/strong> Throughout the series, all of the characters experienced their own hardships and responded in different ways. In this Youth Radio podcast, teenagers share their personal experiences with depression and weigh in on how depression is addressed or not in their societies.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://www.pbslearningmedia.org/resource/46a5519c-3bbe-461e-8de8-02808139fd82/seb000d-3009-the-secret-life-of-the-brain-part-3-summary/#.WQn_ZU2GPcs\">Depression is a mental disability, and a real illness\u003c/a>\u003c/strong>. The brain is one of the most complex structures in the human body. Learn about the brain and how it feels emotion with the following PBS video.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/13/why-depression-strikes-todays-teen-girls-especially-hard/\">Depression is not always caused by one thing but can be influenced by many\u003c/a>.\u003c/strong> The character Hannah is depicted as consumed with different social pressures of fitting in and making friends in a new community. Check out this KQED MindShift post to learn how judgement and social stigmas can affect girls development and sense of identity.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/perspectives/2014/12/04/explaining-depression-to-my-family/\">\u003cstrong>Silence can be harmful\u003c/strong>\u003c/a>. Depression is a widespread issue even if not always openly talked about. Learn about others battles with depression with the following KQED Perspective.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\">\u003cstrong>Learn how to change academic institutions to provide more mental health resources.\u003c/strong>\u003c/a> Use the following KQED MindShift post to think through how to change schools to provide better Mental Health resources. What resources are available for students in your community?\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/22/10-realities-about-bullying-at-school-and-online/\">\u003cstrong>Become more informed about what bullying actually is\u003c/strong>\u003c/a>. In the series, many of the students knew bullying or “drama” occurred but never spoke up, prompting some to question \u003cem>why were they so mean?\u003c/em> — But, is this the right question to ask? Rather, what conditions were influencing their behavior? Learn more about the context of bullying with the following KQED MindShift resource.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/19/why-dont-teachers-get-training-on-mental-health-disorders/\">\u003cstrong>Learn how to provide better opportunities for teachers\u003c/strong>\u003c/a>. Although the high school had a wellness class and a counselor, often this is not the case. Learn about teacher’s access to mental health training with the following KQED MindShift post.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/16/how-empathy-is-important-for-parents-and-teens-when-things-get-stressful/\">\u003cstrong>Start conversations about taboo topics. \u003c/strong>\u003c/a>The character Hannah never told anyone how she was feeling. Use the following KQED MindShift post as a guide for how to foster empathetic conversations around challenging topics.\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.netflix.com/title/80117470\">\u003ci>13 Reasons Why\u003c/i>,\u003c/a> is a new Netflix series based on Jay Asher’s popular novel. The show, depicts the life of Hannah Baker, a high schooler who commits suicide and leaves behind a trail of cassette tapes that explain the decision to end her life. A second season was announced this week.\u003c/p>\n\u003cp>May is mental health month, prompting opportunities to engage in conversations about the challenging topics of mental health and depression. The \u003ca href=\"http://www.mayoclinic.org/\">Mayo Clinic\u003c/a> defines depression as “a brain disorder characterized by persistently depressed mood or loss of interest in activities, causing significant impairment in daily life.” Use the following resources to learn more about depression and support engaged dialogue around mental health issues.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/04/28/how-does-your-community-view-depression/\">\u003cstrong>There is something that can be done about depression\u003c/strong>\u003c/a>. There are thirteen reasons given for why the character Hannah did what she did — these reasons can serve as thirteen opportunities to become more informed and aware about what depression is and how to be supportive. Start a conversation about mental health issues with the following \u003cem>Do Now\u003c/em> post featuring discussion prompts.\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/12/09/why-do-teens-hide-their-feelings/\">\u003cstrong>Learn how to detect signs of depression.\u003c/strong>\u003c/a> In the fictional account, Mr. Porter, the counselor, saw Hannah the day she died. The following lesson plan highlights how to spot signs of depression in your community.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/02/high-school-students-health-suffers-from-too-much-stress/\">Depression can be exacerbated by stress\u003c/a>\u003c/strong>. As a sophomore at a new school, trying to find new friends, exploring some of her first relationships, and maintaining good academic standing, the character Hannah Baker had a lot on her plate. Checkout this KQED MindShift post to learn about the different stressors on teens.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://ww2.kqed.org/education/2017/04/12/is-social-media-making-you-sick/\">Social Media can be a powerful source of inciting and spreading judgement, leading to even more stress.\u003c/a>\u003c/strong> After watching the show, one might question what would have happened if the controversial picture of Hannah never circulated? In this episode of \u003ci>Above the Noise\u003c/i> learn how Social Media, such as Snapchat, Facebook, and Twitter may lead to depressed moods.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"https://youthradio.org/journalism/science/only-smiling-on-the-outside-teens-hide-depression/\">Depression can be hidden\u003c/a>\u003c/strong>. In the fictional portrayal, Hannah did not overtly display depressed moods in her social interactions. 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"order": 8
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},
"link": "https://www.cityarts.net",
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"order": 1
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"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"order": 9
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"hidden-brain": {
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"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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"order": 18
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"id": "latino-usa",
"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
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"link": "/radio/program/latino-usa",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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