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"content": "\u003cp>Living in the year 2020 was like living in a dystopian society, one in which social and environmental injustices reigned supreme. Being in a world engulfed in so much darkness it’s hard to see the light, or in the case of my generation, be that light of hope for the future. My name is Gabriella Garcia, and through my internship at the California Academy of Sciences my peers and I were able to advocate for an issue we believe in through the \u003ca href=\"https://learn.kqed.org/challenges/election2020?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymc-e20\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Let’s Talk about Election 2020 Youth Media Challenge\u003c/a>. 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The Let’s Talk About Election 20202 challenge is closed for new submissions, but there are plenty of opportunities for your students to share their voices in one of our new \u003ca href=\"https://learn.kqed.org/challenges/teachers/?utm_source=kqed-ed&utm_medium=blog&utm_campaign=ymcs-all\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Media Challenges\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cp>Representation and equity in STEAM matters. In June 2020, Malone Mukwende, a medical student in London, announced a \u003ca href=\"https://www.blackandbrownskin.co.uk/mindthegap\" target=\"_blank\" rel=\"noopener noreferrer\">handbook\u003c/a> he developed for diagnosing conditions in Black and Brown skin. He created it because he couldn’t find examples of darker skin in clinical manuals. The lack of representation of darker skinned people, along with other systemic issues in the medical system and society in general, has contributed to poorer health outcomes for Black and Brown people.\u003c/p>\n\u003cp>Malone’s unique perspective gave way to an innovation that will improve physician training to serve patients with a wider range of skin colors. Spotlighting the brilliance and work of changemakers of color (and other underrepresented groups) in STEAM fields is an important first step towards allowing students to imagine themselves as scientists, engineers and mathematicians.\u003c/p>\n\u003cp>As STEAM educators, we can do this by choosing media that feature people who are from backgrounds traditionally underrepresented in STEAM fields. The \u003ca href=\"https://www.youtube.com/c/physicsgirl\" target=\"_blank\" rel=\"noopener noreferrer\">Physics Girl\u003c/a> series can be used to highlight a woman in the physical sciences. If you’re a biology teacher who is discussing cell division with students, you can supplement your textbook with excerpts from the book or movie, The Immortal Life of Henrietta Lacks, about the young African American woman whose cell line has been used for science research for decades without her or her family’s knowledge. You may use videos that feature a host or producer of color like \u003ca href=\"https://ca.pbslearningmedia.org/search/?q=Above%20the%20noise&selected_facet=subject:8337\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> or \u003ca href=\"http://pbslearningmedia.org/collection/crash-course-physics/\" target=\"_blank\" rel=\"noopener noreferrer\">Crash Course Physics\u003c/a>. In addition to ensuring students see examples of people in STEAM who share some of the same identities, we need to also give young people opportunities to engage in meaningful work in these fields.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Our students need to literally see themselves in STEAM, and others need to see them, too.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>Hands-on project-based learning in school allows students to develop the habits of mind and gain the knowledge, skills and confidence that will build their science identities and give them access to careers in STEAM. To change perceptions on a broader level about who can be a STEAM professional, our students need to literally see themselves in STEAM, and others need to see them, too. Educators can take hands-on learning a step further and give their students the chance to produce videos, audio pieces, graphics and other multi-media that feature themselves as scientists, engineers and mathematicians.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One opportunity for students to share their scientific thinking through creating media for a public audience is with \u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn’s Engineering for Good Youth Media Challenge\u003c/a>. This challenge gives middle and high school students the opportunity to show off their creative problem solving skills through the engineering design process, and present their solutions via a media making project. These student media projects are then published on a national online showcase. Collectively, media highlighting young people from diverse backgrounds engaged in STEAM, each with their unique and important perspectives, can push people’s assumptions about who can and should pursue careers in STEAM.\u003c/p>\n\u003cblockquote>\u003cp>Join us at the California STEAM Symposium to learn more about increasing equity in STEAM.\u003c/p>\u003c/blockquote>\n\u003cp>If you want to learn more about the Engineering for Good youth media challenge and about increasing equity in STEAM, join us at the \u003ca href=\"https://cdefoundation.org/cde_programs/steam/\" target=\"_blank\" rel=\"noopener noreferrer\">California STEAM Symposium\u003c/a>, December 11-13. This virtual conference provides excellent peer-led professional learning highlighting ideas, strategies and innovations that work for all students with the goal of advancing STEAM equity in all learning environments. And Dianna Cowern, aka “Physics Girl,” is one of the keynote speakers! Come to one of our sessions and get ideas on how to incorporate media making into your STEAM classroom to support access and equity:\u003c/p>\n\u003cp>Amplify Student Voice Through the Engineering Design Process (Dec. 11 at 3pm PT)\u003cbr>\nCivic Learning in Chemistry: Designing the Local Bus Routes (Dec. 12 at 9:20am PT)\u003cbr>\nShowcase Learning in the STEAM Classroom with Podcasting (Dec. 13 at 10:50am PT)\u003c/p>\n\u003cp>Register and see the full agenda at \u003ca href=\"https://cdefoundation.org/cde_programs/steam/\" target=\"_blank\" rel=\"noopener noreferrer\">steamcalifornia.org\u003c/a>. Use code KQEDFRIEND for $20 off registration.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Representation and equity in STEAM matters. In June 2020, Malone Mukwende, a medical student in London, announced a \u003ca href=\"https://www.blackandbrownskin.co.uk/mindthegap\" target=\"_blank\" rel=\"noopener noreferrer\">handbook\u003c/a> he developed for diagnosing conditions in Black and Brown skin. He created it because he couldn’t find examples of darker skin in clinical manuals. The lack of representation of darker skinned people, along with other systemic issues in the medical system and society in general, has contributed to poorer health outcomes for Black and Brown people.\u003c/p>\n\u003cp>Malone’s unique perspective gave way to an innovation that will improve physician training to serve patients with a wider range of skin colors. Spotlighting the brilliance and work of changemakers of color (and other underrepresented groups) in STEAM fields is an important first step towards allowing students to imagine themselves as scientists, engineers and mathematicians.\u003c/p>\n\u003cp>As STEAM educators, we can do this by choosing media that feature people who are from backgrounds traditionally underrepresented in STEAM fields. The \u003ca href=\"https://www.youtube.com/c/physicsgirl\" target=\"_blank\" rel=\"noopener noreferrer\">Physics Girl\u003c/a> series can be used to highlight a woman in the physical sciences. If you’re a biology teacher who is discussing cell division with students, you can supplement your textbook with excerpts from the book or movie, The Immortal Life of Henrietta Lacks, about the young African American woman whose cell line has been used for science research for decades without her or her family’s knowledge. You may use videos that feature a host or producer of color like \u003ca href=\"https://ca.pbslearningmedia.org/search/?q=Above%20the%20noise&selected_facet=subject:8337\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> or \u003ca href=\"http://pbslearningmedia.org/collection/crash-course-physics/\" target=\"_blank\" rel=\"noopener noreferrer\">Crash Course Physics\u003c/a>. In addition to ensuring students see examples of people in STEAM who share some of the same identities, we need to also give young people opportunities to engage in meaningful work in these fields.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Our students need to literally see themselves in STEAM, and others need to see them, too.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>Hands-on project-based learning in school allows students to develop the habits of mind and gain the knowledge, skills and confidence that will build their science identities and give them access to careers in STEAM. To change perceptions on a broader level about who can be a STEAM professional, our students need to literally see themselves in STEAM, and others need to see them, too. Educators can take hands-on learning a step further and give their students the chance to produce videos, audio pieces, graphics and other multi-media that feature themselves as scientists, engineers and mathematicians.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One opportunity for students to share their scientific thinking through creating media for a public audience is with \u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn’s Engineering for Good Youth Media Challenge\u003c/a>. This challenge gives middle and high school students the opportunity to show off their creative problem solving skills through the engineering design process, and present their solutions via a media making project. These student media projects are then published on a national online showcase. Collectively, media highlighting young people from diverse backgrounds engaged in STEAM, each with their unique and important perspectives, can push people’s assumptions about who can and should pursue careers in STEAM.\u003c/p>\n\u003cblockquote>\u003cp>Join us at the California STEAM Symposium to learn more about increasing equity in STEAM.\u003c/p>\u003c/blockquote>\n\u003cp>If you want to learn more about the Engineering for Good youth media challenge and about increasing equity in STEAM, join us at the \u003ca href=\"https://cdefoundation.org/cde_programs/steam/\" target=\"_blank\" rel=\"noopener noreferrer\">California STEAM Symposium\u003c/a>, December 11-13. This virtual conference provides excellent peer-led professional learning highlighting ideas, strategies and innovations that work for all students with the goal of advancing STEAM equity in all learning environments. And Dianna Cowern, aka “Physics Girl,” is one of the keynote speakers! Come to one of our sessions and get ideas on how to incorporate media making into your STEAM classroom to support access and equity:\u003c/p>\n\u003cp>Amplify Student Voice Through the Engineering Design Process (Dec. 11 at 3pm PT)\u003cbr>\nCivic Learning in Chemistry: Designing the Local Bus Routes (Dec. 12 at 9:20am PT)\u003cbr>\nShowcase Learning in the STEAM Classroom with Podcasting (Dec. 13 at 10:50am PT)\u003c/p>\n\u003cp>Register and see the full agenda at \u003ca href=\"https://cdefoundation.org/cde_programs/steam/\" target=\"_blank\" rel=\"noopener noreferrer\">steamcalifornia.org\u003c/a>. Use code KQEDFRIEND for $20 off registration.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/education/534608/berkeley-dual-immersion-middle-school-talks-about-election-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Read this article in English.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>El equipo de educación de KQED le pidió a estudiantes de secundaria y preparatoria alrededor del país que mandaran audios o videos diciendo sus opiniones sobre los problemas electorales que son de más relevancia para ellos. Nuestro reto juvenil \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">“Hay que Hablar sobre la Elección del 2020”\u003c/a> recibió más de 500 entradas hasta la fecha, ¡y muchas de ellas en español! No nos sorprende que a la juventud le interese el cambio climático, legislaciones sobre armas de fuego y el precio de las universidades. Los estudiantes de la secundaria Longfellow Arts and Technology en Berkeley, CA–un programa de doble inmersión –mandaron sus opiniones en una gran cantidad de temas que variaba entre la representación de las mujeres en el gobierno hasta brutalidad policial. Vea lo que estos estudiantes de octavo grado tienen que decir.\u003c/p>\n\u003cp>Nicholas S. creó una pieza reflexiva sobre un tema que ha dominado los encabezados en los últimos meses–brutalidad policial\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Brutalidad Policial por Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. se dió cuenta que la representación en el gobierno no es equitativa entre géneros y escribió una profunda crónica.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Representación Femenina en el Gobierno\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mientras que la mayoría de los adolescentes no se tienen que preocupar por su seguro médico, Giselle P. se pregunta por qué es tan difícil para algunos estadounidenses el tener acceso a los servicios que necesitan.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">La Ayuda Médica no Debería de Depender del Dinero\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Desde los derechos de las mujeres hasta Black Lives Matter hasta prevención del suicidio, los estudiantes, los estudiantes de la secundaria Longfellow Arts and Technology tienen mucho que decir sobre los temas electorales que son importantes para ellos\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">¡Visite las opiniones aquí!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson es la maestra de historia en español de octavo grado en Longfellow quien guió a los estudiantes en sus proyectos.\u003c/p>\n\u003cp>“Solamente tener un producto terminado que tenga una audiencia lo hace sentir diferente para mi como maestra y para los estudiantes. Las personas no le preguntan a los jóvenes lo que tienen que decir y ellos tienen muchas opiniones. Ellos han sido ignorados porque no votan, pero sufrirán las consecuencias negativas incluso más que los adultos que sí pueden votar”.\u003c/p>\n\u003cp>Patterson estaba interesada en ver que tanto sus estudiantes aprenderán sobre los temas que ellos independientemente investigaron y compartieron su opinión.\u003c/p>\n\u003cp>“No les enseñé nada sobre estos temas…estaba muy ocupada tratando de enseñarles las partes técnicas…lo que me encantó era escuchar sus voces”.\u003c/p>\n\u003cp>En general, ella estaba agradecida por el espacio que KQED creó para las voz juvenil, no solamente en inglés sino también en español.\u003c/p>\n\u003cp>“Pienso en estos jóvenes, esto validó el trabajo adicional que hicieron. Tuvieron que trabajar el doble para producir un video bilingüe. A veces en la escuela hablamos de ser orgulloso de ser bilingüe, y este proyecto de verdad les ayuda a sentir eso”.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista, \u003ca href=\"https://www.kqed.org/author/amorga\" target=\"_blank\" rel=\"noopener noreferrer\">Adriana Morga\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Desde los derechos de las mujeres hasta Black Lives Matter hasta prevención del suicidio, los estudiantes, los estudiantes de la secundaria Longfellow Arts and Technology tienen mucho que decir sobre los temas electorales que son importantes para ellos\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">¡Visite las opiniones aquí!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson es la maestra de historia en español de octavo grado en Longfellow quien guió a los estudiantes en sus proyectos.\u003c/p>\n\u003cp>“Solamente tener un producto terminado que tenga una audiencia lo hace sentir diferente para mi como maestra y para los estudiantes. Las personas no le preguntan a los jóvenes lo que tienen que decir y ellos tienen muchas opiniones. Ellos han sido ignorados porque no votan, pero sufrirán las consecuencias negativas incluso más que los adultos que sí pueden votar”.\u003c/p>\n\u003cp>Patterson estaba interesada en ver que tanto sus estudiantes aprenderán sobre los temas que ellos independientemente investigaron y compartieron su opinión.\u003c/p>\n\u003cp>“No les enseñé nada sobre estos temas…estaba muy ocupada tratando de enseñarles las partes técnicas…lo que me encantó era escuchar sus voces”.\u003c/p>\n\u003cp>En general, ella estaba agradecida por el espacio que KQED creó para las voz juvenil, no solamente en inglés sino también en español.\u003c/p>\n\u003cp>“Pienso en estos jóvenes, esto validó el trabajo adicional que hicieron. Tuvieron que trabajar el doble para producir un video bilingüe. A veces en la escuela hablamos de ser orgulloso de ser bilingüe, y este proyecto de verdad les ayuda a sentir eso”.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista, \u003ca href=\"https://www.kqed.org/author/amorga\" target=\"_blank\" rel=\"noopener noreferrer\">Adriana Morga\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/education/534613/secundaria-bilingue-de-berkeley-habla-sobre-la-eleccion-del-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Lee este artículo en español.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003ci>This is part four of our Election 2020 student content blog series. See \u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>part one\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>part two \u003c/i>\u003c/a>\u003ci>and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>KQED Education asked middle and high school students from all around the country to submit audio or video commentaries about election issues that matter most to them. \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">The Let’s Talk About Election 2020 Youth Media Challenge\u003c/a> received over 500 submissions so far, and many of them in Spanish! It’s no surprise that young people are interested in climate change, gun legislation, and college affordability. The students from Longfellow Arts and Technology Middle School in Berkeley, CA—a dual-immersion program—submitted commentaries on a vast array of topics that span from female representation in government to police brutality. See what these 8th graders have to say.\u003c/p>\n\u003cp>Nicholas S. created this thoughtful piece on an issue that’s been dominating the headlines in recent months — police brutality.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Police Brutality by Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. noticed that representation in government is not equitable according to gender lines and wrote this insightful commentary.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Female Representation in Government\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While most teens don’t have to worry about where they get their medical care, Giselle P. questions why it’s so difficult for some Americans to access the healthcare they need.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">Medical Care Should Not Depend on Money\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From women’s rights to Black Lives Matter to suicide prevention, the students at Longfellow Arts and Technology Middle School have tons to say about election issues that are important to them.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">Check out the rest of the commentaries here!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson is the 8th grade Spanish-language history teacher at Longfellow who guided students through the project.\u003c/p>\n\u003cp>“Just having an end product that would have a public audience made it feel really different for me as a teacher and for the kids. People don’t ask kids what they have to say and they have a lot to say. They get overlooked a lot because they don’t vote, but they will suffer from negative consequences even more than voting adults.”\u003c/p>\n\u003cp>Patterson was interested to see how much the students learned about the issues they independently researched and commented on.\u003c/p>\n\u003cp>“I didn’t teach them anything about the issues… My hands were full trying to teach them the more technical parts… What I loved was hearing their voices.”\u003c/p>\n\u003cp>Overall, she was appreciative of the space KQED created for youth voice, not only in English but in Spanish as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I think for these kids, it validated the extra work they are doing. They had to work twice as hard to produce this bilingual video. Sometimes at school, we talk about orgulloso de ser bilingue, and this project really helped students feel that.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/education/534613/secundaria-bilingue-de-berkeley-habla-sobre-la-eleccion-del-2020\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Lee este artículo en español.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003ci>This is part four of our Election 2020 student content blog series. See \u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>part one\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>part two \u003c/i>\u003c/a>\u003ci>and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/i>\u003c/p>\n\u003cp>KQED Education asked middle and high school students from all around the country to submit audio or video commentaries about election issues that matter most to them. \u003ca href=\"https://learn.kqed.org/challenges/election2020\" target=\"_blank\" rel=\"noopener noreferrer\">The Let’s Talk About Election 2020 Youth Media Challenge\u003c/a> received over 500 submissions so far, and many of them in Spanish! It’s no surprise that young people are interested in climate change, gun legislation, and college affordability. The students from Longfellow Arts and Technology Middle School in Berkeley, CA—a dual-immersion program—submitted commentaries on a vast array of topics that span from female representation in government to police brutality. See what these 8th graders have to say.\u003c/p>\n\u003cp>Nicholas S. created this thoughtful piece on an issue that’s been dominating the headlines in recent months — police brutality.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/662\" target=\"_blank\" rel=\"noopener noreferrer\">Police Brutality by Nicholas S.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Lol-Be C. noticed that representation in government is not equitable according to gender lines and wrote this insightful commentary.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/653\" target=\"_blank\" rel=\"noopener noreferrer\">Female Representation in Government\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While most teens don’t have to worry about where they get their medical care, Giselle P. questions why it’s so difficult for some Americans to access the healthcare they need.\u003cbr>\n\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/607\" target=\"_blank\" rel=\"noopener noreferrer\">Medical Care Should Not Depend on Money\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>From women’s rights to Black Lives Matter to suicide prevention, the students at Longfellow Arts and Technology Middle School have tons to say about election issues that are important to them.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?school%5BLONGFELLOW%20ARTS%20AND%20TECHNOLOGY%20MIDDLE%5D=1&page=1&search=\" target=\"_blank\" rel=\"noopener noreferrer\">Check out the rest of the commentaries here!\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mary Patterson is the 8th grade Spanish-language history teacher at Longfellow who guided students through the project.\u003c/p>\n\u003cp>“Just having an end product that would have a public audience made it feel really different for me as a teacher and for the kids. People don’t ask kids what they have to say and they have a lot to say. They get overlooked a lot because they don’t vote, but they will suffer from negative consequences even more than voting adults.”\u003c/p>\n\u003cp>Patterson was interested to see how much the students learned about the issues they independently researched and commented on.\u003c/p>\n\u003cp>“I didn’t teach them anything about the issues… My hands were full trying to teach them the more technical parts… What I loved was hearing their voices.”\u003c/p>\n\u003cp>Overall, she was appreciative of the space KQED created for youth voice, not only in English but in Spanish as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I think for these kids, it validated the extra work they are doing. They had to work twice as hard to produce this bilingual video. Sometimes at school, we talk about orgulloso de ser bilingue, and this project really helped students feel that.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Creative Agency, Deep Learning and Real Outcomes for Students | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When students have greater ownership of the creative process through media making, learning becomes more immediate, relevant and engaging. This creative agency supports the development of critical skills and literacies needed for full engagement in our increasingly digital world, and it creates awesome opportunities to practice and demonstrate achievement of academic standards. Not to mention, making and sharing digital media is the natural communication medium for this generation of students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m not the first to assert that media making belongs in the classroom. As a high school teacher for 20 years, I saw how empowering it was firsthand with my students. As Managing Director of KQED Education, I’ve seen this play out in classrooms around the country. I’ve also seen how impactful it can be when teachers give themselves the time and permission to build these media literacy skills. While I’ve seen many benefits come out of media literacy teaching, here are three important reasons to bring media literacy to your classroom.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Media making requires a complex collection of cognitive and physical skills that enhance opportunities to be awesome.\u003c/b>\u003cspan style=\"font-weight: 400\"> Instead of academic work that favors certain learning styles over others, well-designed media projects ask students to, among other things, read, write, choreograph, design, rehearse, refine, perform, record, edit and publish. It is almost certain that you will discover talents in your classroom you never would have seen otherwise \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> talents you can celebrate and encourage in ways that more fully connect students to their learning and that lead to growth in other areas. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Storytelling has never been more in style.\u003c/b>\u003cspan style=\"font-weight: 400\"> People tell stories \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> lots of stories about lots of things. Instead of learning something simply for a grade, storytelling with media allows the added opportunity to make change, influence others, or even bring joy to the world. We tend to think of storytellers as artists and certainly many of them are. However, we are more and more aware of the role storytelling plays both in \u003c/span>\u003ca href=\"https://www.careerbuilder.com/advice/why-storytelling-is-a-musthave-career-skill\">\u003cspan style=\"font-weight: 400\">future careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and in \u003c/span>\u003ca href=\"https://www.wired.com/insights/2014/01/power-community-storytelling/\">\u003cspan style=\"font-weight: 400\">ensuring healthy communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While the stories we heard were previously limited to the relative few with access to the tools of production and distribution, we know that providing young people with the opportunity to share their story provides \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/empowering-students-through-multimedia-storytelling-michael-hernandez\">\u003cspan style=\"font-weight: 400\">immense benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And stories are told in all subject areas, in all professions, in all walks of life. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Real and relevant audiences lead to better learning. \u003c/b>\u003cspan style=\"font-weight: 400\">Consideration of audience is the single most important aspect of media project design. When designing a media project for your students, ask yourself, “Who will care about this? Who will want to see it when it’s done?” If the answer is no one besides you, reevaluate your plans. Simply put, if a media project is worth the effort required to make it great, it deserves to be seen beyond the classroom. And, in my experience, an authentic, real audience encourages students to produce better work than they would for me alone. Audiences might include peers, families, local leaders or policy makers \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> whoever has a stake in the stories your students will tell. Instead of an audience of one, media making encourages an audience of many and can act to connect the classroom to the culture of its families and communities in profound ways.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">In our inaugural Youth Media Challenge, Let’s Talk About Election 2020, we saw evidence of all of these things in the amazing content that was shared by students from around the country. The intelligence, passion and commitment shone brightly throughout the hundreds of responses submitted, showing students grappling with the same critical issues that impact us all as we consider the future of our country. The power of their voices provides strong evidence that when young people are given the platform to speak their truths with an opportunity to influence others, they consistently shine. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=l6rGxC9pr6w&t\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This Fall, KQED is launching \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cb>five new Youth Media Challenges\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed to get your students writing, producing and sharing media with peers from around the country \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> and, in some cases, on KQED or other public media stations. These new challenges offer a diverse set of media making experiences across a variety of topics, all aligned to national standards. And, of course, they are also built around the principles outlined above, with storytelling for audiences beyond your classroom at their center. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\">\u003cb>Engineering for Good\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is a challenge that, as the title implies, asks students to use the \u003c/span>\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1.png\">\u003cspan style=\"font-weight: 400\">engineering design process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to develop and propose solutions to problems in their community. By connecting engineering to local problems and encouraging students to share their solutions with others from around the country, we can begin to develop the habits of solution sharing and collaboration around common problems that will support students throughout their lives. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cb>If Schools Could Dance\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a companion project to KQED’s award winning series\u003c/span>\u003ca href=\"https://www.kqed.org/if-cities-could-dance\">\u003cspan style=\"font-weight: 400\"> If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If you’ve watched any TikTok at all, you know \u003c/span>\u003ca href=\"https://vm.tiktok.com/ZMJaMg8DS/\">\u003cspan style=\"font-weight: 400\">dance isn’t just for the studio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone’s doing it. How might movement inspire learning in your classroom?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cb>Perspectives\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> challenge is based on our long running KQED show, um… \u003c/span>\u003ca href=\"https://www.kqed.org/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project is all about developing voice and skill as a storyteller. The \u003c/span>\u003ca href=\"https://soundcloud.com/user-909991770/skateboarding-nate-dolan\">\u003cspan style=\"font-weight: 400\">results are often amazing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and provide avenues for students to explore and communicate their passions. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cb>Podcasting With the California Report\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create and produce audio feature stories following the editorial guidelines of the award-winning \u003c/span>\u003ca href=\"https://www.kqed.org/californiareport\">\u003cspan style=\"font-weight: 400\">California Report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project creates a great opportunity to explore deeper forms of storytelling that include interviews, ambient sounds and more complex narratives. The prompt is open-ended and allows students to \u003c/span>\u003ca href=\"https://www.kqed.org/news/11744167/period-poverty-raising-awareness-about-an-overlooked-global-issue\">\u003cspan style=\"font-weight: 400\">explore topics that matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to them. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Political Cartooning With Mark Fiore \u003c/b>\u003cspan style=\"font-weight: 400\">will use the teachings of our long-time KQED and Pulitzer Prize-winning political cartoonist, \u003c/span>\u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">\u003cspan style=\"font-weight: 400\">Mark Fiore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support students in the creation of their own opinions. This is your chance to enhance an assignment you might already do with guidance from an expert. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">At KQED, we believe that by providing an opportunity for students to develop and express their voice, both the student and those who hear them are enriched from the experience. It is our intent to get youth voice in front of audiences that matter to them. I encourage you to \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">explore our new challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how we might support you in bringing these meaningful media making opportunities to your classroom.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When students have greater ownership of the creative process through media making, learning becomes more immediate, relevant and engaging. This creative agency supports the development of critical skills and literacies needed for full engagement in our increasingly digital world, and it creates awesome opportunities to practice and demonstrate achievement of academic standards. Not to mention, making and sharing digital media is the natural communication medium for this generation of students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m not the first to assert that media making belongs in the classroom. As a high school teacher for 20 years, I saw how empowering it was firsthand with my students. As Managing Director of KQED Education, I’ve seen this play out in classrooms around the country. I’ve also seen how impactful it can be when teachers give themselves the time and permission to build these media literacy skills. While I’ve seen many benefits come out of media literacy teaching, here are three important reasons to bring media literacy to your classroom.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Media making requires a complex collection of cognitive and physical skills that enhance opportunities to be awesome.\u003c/b>\u003cspan style=\"font-weight: 400\"> Instead of academic work that favors certain learning styles over others, well-designed media projects ask students to, among other things, read, write, choreograph, design, rehearse, refine, perform, record, edit and publish. It is almost certain that you will discover talents in your classroom you never would have seen otherwise \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> talents you can celebrate and encourage in ways that more fully connect students to their learning and that lead to growth in other areas. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Storytelling has never been more in style.\u003c/b>\u003cspan style=\"font-weight: 400\"> People tell stories \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> lots of stories about lots of things. Instead of learning something simply for a grade, storytelling with media allows the added opportunity to make change, influence others, or even bring joy to the world. We tend to think of storytellers as artists and certainly many of them are. However, we are more and more aware of the role storytelling plays both in \u003c/span>\u003ca href=\"https://www.careerbuilder.com/advice/why-storytelling-is-a-musthave-career-skill\">\u003cspan style=\"font-weight: 400\">future careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and in \u003c/span>\u003ca href=\"https://www.wired.com/insights/2014/01/power-community-storytelling/\">\u003cspan style=\"font-weight: 400\">ensuring healthy communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While the stories we heard were previously limited to the relative few with access to the tools of production and distribution, we know that providing young people with the opportunity to share their story provides \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/empowering-students-through-multimedia-storytelling-michael-hernandez\">\u003cspan style=\"font-weight: 400\">immense benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And stories are told in all subject areas, in all professions, in all walks of life. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Real and relevant audiences lead to better learning. \u003c/b>\u003cspan style=\"font-weight: 400\">Consideration of audience is the single most important aspect of media project design. When designing a media project for your students, ask yourself, “Who will care about this? Who will want to see it when it’s done?” If the answer is no one besides you, reevaluate your plans. Simply put, if a media project is worth the effort required to make it great, it deserves to be seen beyond the classroom. And, in my experience, an authentic, real audience encourages students to produce better work than they would for me alone. Audiences might include peers, families, local leaders or policy makers \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> whoever has a stake in the stories your students will tell. Instead of an audience of one, media making encourages an audience of many and can act to connect the classroom to the culture of its families and communities in profound ways.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">In our inaugural Youth Media Challenge, Let’s Talk About Election 2020, we saw evidence of all of these things in the amazing content that was shared by students from around the country. The intelligence, passion and commitment shone brightly throughout the hundreds of responses submitted, showing students grappling with the same critical issues that impact us all as we consider the future of our country. The power of their voices provides strong evidence that when young people are given the platform to speak their truths with an opportunity to influence others, they consistently shine. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/l6rGxC9pr6w'\n title='//www.youtube.com/embed/l6rGxC9pr6w'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This Fall, KQED is launching \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cb>five new Youth Media Challenges\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed to get your students writing, producing and sharing media with peers from around the country \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> and, in some cases, on KQED or other public media stations. These new challenges offer a diverse set of media making experiences across a variety of topics, all aligned to national standards. And, of course, they are also built around the principles outlined above, with storytelling for audiences beyond your classroom at their center. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering\">\u003cb>Engineering for Good\u003c/b>\u003c/a> \u003cspan style=\"font-weight: 400\">is a challenge that, as the title implies, asks students to use the \u003c/span>\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1.png\">\u003cspan style=\"font-weight: 400\">engineering design process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to develop and propose solutions to problems in their community. By connecting engineering to local problems and encouraging students to share their solutions with others from around the country, we can begin to develop the habits of solution sharing and collaboration around common problems that will support students throughout their lives. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/dance\">\u003cb>If Schools Could Dance\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a companion project to KQED’s award winning series\u003c/span>\u003ca href=\"https://www.kqed.org/if-cities-could-dance\">\u003cspan style=\"font-weight: 400\"> If Cities Could Dance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If you’ve watched any TikTok at all, you know \u003c/span>\u003ca href=\"https://vm.tiktok.com/ZMJaMg8DS/\">\u003cspan style=\"font-weight: 400\">dance isn’t just for the studio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and everyone’s doing it. How might movement inspire learning in your classroom?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/perspectives\">\u003cb>Perspectives\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> challenge is based on our long running KQED show, um… \u003c/span>\u003ca href=\"https://www.kqed.org/perspectives\">\u003cspan style=\"font-weight: 400\">Perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project is all about developing voice and skill as a storyteller. The \u003c/span>\u003ca href=\"https://soundcloud.com/user-909991770/skateboarding-nate-dolan\">\u003cspan style=\"font-weight: 400\">results are often amazing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and provide avenues for students to explore and communicate their passions. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/challenges/teachers/podcasting\">\u003cb>Podcasting With the California Report\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create and produce audio feature stories following the editorial guidelines of the award-winning \u003c/span>\u003ca href=\"https://www.kqed.org/californiareport\">\u003cspan style=\"font-weight: 400\">California Report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This project creates a great opportunity to explore deeper forms of storytelling that include interviews, ambient sounds and more complex narratives. The prompt is open-ended and allows students to \u003c/span>\u003ca href=\"https://www.kqed.org/news/11744167/period-poverty-raising-awareness-about-an-overlooked-global-issue\">\u003cspan style=\"font-weight: 400\">explore topics that matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to them. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Political Cartooning With Mark Fiore \u003c/b>\u003cspan style=\"font-weight: 400\">will use the teachings of our long-time KQED and Pulitzer Prize-winning political cartoonist, \u003c/span>\u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">\u003cspan style=\"font-weight: 400\">Mark Fiore\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to support students in the creation of their own opinions. This is your chance to enhance an assignment you might already do with guidance from an expert. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">At KQED, we believe that by providing an opportunity for students to develop and express their voice, both the student and those who hear them are enriched from the experience. It is our intent to get youth voice in front of audiences that matter to them. I encourage you to \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/\">\u003cspan style=\"font-weight: 400\">explore our new challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to see how we might support you in bringing these meaningful media making opportunities to your classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is part three of our Election 2020 student content blog series. See \u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">\u003ci>\u003cspan style=\"font-weight: 400\">part one\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/education/534497/student-voices-on-why-the-election-matters-to-them\">\u003ci>\u003cspan style=\"font-weight: 400\">part two\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we enter the presidential debates, give students the opportunity to hear from their peers on the relevant issues. Young people are raising their voices and participating in KQED’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Youth Media Challenge. Add your students’ voices to the conversation and \u003c/span>\u003cb>sign up for the challenge \u003c/b>\u003ca href=\"https://learn.kqed.org/challenges/election2020/signup\">\u003cb>here\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is open to all middle and high school students through the inauguration in January 2021. Each audio or video commentary will be published on KQED Learn’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?page=1&search=\">\u003cspan style=\"font-weight: 400\">public showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and select pieces will be shared on KQED’s broadcast and digital channels through the end of the year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project comes with student and teacher supports to set your classroom up for success, whether you are in-person or remote this fall. The student sequence provides a step-by-step guide and the curricular toolbox for teachers is full of standards-aligned resources and sample lesson sequences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Watch and listen to these examples to understand what students have to say about the central election issues.\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clare B. from Brodhead, WI shares her journey of learning about systemic racism in our country and makes the case for prison reform.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/315\">\u003cb>What if Everyone Disappeared?\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joshua W. and Jahmere R. from Redford, MI detail their experience with racism in their daily lives and call on the viewer to make a change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/42\">\u003cb>Stand Against It\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asha D. from Redlands, CA describes her recent personal observations of the California wildfires and realization on the need for immediate action on climate change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/367\">\u003cb>Burning Our Future\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DJ A. from Oakland, CA questions how gun violence is framed in urban versus rural areas and lays out a plan for gun control.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/321\">\u003cb>My Solution for Gun Violence\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elfin S W. from Madison, WI calls for taxation as a solution for wealth inequality.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/388\">\u003cb>Eat the Rich!\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Loved these student pieces? \u003c/span>\u003cb>Come celebrate youth voice and civic engagement at the \u003c/b>\u003ca href=\"https://www.kqed.org/events/120241542691\">\u003cb>KQED Election 2020 Youth Media Screening\u003c/b>\u003c/a>\u003cb>, \u003c/b>\u003cb>Wednesday,\u003c/b> \u003cb>October 21 at 4pm PDT\u003c/b>\u003cb>!\u003c/b>\u003cspan style=\"font-weight: 400\"> This virtual event will feature even more powerful and diverse student commentaries on election issues that matter to them. The event, hosted by Myles Bess from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, will feature a conversation with \u003c/span>\u003cb>author Jason Reynolds\u003c/b>\u003cspan style=\"font-weight: 400\">, the Library of Congress national ambassador for young people’s literature, followed by a live discussion with Myles and student media creators. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions? Email learn@kqed.org\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clare B. from Brodhead, WI shares her journey of learning about systemic racism in our country and makes the case for prison reform.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/315\">\u003cb>What if Everyone Disappeared?\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joshua W. and Jahmere R. from Redford, MI detail their experience with racism in their daily lives and call on the viewer to make a change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/42\">\u003cb>Stand Against It\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asha D. from Redlands, CA describes her recent personal observations of the California wildfires and realization on the need for immediate action on climate change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/367\">\u003cb>Burning Our Future\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DJ A. from Oakland, CA questions how gun violence is framed in urban versus rural areas and lays out a plan for gun control.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/321\">\u003cb>My Solution for Gun Violence\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elfin S W. from Madison, WI calls for taxation as a solution for wealth inequality.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/388\">\u003cb>Eat the Rich!\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Loved these student pieces? \u003c/span>\u003cb>Come celebrate youth voice and civic engagement at the \u003c/b>\u003ca href=\"https://www.kqed.org/events/120241542691\">\u003cb>KQED Election 2020 Youth Media Screening\u003c/b>\u003c/a>\u003cb>, \u003c/b>\u003cb>Wednesday,\u003c/b> \u003cb>October 21 at 4pm PDT\u003c/b>\u003cb>!\u003c/b>\u003cspan style=\"font-weight: 400\"> This virtual event will feature even more powerful and diverse student commentaries on election issues that matter to them. The event, hosted by Myles Bess from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, will feature a conversation with \u003c/span>\u003cb>author Jason Reynolds\u003c/b>\u003cspan style=\"font-weight: 400\">, the Library of Congress national ambassador for young people’s literature, followed by a live discussion with Myles and student media creators. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions? Email learn@kqed.org\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>The \u003ca href=\"https://learn.kqed.org/challenges/teachers/call-for-change\">\u003cstrong>Call for Change Youth Media Challenge\u003c/strong>\u003c/a> is the new and improved version of the election challenge for 2022. Explore the free curriculum and student exemplars!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching Election 2020 may feel like the rest of 2020: complex, hard to predict and packed with teachable moments. Whether your students are preparing to vote for the first time, already engaged in civic activities or still figuring out where they stand, KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">breaks down multiple perspectives around election issues. 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And in light of the protests sweeping the country, how would your students respond to \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/14\">\u003cspan style=\"font-weight: 400\">How Can We Get More Young People to Vote?\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The mechanics around our election have never been more relevant. The video \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/44\">\u003cspan style=\"font-weight: 400\">How Does the Practice of Gerrymandering Make You Feel About Voting in the Future?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> analyzes historic and current gerrymandering tactics. Students also draw on history to unpack the drama of election night in \u003c/span>\u003ca href=\"https://learn.kqed.org/discussions/45\">\u003cspan style=\"font-weight: 400\">The Electoral College: Why Such a Big Debate?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We know students care about complex issues, like healthcare, immigration and climate change. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos like those listed below help students encounter multiple perspectives and build evidence-based arguments to support their views. Each video also comes with sentence frames, a lesson plan, student viewing guide, glossary, and English and Spanish transcripts to support remote, blended or in-person learning. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/74\">\u003cspan style=\"font-weight: 400\">What Does It Mean To Be Anti-Racist?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/55\">\u003cspan style=\"font-weight: 400\">Should the U.S. Have Universal Healthcare?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/18\">\u003cspan style=\"font-weight: 400\">Is a Carbon Tax the Best Way to Slow Climate Change?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/10\">\u003cspan style=\"font-weight: 400\">Does the U.S. Asylum System Need to Change?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/16\">\u003cspan style=\"font-weight: 400\">Should We Get Free Money From the Government?\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/24\">\u003cspan style=\"font-weight: 400\">Should College Be Free?\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students explore election issues, the next step is making their voices heard beyond the classroom. \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Media Challenge: Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asks students to create an audio or video commentary on an issue that matters to them, then publish it on the KQED Learn showcase. Students from across the country have already started sharing their voices. These already published commentaries are mentor texts that can inspire you and your students. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The election will be center stage until November. As you support your students in building strong habits of civic action and participation, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and KQED Learn are here to help. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>The \u003ca href=\"https://learn.kqed.org/challenges/teachers/call-for-change\">\u003cstrong>Call for Change Youth Media Challenge\u003c/strong>\u003c/a> is the new and improved version of the election challenge for 2022. Explore the free curriculum and student exemplars!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching Election 2020 may feel like the rest of 2020: complex, hard to predict and packed with teachable moments. Whether your students are preparing to vote for the first time, already engaged in civic activities or still figuring out where they stand, KQED’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">breaks down multiple perspectives around election issues. 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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is part two of three in our Election 2020 student content blog series. See \u003ca href=\"https://www.kqed.org/education/534403/teens-are-talking-about-election-2020-add-your-students-voices-to-the-conversation\">part one\u003c/a> and \u003ca href=\"https://www.kqed.org/education/534532/hear-from-students-on-crucial-election-2020-issues\">part three\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teens will be too young to vote, but they know the outcomes of this election will impact them, so they are raising their voices and participating in KQED’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020\">\u003cspan style=\"font-weight: 400\">Let’s Talk About Election 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Youth Media Challenge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The challenge is open to all middle and high school students through the inauguration in January 2021. Each audio or video commentary will be published on KQED Learn’s \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions?page=1&search=\">\u003cspan style=\"font-weight: 400\">public showcase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and select pieces will be shared on KQED’s broadcast and digital channels.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This project comes with student and teacher supports to set your classroom up for success, whether you are in-person or remote this fall. The student sequence provides a step-by-step guide and the curricular toolbox for teachers is full of standards-aligned resources and sample lesson sequences.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Watch and listen to these examples to understand what issues students across the country are most passionate about.\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Olivia K. from Santa Rosa, CA makes a case for universal healthcare, drawing on her family’s experience of caring for her brother.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/267\">\u003cb>Universal Healthcare\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chalaun M. and Shayla Q. from Redford, MI share their experiences with discrimination around their racial identities.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/53\">\u003cb>Discrimination\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaq H. from Wauwatosa, WI makes the case for why he thinks there should be stricter gun laws.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/172\">\u003cb>Stricter Gun Laws\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eaton H. from Pleasanton, CA discusses the implications of racism in America in the context of the coronavirus pandemic.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/212\">\u003cb>Racism and the Coronavirus \u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yuvraj C. from New Paltz, NY connects his recent personal experience with Hurricane Isaias to a call for action around climate change.\u003cbr>\n\u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/election2020/submissions/316\">\u003cb>Climate Change\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cb>To get your middle or high school students participating in the national conversation, sign up for the challenge \u003c/b>\u003ca href=\"https://learn.kqed.org/challenges/election2020/signup\">\u003cb>here\u003c/b>\u003c/a>\u003cb>.\u003c/b>\u003cspan style=\"font-weight: 400\"> This is a great project for humanities or STEM classes, including English, ELD, journalism, media arts, social studies and science.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions? Email learn@kqed.org\u003c/span>\u003c/p>\n\n",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"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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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
},
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"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",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"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": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"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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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
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