Find lesson plans for high school and middle school that encourage critical thinking and are relevant to current events in social studies, science, and arts.
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"content": "\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Together at last! Media Lit + Dig Cit.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, KQED partnered with Common Sense Education to integrate our award-winning \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">media literacy series into their new digital citizenship curriculum for high school. The two teams worked together to co-produce three new episodes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and incorporate KQED Learn resources into the Common Sense Education dig cit lessons. And, all these resources are available for free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The digital citizenship topics in these videos are so important and relevant to kids right now,” says Elizabeth Kline, Vice President of Education Programs at Common Sense, “and when it comes to delivering these types of ideas in a thought provoking way, KQED’s \u003cem>Above the Noise\u003c/em> is way ahead of the curve. It’s a huge win for young people when organizations like KQED and Common Sense Education can combine our expertise in the areas of digital citizenship and media literacy for an engaging video collaboration like this.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> videos tackle topics that are timely and relevant to students’ lives. Series host Myles Bess presents the facts with flair, using relatable examples and humor, and gives a fair and balanced analysis of different perspectives on hotly debated topics. Students are then encouraged to do their own research into the issue and make up their own minds about it. They can take the learning further by joining a discussion about the issue with other students across the nation on \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or even create and share their own media responses–like videos or infographics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Executive producer Annelise Wunderlich says, “It was such a rich collaboration to co-produce these episodes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with the team at Common Sense Education. Our team of journalists, educators and video storytellers learned so much from Common Sense’s researchers and educators about how young people are navigating tough issues around online identity and behavior. It was a great creative partnership that drew from the strengths of both organizations.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532670 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign.jpg\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign.jpg 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign-160x90.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Digital Citizenship Curriculum by Common Sense Education supports K–12 teachers as they prepare students to think critically and use technology responsibly to learn, create, and participate in the digital world. The curriculum was developed in collaboration with Project Zero at the Harvard Graduate School of Education and addresses teachers’ top tech-related concerns like media literacy, media balance, and dealing with hate speech online. With teachers’ guidance, students not only build essential skills, they also build lifelong habits to help them succeed in an increasingly tech-driven world.\u003c/span>\u003c/p>\n\u003cp>These resources can be used one at a time or all together, depending on the learning environment and needs of teachers and students. To get started, try one of the three new videos co-produced by KQED and Common Sense:\u003c/p>\n\u003cp>\u003cstrong>The Health Effects of Screen Time: How Much is Too Much?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/34\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/the-health-effects-of-screen-time\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Social Media Readiness: When Is Your Brain Ready for Social Media?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/37\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/how-young-is-too-young-for-social-media\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Online Disinhibition and Cyberbullying: Is the Internet Making You Meaner?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/38\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/online-disinhibition-and-cyberbullying\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators looking for something to further their own professional skills with making and teaching media can go to \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which was named a “super PD resource” by Common Sense Education.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise is a co-production with PBS Digital Studios. Funding for KQED Education is provided by the Koret Foundation, the Corporation for Public Broadcasting, David Bulfer and Kelly Pope, the Silver Giving Foundation, the Stuart Foundation, the William and Flora Hewlett Foundation, the Horace W. Goldsmith Foundation, the Rita Allen Foundation, Campaign 21 and the members of KQED.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">Together at last! Media Lit + Dig Cit.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, KQED partnered with Common Sense Education to integrate our award-winning \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">media literacy series into their new digital citizenship curriculum for high school. The two teams worked together to co-produce three new episodes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and incorporate KQED Learn resources into the Common Sense Education dig cit lessons. And, all these resources are available for free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The digital citizenship topics in these videos are so important and relevant to kids right now,” says Elizabeth Kline, Vice President of Education Programs at Common Sense, “and when it comes to delivering these types of ideas in a thought provoking way, KQED’s \u003cem>Above the Noise\u003c/em> is way ahead of the curve. It’s a huge win for young people when organizations like KQED and Common Sense Education can combine our expertise in the areas of digital citizenship and media literacy for an engaging video collaboration like this.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> videos tackle topics that are timely and relevant to students’ lives. Series host Myles Bess presents the facts with flair, using relatable examples and humor, and gives a fair and balanced analysis of different perspectives on hotly debated topics. Students are then encouraged to do their own research into the issue and make up their own minds about it. They can take the learning further by joining a discussion about the issue with other students across the nation on \u003c/span>\u003ca href=\"https://learn.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or even create and share their own media responses–like videos or infographics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Executive producer Annelise Wunderlich says, “It was such a rich collaboration to co-produce these episodes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with the team at Common Sense Education. Our team of journalists, educators and video storytellers learned so much from Common Sense’s researchers and educators about how young people are navigating tough issues around online identity and behavior. It was a great creative partnership that drew from the strengths of both organizations.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532670 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign.jpg\" width=\"512\" height=\"288\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign.jpg 512w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/09/CSE-dig-cit-curriculum-campaign-160x90.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\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\">The Digital Citizenship Curriculum by Common Sense Education supports K–12 teachers as they prepare students to think critically and use technology responsibly to learn, create, and participate in the digital world. The curriculum was developed in collaboration with Project Zero at the Harvard Graduate School of Education and addresses teachers’ top tech-related concerns like media literacy, media balance, and dealing with hate speech online. With teachers’ guidance, students not only build essential skills, they also build lifelong habits to help them succeed in an increasingly tech-driven world.\u003c/span>\u003c/p>\n\u003cp>These resources can be used one at a time or all together, depending on the learning environment and needs of teachers and students. To get started, try one of the three new videos co-produced by KQED and Common Sense:\u003c/p>\n\u003cp>\u003cstrong>The Health Effects of Screen Time: How Much is Too Much?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/34\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/the-health-effects-of-screen-time\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Social Media Readiness: When Is Your Brain Ready for Social Media?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/37\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/how-young-is-too-young-for-social-media\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Online Disinhibition and Cyberbullying: Is the Internet Making You Meaner?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://learn.kqed.org/discussions/38\">\u003cspan style=\"font-weight: 400\">Watch the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on KQED Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/lesson/online-disinhibition-and-cyberbullying\">\u003cspan style=\"font-weight: 400\">Do the lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Common Sense Education\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators looking for something to further their own professional skills with making and teaching media can go to \u003c/span>\u003ca href=\"https://teach.kqed.org/\">\u003cspan style=\"font-weight: 400\">KQED Teach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which was named a “super PD resource” by Common Sense Education.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise is a co-production with PBS Digital Studios. Funding for KQED Education is provided by the Koret Foundation, the Corporation for Public Broadcasting, David Bulfer and Kelly Pope, the Silver Giving Foundation, the Stuart Foundation, the William and Flora Hewlett Foundation, the Horace W. Goldsmith Foundation, the Rita Allen Foundation, Campaign 21 and the members of KQED.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>This article was updated on April 7, 2021.\u003c/em>\u003c/p>\n\u003cp>Science literacy skills are grounded in the ability to evaluate data, build arguments based on evidence and clearly communicate those ideas to others. With our current environmental challenges make this more crucial than ever. Media literacy strengthens these skills by giving students modern tools, such as podcasts, infographics and map-making, to demonstrate the science concepts they are learning.\u003c/p>\n\u003cp>Whether you’re looking to learn new skills yourself or want some fresh content that’ll generate lively engagement in your classroom, we’ve got you covered. Our \u003cstrong>free resources\u003c/strong> for science teachers will help you integrate media literacy into lessons on the environment, climate, carbon tracking and more.\u003c/p>\n\u003ch2>Professional Development\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/graphic-and-interactive-media-production-for-the-classroom-april-2021?utm_source=KQED-ed&utm_medium=blog&utm_campaign=teach\" target=\"_blank\" rel=\"noopener noreferrer\">Graphic and Interactive Media Production for the Classroom \u003c/a>(Grades K-12)\u003cbr>\nIn this online, instructor-led KQED Media Academy course, you’ll learn to represent complex ideas, information, and data in compelling infographics and interactive maps. Participants will receive personalized feedback on their work by KQED content experts and a certificate of completion. Course starts April 12, but enrollment is open through April 18.\u003c/p>\n\u003cp>\u003cem>You can find additional courses on media making and media analysis on \u003ca href=\"https://teach.kqed.org/?utm_source=KQED-ed&utm_medium=blog&utm_campaign=teach\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/education/533553/upcoming-events?utm_source=KQED-ed&utm_medium=blog&utm_campaign=events_page\" target=\"_blank\" rel=\"noopener noreferrer\">Media Literacy Workshops \u003c/a>(Grades 6-12)\u003cbr>\nKQED offers many free 1-hour workshops to boost your media literacy skills, from infographics to video projects to micro-credentials. Some of our upcoming media-making workshops include:\u003c/p>\n\u003cul>\n\u003cli>April 29: \u003ca href=\"https://crscience.org/educators/infographics/\" target=\"_blank\" rel=\"noopener noreferrer\">Infographics to Strengthen Data Literacy and Student Voice in Science\u003c/a>\u003c/li>\n\u003cli>May 19: \u003ca href=\"https://kqed.zoom.us/webinar/register/5016178124959/WN_yZsJatR6T9iwVfBPrZgt3g\" target=\"_blank\" rel=\"noopener noreferrer\">Using Video Projects to Motivate Student Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>Classroom Resources\u003c/h2>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=KQED-ed&utm_medium=blog&utm_campaign=YMC-e4G\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Media Challenge: Engineering for Good \u003c/a>(Grades 6-12)\u003cbr>\nMiddle and high school students show off their creative problem solving through the engineering design process by developing solutions for real-world problems. The project culminates in students making short videos to communicate their solutions that will get published on an online nationwide showcase and considered for publication on KQED programming. \u003ca href=\"https://learn.kqed.org/challenges/curriculum/engineering?utm_source=KQED-ed&utm_medium=blog&utm_campaign=YMC-e4G\" target=\"_blank\" rel=\"noopener noreferrer\">Preview the curriculum\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn Discussions \u003c/a>(Grades 6-12)\u003cbr>\nOur Above the Noise videos for middle and high school students prompt discussions that require students to analyze information about environmental topics and build arguments supported by evidence. Try one of these for starters:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/47?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Are You an Optimist or Pessimist About Our Ability to Take on Climate Change?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/88?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is It Time for You to Ditch Meat and Dairy?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/topics/7?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is Earth Running Out of Water?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/topics/19?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is Carbon Tax the Best Way to Slow Climate Change?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/41?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Would Banning Plastic Bottles Help or Hurt the Planet?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS LearningMedia \u003c/a>(Grades 4+)\u003cbr>\nEvery day is Earth Day with \u003ca href=\"https://ca.pbslearningmedia.org/collection/celebrate-earth-day/\" target=\"_blank\" rel=\"noopener noreferrer\">this video collection\u003c/a> for grades 4 and up that covers a range of topics like the history of the environmental movement, environmental justice implications of pollution and waste disposal, and the role of new technologies in conservation efforts. Or explore big scientific mysteries by going incredibly small with our popular video series \u003ca href=\"https://ca.pbslearningmedia.org/collection/deep-look/\" target=\"_blank\" rel=\"noopener noreferrer\">Deep Look\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was updated on April 7, 2021.\u003c/em>\u003c/p>\n\u003cp>Science literacy skills are grounded in the ability to evaluate data, build arguments based on evidence and clearly communicate those ideas to others. With our current environmental challenges make this more crucial than ever. Media literacy strengthens these skills by giving students modern tools, such as podcasts, infographics and map-making, to demonstrate the science concepts they are learning.\u003c/p>\n\u003cp>Whether you’re looking to learn new skills yourself or want some fresh content that’ll generate lively engagement in your classroom, we’ve got you covered. Our \u003cstrong>free resources\u003c/strong> for science teachers will help you integrate media literacy into lessons on the environment, climate, carbon tracking and more.\u003c/p>\n\u003ch2>Professional Development\u003c/h2>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/graphic-and-interactive-media-production-for-the-classroom-april-2021?utm_source=KQED-ed&utm_medium=blog&utm_campaign=teach\" target=\"_blank\" rel=\"noopener noreferrer\">Graphic and Interactive Media Production for the Classroom \u003c/a>(Grades K-12)\u003cbr>\nIn this online, instructor-led KQED Media Academy course, you’ll learn to represent complex ideas, information, and data in compelling infographics and interactive maps. Participants will receive personalized feedback on their work by KQED content experts and a certificate of completion. Course starts April 12, but enrollment is open through April 18.\u003c/p>\n\u003cp>\u003cem>You can find additional courses on media making and media analysis on \u003ca href=\"https://teach.kqed.org/?utm_source=KQED-ed&utm_medium=blog&utm_campaign=teach\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/education/533553/upcoming-events?utm_source=KQED-ed&utm_medium=blog&utm_campaign=events_page\" target=\"_blank\" rel=\"noopener noreferrer\">Media Literacy Workshops \u003c/a>(Grades 6-12)\u003cbr>\nKQED offers many free 1-hour workshops to boost your media literacy skills, from infographics to video projects to micro-credentials. Some of our upcoming media-making workshops include:\u003c/p>\n\u003cul>\n\u003cli>April 29: \u003ca href=\"https://crscience.org/educators/infographics/\" target=\"_blank\" rel=\"noopener noreferrer\">Infographics to Strengthen Data Literacy and Student Voice in Science\u003c/a>\u003c/li>\n\u003cli>May 19: \u003ca href=\"https://kqed.zoom.us/webinar/register/5016178124959/WN_yZsJatR6T9iwVfBPrZgt3g\" target=\"_blank\" rel=\"noopener noreferrer\">Using Video Projects to Motivate Student Learning\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch2>Classroom Resources\u003c/h2>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers/engineering?utm_source=KQED-ed&utm_medium=blog&utm_campaign=YMC-e4G\" target=\"_blank\" rel=\"noopener noreferrer\">Youth Media Challenge: Engineering for Good \u003c/a>(Grades 6-12)\u003cbr>\nMiddle and high school students show off their creative problem solving through the engineering design process by developing solutions for real-world problems. The project culminates in students making short videos to communicate their solutions that will get published on an online nationwide showcase and considered for publication on KQED programming. \u003ca href=\"https://learn.kqed.org/challenges/curriculum/engineering?utm_source=KQED-ed&utm_medium=blog&utm_campaign=YMC-e4G\" target=\"_blank\" rel=\"noopener noreferrer\">Preview the curriculum\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/discussions?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Learn Discussions \u003c/a>(Grades 6-12)\u003cbr>\nOur Above the Noise videos for middle and high school students prompt discussions that require students to analyze information about environmental topics and build arguments supported by evidence. Try one of these for starters:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/47?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Are You an Optimist or Pessimist About Our Ability to Take on Climate Change?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/88?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is It Time for You to Ditch Meat and Dairy?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/topics/7?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is Earth Running Out of Water?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/topics/19?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Is Carbon Tax the Best Way to Slow Climate Change?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://learn.kqed.org/discussions/41?utm_source=KQED-ed&utm_medium=blog&utm_campaign=discussions\" target=\"_blank\" rel=\"noopener noreferrer\">Would Banning Plastic Bottles Help or Hurt the Planet?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ca.pbslearningmedia.org/\" target=\"_blank\" rel=\"noopener noreferrer\">PBS LearningMedia \u003c/a>(Grades 4+)\u003cbr>\nEvery day is Earth Day with \u003ca href=\"https://ca.pbslearningmedia.org/collection/celebrate-earth-day/\" target=\"_blank\" rel=\"noopener noreferrer\">this video collection\u003c/a> for grades 4 and up that covers a range of topics like the history of the environmental movement, environmental justice implications of pollution and waste disposal, and the role of new technologies in conservation efforts. Or explore big scientific mysteries by going incredibly small with our popular video series \u003ca href=\"https://ca.pbslearningmedia.org/collection/deep-look/\" target=\"_blank\" rel=\"noopener noreferrer\">Deep Look\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Get Ready for the Great American Read!",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The new PBS series\u003c/span>\u003ca href=\"http://www.pbs.org/the-great-american-read/home/\"> \u003cspan style=\"font-weight: 400\">The Great American Read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> premieres on Tuesday, May 22nd. Tune in at 8:00 p.m. PT to join host Meredith Vieira in a national conversation about America’s favorite books. In the meantime, check out this\u003c/span>\u003ca href=\"http://www.pbs.org/the-great-american-read/books/#/\"> \u003cspan style=\"font-weight: 400\">list of America’s 100 most-loved books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in your classroom and introduce students to books such as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Their Eyes Were Watching God\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Great Gatsby\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">To Kill a Mockingbird\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Grapes of Wrath\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and more. Use the corresponding \u003c/span>\u003ca href=\"https://www.pbslearningmedia.org/collection/great-american-read/#.WvSuxLdKvIU\">\u003cspan style=\"font-weight: 400\">lesson plan collection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from PBS Learning Media to help students think about how these books have shaped our diverse nation and our shared human experience.\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Featured Resources:\u003c/strong> \u003c/span>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/theireyeswerewatchinggodznhurston/#.WvSzQ7dKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">Their Eyes Were Watching God\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Use these documentary clips, lesson plans and primary sources to introduce students to the importance of symbolism, characterization and magical realism in Zora Neale Hurston’s novel\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/greatgatsbyfsfitzgerald/#.WvSzM7dKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">The Great Gatsby\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Explore the role of character development and narrative perspective in F. Scott Fitzgerald’s book\u003c/span>\u003cspan style=\"font-weight: 400\"> with these literary analysis tools, videos and primary sources. Encourage students to consider how the social and political tensions of the Roaring Twenties might connect to current events. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/tokillamockingbirdharperlee/#.WvSzW7dKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">To Kill a Mockingbird\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Use these videos, lesson plans and primary sources to explore the importance of setting and character in Harper Lee’s novel\u003c/span>\u003cspan style=\"font-weight: 400\">, which explores issues of race, class and gender in the American South. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/grapesofwrathjsteinbeck/#.WvSzIrdKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">The Grapes of Wrath\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Introduce students to the history of the Dust Bowl with these videos, excerpts and primary sources about John Steinbeck’s book. \u003c/span>\u003cspan style=\"font-weight: 400\">Help students consider literary devices like setting and theme as they follow the Joad family’s search for the American Dream during the depths of the Great Depression. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The new PBS series\u003c/span>\u003ca href=\"http://www.pbs.org/the-great-american-read/home/\"> \u003cspan style=\"font-weight: 400\">The Great American Read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> premieres on Tuesday, May 22nd. Tune in at 8:00 p.m. PT to join host Meredith Vieira in a national conversation about America’s favorite books. In the meantime, check out this\u003c/span>\u003ca href=\"http://www.pbs.org/the-great-american-read/books/#/\"> \u003cspan style=\"font-weight: 400\">list of America’s 100 most-loved books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in your classroom and introduce students to books such as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Their Eyes Were Watching God\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Great Gatsby\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">To Kill a Mockingbird\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Grapes of Wrath\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and more. Use the corresponding \u003c/span>\u003ca href=\"https://www.pbslearningmedia.org/collection/great-american-read/#.WvSuxLdKvIU\">\u003cspan style=\"font-weight: 400\">lesson plan collection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from PBS Learning Media to help students think about how these books have shaped our diverse nation and our shared human experience.\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400\">\u003cstrong>Featured Resources:\u003c/strong> \u003c/span>\u003c/h3>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/theireyeswerewatchinggodznhurston/#.WvSzQ7dKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">Their Eyes Were Watching God\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Use these documentary clips, lesson plans and primary sources to introduce students to the importance of symbolism, characterization and magical realism in Zora Neale Hurston’s novel\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/greatgatsbyfsfitzgerald/#.WvSzM7dKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">The Great Gatsby\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Explore the role of character development and narrative perspective in F. Scott Fitzgerald’s book\u003c/span>\u003cspan style=\"font-weight: 400\"> with these literary analysis tools, videos and primary sources. Encourage students to consider how the social and political tensions of the Roaring Twenties might connect to current events. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/tokillamockingbirdharperlee/#.WvSzW7dKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">To Kill a Mockingbird\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Use these videos, lesson plans and primary sources to explore the importance of setting and character in Harper Lee’s novel\u003c/span>\u003cspan style=\"font-weight: 400\">, which explores issues of race, class and gender in the American South. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbslearningmedia.org/collection/grapesofwrathjsteinbeck/#.WvSzIrdKvIU\">\u003ci>\u003cspan style=\"font-weight: 400\">The Grapes of Wrath\u003cbr>\n\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">Introduce students to the history of the Dust Bowl with these videos, excerpts and primary sources about John Steinbeck’s book. \u003c/span>\u003cspan style=\"font-weight: 400\">Help students consider literary devices like setting and theme as they follow the Joad family’s search for the American Dream during the depths of the Great Depression. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Is the Endangered Species Act at Risk of Extinction?",
"title": "Is the Endangered Species Act at Risk of Extinction?",
"headTitle": "The Lowdown | KQED News",
"content": "\u003cp>https://youtu.be/h5eTqjzQZDY\u003c/p>\n\u003cp>One of the world’s most effective conservation laws is under serious threat.\u003c/p>\n\u003cp>The Endangered Species Act (ESA), backed by none other than President Richard Nixon in 1973 and passed nearly unanimously by Congress, was among a string of sweeping conservation laws spurred by the fledgling environmental movement.\u003c/p>\n\u003cp>The landmark measure sought to identify threatened and endangered native species across the United States, including vulnerable plants and invertebrates, through a scientific process independent of political or economic interests.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It \u003ca href=\"https://www.fws.gov/endangered/laws-policies/\" target=\"_blank\" rel=\"noopener\">defined an endangered species\u003c/a> as being “in danger of extinction throughout all or a significant portion of its range.” A threatened species was one considered \"likely to become an endangered species within the foreseeable future.\"\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Administered by the U.S. Fish and Wildlife Service (FWS) and the National Oceanic and Atmospheric Administration (NOAA), the ESA still prohibits anyone from collecting, pursuing, capturing or harming a protected species on the list or disturbing \u003c/span>\u003cspan style=\"font-weight: 400;\">\"the ecosystems upon which they depend.\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Once a species reaches the point of endangerment, government agencies are required under the law to take active measures to save it, notwithstanding pressure from extractive industries like logging and mining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help conserve genetic diversity, the ESA also mandates the \u003c/span>\u003ca href=\"http://earthjustice.org/sites/default/files/library/reports/Citizens_Guide_ESA.pdf\">\u003cspan style=\"font-weight: 400;\">protection of subspecies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and distinct population segments of a species under certain circumstances. For example, while grizzly bears in the continental U.S. are listed as threatened, the abundant Alaskan population of grizzlies is not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Nothing is more priceless and more worthy of preservation than the rich array of animal life with\u003c/span> \u003cspan style=\"font-weight: 400;\">which our country has been blessed,” President Nixon said at the signing ceremony on Dec. 28, 1973. “It is a many-faceted treasure, of value to scholars, scientists and nature lovers alike, and it forms a vital part of the heritage we all share as Americans.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The law was a bipartisan reaction of alarm to the dramatic decimation of wildlife in America occurring over several centuries of accelerating growth and development.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>And by most accounts, it has worked incredibly well.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the more than four decades since its passage, only 11 of the more than 1,600 species protected under the ESA have gone extinct -- and 51 other species formerly included \u003c/span>\u003ca href=\"https://ecos.fws.gov/ecp0/reports/delisting-report\">\u003cspan style=\"font-weight: 400;\">have since been delisted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> following a resurgence in their numbers. All that despite a tripling of the nation’s gross domestic product and a population increase of more than 100 million people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Today, almost 1,300 plant and animal species in the U.S. are listed as endangered (which receive all the protections of the law) and close to 400 more are listed as threatened (which get some protections).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But despite the overwhelming bipartisan support the ESA once garnered -- and its continued \u003c/span>\u003ca href=\"https://earthjustice.org/sites/default/files/files/PollingMemoNationalESASurvey.pdf\">\u003cspan style=\"font-weight: 400;\">public approval\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> -- the measure has long been under attack. And that’s largely because of just how effective it’s proved to be in protecting vulnerable species. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The law’s power and reach was made clear in 1978, when a \u003ca href=\"https://www.nytimes.com/1978/07/11/archives/in-the-wake-of-the-snail-darter.html\" target=\"_blank\" rel=\"noopener\">federal dam project in Tennessee\u003c/a> was blocked to protect a tiny endangered fish called a snail darter. Ever since, opponents have denounced the ESA as blatant federal overreach that infringes on property rights and thwarts much needed economic development, particularly in rural, under-resourced communities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Critics question the law’s mandate to identify and protect certain species without considering the economic consequences of those actions. Is it really worth conserving the habitat of an obscure plant, insect or tiny fish, particularly if doing so stands in the way of creating new jobs and economic opportunities? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Those seeking to water down the ESA now \u003c/span>\u003ca href=\"https://nyti.ms/2tJ8l39\">\u003cspan style=\"font-weight: 400;\">see a major opportunity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with a Republican-controlled Congress and the staunchly anti-regulatory attitude of the Trump administration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A handful of recently introduced bills, some of which have been floating around Congress in some form or other for decades, could significantly weaken the scope of the law. \u003c/span>\u003ca href=\"https://www.congress.gov/bill/115th-congress/house-bill/717\">\u003cspan style=\"font-weight: 400;\">One would prevent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> threatened species from being listed if doing so could have economic repercussions. \u003c/span>\u003ca href=\"https://newhouse.house.gov/sites/newhouse.house.gov/files/State%20Tribal%20Local%20Bill%20Text.pdf\">\u003cspan style=\"font-weight: 400;\">Another bill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> would require federal agencies to consider data submitted by state or local governments when evaluating if new species should be protected, a rule change that environmentalists fear would result in a slew of biased or inaccurate information to influence the decision-making process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But as our latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">Above the Noise\u003c/a> video explains, supporters of major conservation efforts like the ESA counter that it's not only our ethical responsibility to protect native species from extinction, it's also downright crucial to the earth's survival: \u003c/span>\u003cspan style=\"font-weight: 400;\">\"\u003c/span>Living things in an ecosystem depend on each other. And the disappearance of one species could have big impacts on the whole thing.\"\u003c/p>\n\u003cp>In fact, some scientists argue that we're currently in the midst of a sixth major mass extinction, with the rate of species disappearance estimated to be anywhere from 1,000 to 10,000 times faster than the historical average. And unlike previous mass extinctions in earth's history, this one can be largely blamed on us: humans.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>To get a clearer sense of just how fast and how many species around the world are vanishing, explore this interactive, produced by \u003ca href=\"http://projects.propublica.org/extinctions/\" target=\"_blank\" rel=\"noopener\">ProPublica\u003c/a>, which uses data from the \u003ca href=\"https://www.iucn.org/theme/species/our-work/iucn-red-list-threatened-species\">International Union for Conservation of Nature's Red List of Threatened Species\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullWidthWrapper\">\n\u003cdiv class=\"withMargin\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://projects.propublica.org/extinctions/\" width=\"1200\" height=\"900\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003c/div>\n\n",
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"description": "https://youtu.be/h5eTqjzQZDY One of the world’s most effective conservation laws is under serious threat. The Endangered Species Act (ESA), backed by none other than President Richard Nixon in 1973 and passed nearly unanimously by Congress, was among a string of sweeping conservation laws spurred by the fledgling environmental movement. The landmark measure sought to identify threatened",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/h5eTqjzQZDY'\n title='//www.youtube.com/embed/h5eTqjzQZDY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>One of the world’s most effective conservation laws is under serious threat.\u003c/p>\n\u003cp>The Endangered Species Act (ESA), backed by none other than President Richard Nixon in 1973 and passed nearly unanimously by Congress, was among a string of sweeping conservation laws spurred by the fledgling environmental movement.\u003c/p>\n\u003cp>The landmark measure sought to identify threatened and endangered native species across the United States, including vulnerable plants and invertebrates, through a scientific process independent of political or economic interests.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It \u003ca href=\"https://www.fws.gov/endangered/laws-policies/\" target=\"_blank\" rel=\"noopener\">defined an endangered species\u003c/a> as being “in danger of extinction throughout all or a significant portion of its range.” A threatened species was one considered \"likely to become an endangered species within the foreseeable future.\"\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;\">Administered by the U.S. Fish and Wildlife Service (FWS) and the National Oceanic and Atmospheric Administration (NOAA), the ESA still prohibits anyone from collecting, pursuing, capturing or harming a protected species on the list or disturbing \u003c/span>\u003cspan style=\"font-weight: 400;\">\"the ecosystems upon which they depend.\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Once a species reaches the point of endangerment, government agencies are required under the law to take active measures to save it, notwithstanding pressure from extractive industries like logging and mining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help conserve genetic diversity, the ESA also mandates the \u003c/span>\u003ca href=\"http://earthjustice.org/sites/default/files/library/reports/Citizens_Guide_ESA.pdf\">\u003cspan style=\"font-weight: 400;\">protection of subspecies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and distinct population segments of a species under certain circumstances. For example, while grizzly bears in the continental U.S. are listed as threatened, the abundant Alaskan population of grizzlies is not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Nothing is more priceless and more worthy of preservation than the rich array of animal life with\u003c/span> \u003cspan style=\"font-weight: 400;\">which our country has been blessed,” President Nixon said at the signing ceremony on Dec. 28, 1973. “It is a many-faceted treasure, of value to scholars, scientists and nature lovers alike, and it forms a vital part of the heritage we all share as Americans.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The law was a bipartisan reaction of alarm to the dramatic decimation of wildlife in America occurring over several centuries of accelerating growth and development.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>And by most accounts, it has worked incredibly well.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the more than four decades since its passage, only 11 of the more than 1,600 species protected under the ESA have gone extinct -- and 51 other species formerly included \u003c/span>\u003ca href=\"https://ecos.fws.gov/ecp0/reports/delisting-report\">\u003cspan style=\"font-weight: 400;\">have since been delisted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> following a resurgence in their numbers. All that despite a tripling of the nation’s gross domestic product and a population increase of more than 100 million people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Today, almost 1,300 plant and animal species in the U.S. are listed as endangered (which receive all the protections of the law) and close to 400 more are listed as threatened (which get some protections).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But despite the overwhelming bipartisan support the ESA once garnered -- and its continued \u003c/span>\u003ca href=\"https://earthjustice.org/sites/default/files/files/PollingMemoNationalESASurvey.pdf\">\u003cspan style=\"font-weight: 400;\">public approval\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> -- the measure has long been under attack. And that’s largely because of just how effective it’s proved to be in protecting vulnerable species. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The law’s power and reach was made clear in 1978, when a \u003ca href=\"https://www.nytimes.com/1978/07/11/archives/in-the-wake-of-the-snail-darter.html\" target=\"_blank\" rel=\"noopener\">federal dam project in Tennessee\u003c/a> was blocked to protect a tiny endangered fish called a snail darter. Ever since, opponents have denounced the ESA as blatant federal overreach that infringes on property rights and thwarts much needed economic development, particularly in rural, under-resourced communities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Critics question the law’s mandate to identify and protect certain species without considering the economic consequences of those actions. Is it really worth conserving the habitat of an obscure plant, insect or tiny fish, particularly if doing so stands in the way of creating new jobs and economic opportunities? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Those seeking to water down the ESA now \u003c/span>\u003ca href=\"https://nyti.ms/2tJ8l39\">\u003cspan style=\"font-weight: 400;\">see a major opportunity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with a Republican-controlled Congress and the staunchly anti-regulatory attitude of the Trump administration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A handful of recently introduced bills, some of which have been floating around Congress in some form or other for decades, could significantly weaken the scope of the law. \u003c/span>\u003ca href=\"https://www.congress.gov/bill/115th-congress/house-bill/717\">\u003cspan style=\"font-weight: 400;\">One would prevent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> threatened species from being listed if doing so could have economic repercussions. \u003c/span>\u003ca href=\"https://newhouse.house.gov/sites/newhouse.house.gov/files/State%20Tribal%20Local%20Bill%20Text.pdf\">\u003cspan style=\"font-weight: 400;\">Another bill\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> would require federal agencies to consider data submitted by state or local governments when evaluating if new species should be protected, a rule change that environmentalists fear would result in a slew of biased or inaccurate information to influence the decision-making process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But as our latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">Above the Noise\u003c/a> video explains, supporters of major conservation efforts like the ESA counter that it's not only our ethical responsibility to protect native species from extinction, it's also downright crucial to the earth's survival: \u003c/span>\u003cspan style=\"font-weight: 400;\">\"\u003c/span>Living things in an ecosystem depend on each other. And the disappearance of one species could have big impacts on the whole thing.\"\u003c/p>\n\u003cp>In fact, some scientists argue that we're currently in the midst of a sixth major mass extinction, with the rate of species disappearance estimated to be anywhere from 1,000 to 10,000 times faster than the historical average. And unlike previous mass extinctions in earth's history, this one can be largely blamed on us: humans.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>To get a clearer sense of just how fast and how many species around the world are vanishing, explore this interactive, produced by \u003ca href=\"http://projects.propublica.org/extinctions/\" target=\"_blank\" rel=\"noopener\">ProPublica\u003c/a>, which uses data from the \u003ca href=\"https://www.iucn.org/theme/species/our-work/iucn-red-list-threatened-species\">International Union for Conservation of Nature's Red List of Threatened Species\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullWidthWrapper\">\n\u003cdiv class=\"withMargin\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://projects.propublica.org/extinctions/\" width=\"1200\" height=\"900\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Stop a Nuclear War: The Non-Proliferation Treaty, Explained",
"title": "How to Stop a Nuclear War: The Non-Proliferation Treaty, Explained",
"headTitle": "The Lowdown | KQED News",
"content": "\u003cp>A 50-year-old compromise that helped pull the world back from the brink of nuclear disaster now faces an uncertain future (as does the world).\u003c/p>\n\u003cp>The \u003ca href=\"https://www.un.org/disarmament/wmd/nuclear/npt/text/\" target=\"_blank\" rel=\"noopener\">Treaty on the Non-Proliferation of Nuclear Weapons (NPT)\u003c/a>, signed in 1968 by the United States, Russia and other major world powers, stipulated that countries with nuclear weapons would take steps to reduce their stockpiles, and those without wouldn't attempt to acquire any.\u003c/p>\n\u003cp>It was a last ditch effort to stem the spread of nuclear weapons technology and reduce the risk of catastrophic nuclear war, particularly between the U.S. and the Soviet Union.\u003c/p>\n\u003cp>As our latest \u003ca href=\"http://www.youtube.com/abovethenoise\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video points out, the treaty didn't stop proliferation altogether, but it did help dramatically slow down the nuclear arms race of the Cold War.\u003c/p>\n\u003cp>As a result, 16 nations agreed to abandon their budding nuclear programs. Nearly every nation in the world has now signed on to it (with a handful of notable exceptions). And while Russian and the U.S. still posess the vast majority of the world's nuclear weapons, the total number of warheads worldwide has dropped sharply: there are roughly 15,000 today, down from around 70,000 in the 1980s. Only nine nations are currently known to have them.\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\u003cb>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown\u003c/span>\u003c/span>\u003c/b>\u003cimg class=\"alignnone wp-image-22868\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg\" width=\"340\" height=\"122\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-800x286.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-768x274.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680.jpg 957w\" sizes=\"(max-width: 340px) 100vw, 340px\">\u003c/div>\n\u003cp>Suggestions for nonfiction analysis, writing/discussion prompts and multimedia projects. Browse our entire lesson plan collection \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/03/Lesson-Plan_-Nukes.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Nuclear weapons lesson plan (PDF)\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cp>But with U.S.-Russian tensions again on the rise, and both of its hawkish leaders increasingly determined to rebuild their nuclear arsenals, the NPT faces its biggest challenge yet. That’s particularly worrisome given the pace of nuclear weapons development in North Korea and Iran, two of the countries that are not part of the deal and who both pose some degree of threat to the U.S.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Explore this collection of multimedia resources produced by the \u003ca class=\"processed\" href=\"http://cfr.org\" target=\"_blank\" rel=\"noopener\">Council on Foreign Relations\u003c/a> and \u003ca class=\"processed\" href=\"http://www.mediastorm.org\" target=\"_blank\" rel=\"noopener\">MediaStorm\u003c/a>, to learn more about the history of the NPT and where it may be headed. It includes a series of interactive timelines and a map -- \u003ca href=\"https://www.cfr.org/interactives/global-governance-monitor#!/nuclear-proliferation\" target=\"_blank\" rel=\"noopener\">View a full-screen version of the interactive here\u003c/a>. Below that is a nuts-and-bolts rundown of the NPT and how it works, based on an analysis by the \u003ca href=\"http://www.nti.org/\" target=\"_blank\" rel=\"noopener\">Nuclear Threat Initiative\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullWidthWrapper\">\n\u003cdiv class=\"withMargin\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://www.cfr.org/interactives/global-governance-monitor#!/nuclear-proliferation\" width=\"100%\" height=\"1550\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003cstrong>Who's involved (and who isn't)?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>There are currently 190 state parties to the NPT, making it the most widely adhered-to arms control treaty in history.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>The NPT designates five parties as \u003ca href=\"http://tutorials.nti.org/glossary/?term=Nuclear-weapon%20states\">nuclear-weapon states\u003c/a> (NWS): China, France, the Soviet Union, the United Kingdom, and the United States. All five detonated a nuclear device before January 1, 1967. The 185 other signatories are classified as \u003ca href=\"http://tutorials.nti.org/glossary/?term=Non-nuclear%20weapon%20state\">non-nuclear-weapon states\u003c/a> (NNWS). The NPT is effectively a “grand bargain” between the nuclear “haves” and “have-nots.”\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>There are only four states that never signed the treaty: India, Israel, Pakistan, and newly independent South Sudan. The first three states all have nuclear weapons, but because they did not detonate a nuclear explosive device before January 1, 1967, they are not technically considered Nuclear Weapons States under the NPT. Joining the treaty would require them to eliminate their nuclear arsenals. South Africa underwent this process in 1991, when it relinquished its nuclear weapons and joined the NPT.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>North Korea withdrew from the NPT in Jan. 2003, the only nation to walk away from the treaty.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>What was the NPT created to do?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>The treaty aims to prevent the spread of nuclear weapons to additional countries while ensuring that non-nuclear weapon states have access to peaceful nuclear technology.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>The NPT has three “pillars” or core objectives: disarmament (reducing stockpiles), nonproliferation, and peaceful uses of nuclear technology.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>The treaty’s ultimate goal is the complete elimination of nuclear weapons.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>As part of the treaty, the five nuclear states agree to not transfer nuclear weapons to non-nuclear states or encourage them to acquire these weapons.\u003c/li>\n\u003cli>The non-nuclear signatories agree to not build, acquire, possess, or seek to obtain nuclear weapons or receive transfers of nuclear weapons or any other nuclear explosive devices from anyone; they can still develop peaceful nuclear technology, but must agree to international inspections to verify that nuclear material is not used to manufacture weapons.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>How is the treaty maintained and enforced?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>Every five years, state parties gather for a review conference to assess the implementation of the treaty and identify future steps and priorities. States who believe that the treaty jeopardizes their supreme national interests may withdraw from the NPT. But they must give notice to other parties of the NPT and the \u003ca href=\"http://tutorials.nti.org/glossary/?term=United%20Nations%20Security%20Council\">United Nations Security Council\u003c/a>. Their withdrawal enters into force three months after this advance notice.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>Non-nuclear weapons states in the treaty are required to allow the \u003ca href=\"https://www.iaea.org/\" target=\"_blank\" rel=\"noopener\">International Atomic Energy Agency \u003c/a>to inspect their civil nuclear facilities and ensure that nuclear material is not being diverted for purposes other than energy generation. In nuclear states, these safeguards only apply under a \"voluntary offer agreement.\"\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\n",
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"headline": "How to Stop a Nuclear War: The Non-Proliferation Treaty, Explained",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A 50-year-old compromise that helped pull the world back from the brink of nuclear disaster now faces an uncertain future (as does the world).\u003c/p>\n\u003cp>The \u003ca href=\"https://www.un.org/disarmament/wmd/nuclear/npt/text/\" target=\"_blank\" rel=\"noopener\">Treaty on the Non-Proliferation of Nuclear Weapons (NPT)\u003c/a>, signed in 1968 by the United States, Russia and other major world powers, stipulated that countries with nuclear weapons would take steps to reduce their stockpiles, and those without wouldn't attempt to acquire any.\u003c/p>\n\u003cp>It was a last ditch effort to stem the spread of nuclear weapons technology and reduce the risk of catastrophic nuclear war, particularly between the U.S. and the Soviet Union.\u003c/p>\n\u003cp>As our latest \u003ca href=\"http://www.youtube.com/abovethenoise\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video points out, the treaty didn't stop proliferation altogether, but it did help dramatically slow down the nuclear arms race of the Cold War.\u003c/p>\n\u003cp>As a result, 16 nations agreed to abandon their budding nuclear programs. Nearly every nation in the world has now signed on to it (with a handful of notable exceptions). And while Russian and the U.S. still posess the vast majority of the world's nuclear weapons, the total number of warheads worldwide has dropped sharply: there are roughly 15,000 today, down from around 70,000 in the 1980s. Only nine nations are currently known to have them.\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\u003cb>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown\u003c/span>\u003c/span>\u003c/b>\u003cimg class=\"alignnone wp-image-22868\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg\" width=\"340\" height=\"122\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-800x286.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-768x274.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680.jpg 957w\" sizes=\"(max-width: 340px) 100vw, 340px\">\u003c/div>\n\u003cp>Suggestions for nonfiction analysis, writing/discussion prompts and multimedia projects. Browse our entire lesson plan collection \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/03/Lesson-Plan_-Nukes.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Nuclear weapons lesson plan (PDF)\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cp>But with U.S.-Russian tensions again on the rise, and both of its hawkish leaders increasingly determined to rebuild their nuclear arsenals, the NPT faces its biggest challenge yet. That’s particularly worrisome given the pace of nuclear weapons development in North Korea and Iran, two of the countries that are not part of the deal and who both pose some degree of threat to the U.S.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Explore this collection of multimedia resources produced by the \u003ca class=\"processed\" href=\"http://cfr.org\" target=\"_blank\" rel=\"noopener\">Council on Foreign Relations\u003c/a> and \u003ca class=\"processed\" href=\"http://www.mediastorm.org\" target=\"_blank\" rel=\"noopener\">MediaStorm\u003c/a>, to learn more about the history of the NPT and where it may be headed. It includes a series of interactive timelines and a map -- \u003ca href=\"https://www.cfr.org/interactives/global-governance-monitor#!/nuclear-proliferation\" target=\"_blank\" rel=\"noopener\">View a full-screen version of the interactive here\u003c/a>. Below that is a nuts-and-bolts rundown of the NPT and how it works, based on an analysis by the \u003ca href=\"http://www.nti.org/\" target=\"_blank\" rel=\"noopener\">Nuclear Threat Initiative\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullWidthWrapper\">\n\u003cdiv class=\"withMargin\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://www.cfr.org/interactives/global-governance-monitor#!/nuclear-proliferation\" width=\"100%\" height=\"1550\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003cstrong>Who's involved (and who isn't)?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>There are currently 190 state parties to the NPT, making it the most widely adhered-to arms control treaty in history.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>The NPT designates five parties as \u003ca href=\"http://tutorials.nti.org/glossary/?term=Nuclear-weapon%20states\">nuclear-weapon states\u003c/a> (NWS): China, France, the Soviet Union, the United Kingdom, and the United States. All five detonated a nuclear device before January 1, 1967. The 185 other signatories are classified as \u003ca href=\"http://tutorials.nti.org/glossary/?term=Non-nuclear%20weapon%20state\">non-nuclear-weapon states\u003c/a> (NNWS). The NPT is effectively a “grand bargain” between the nuclear “haves” and “have-nots.”\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>There are only four states that never signed the treaty: India, Israel, Pakistan, and newly independent South Sudan. The first three states all have nuclear weapons, but because they did not detonate a nuclear explosive device before January 1, 1967, they are not technically considered Nuclear Weapons States under the NPT. Joining the treaty would require them to eliminate their nuclear arsenals. South Africa underwent this process in 1991, when it relinquished its nuclear weapons and joined the NPT.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>North Korea withdrew from the NPT in Jan. 2003, the only nation to walk away from the treaty.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>What was the NPT created to do?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>The treaty aims to prevent the spread of nuclear weapons to additional countries while ensuring that non-nuclear weapon states have access to peaceful nuclear technology.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>The NPT has three “pillars” or core objectives: disarmament (reducing stockpiles), nonproliferation, and peaceful uses of nuclear technology.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>The treaty’s ultimate goal is the complete elimination of nuclear weapons.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>As part of the treaty, the five nuclear states agree to not transfer nuclear weapons to non-nuclear states or encourage them to acquire these weapons.\u003c/li>\n\u003cli>The non-nuclear signatories agree to not build, acquire, possess, or seek to obtain nuclear weapons or receive transfers of nuclear weapons or any other nuclear explosive devices from anyone; they can still develop peaceful nuclear technology, but must agree to international inspections to verify that nuclear material is not used to manufacture weapons.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>How is the treaty maintained and enforced?\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>Every five years, state parties gather for a review conference to assess the implementation of the treaty and identify future steps and priorities. States who believe that the treaty jeopardizes their supreme national interests may withdraw from the NPT. But they must give notice to other parties of the NPT and the \u003ca href=\"http://tutorials.nti.org/glossary/?term=United%20Nations%20Security%20Council\">United Nations Security Council\u003c/a>. Their withdrawal enters into force three months after this advance notice.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003cli style=\"list-style-type: none;\">\n\u003cul>\n\u003cli>Non-nuclear weapons states in the treaty are required to allow the \u003ca href=\"https://www.iaea.org/\" target=\"_blank\" rel=\"noopener\">International Atomic Energy Agency \u003c/a>to inspect their civil nuclear facilities and ensure that nuclear material is not being diverted for purposes other than energy generation. In nuclear states, these safeguards only apply under a \"voluntary offer agreement.\"\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>https://youtu.be/t_fYFSX5A44\u003c/p>\n\u003cp>2017 was a big year, and important test, for free speech in the United States.\u003c/p>\n\u003cp>From white nationalist rallies to black NFL players taking a knee during the National Anthem, high profile examples of political expression were on full display, attracting tons of media attention and provoking heated debates about that most fundamental of American rights.\u003c/p>\n\u003cp>As our latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> video explains, public university campuses, in particular, have been reluctant hosts to some of the most explosive clashes over free speech, especially hate speech against specific disenfranchised groups of people. And figuring out what illegal vs. what's just really nasty and not cool can get really confusing fast.\u003c/p>\n\u003cp>To make some sense of it all, comic journalist Andy Warner breaks down some of these definitions and legalities. (The article continues below the comic.)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/03/CampusSpeech_full-.png\">\u003cimg class=\"size-full wp-image-30346 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/03/CampusSpeech_full-.png\" alt=\"\" width=\"620\" height=\"4199\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2018/03/CampusSpeech_full-.png 620w, https://ww2.kqed.org/app/uploads/sites/26/2018/03/CampusSpeech_full--160x1084.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2018/03/CampusSpeech_full--240x1625.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2018/03/CampusSpeech_full--375x2540.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2018/03/CampusSpeech_full--520x3522.png 520w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp>UC Berkeley’s administration has been unequivocal in its support of free speech, refusing to discriminate, even the ugliest forms of speech. Last year the school consistently allowed controversial speakers on campus. In some cases, it even spent hundreds of thousands of dollars on security to maintain safety at the events.\u003c/p>\n\u003cp>Some of these speakers have drawn thousands of protesters determined to shut them down. They say it’s one thing to encourage free speech that fosters debate, but hateful speech that specifically targets disenfranchised communities can cause serious harm and has no place on a public campus that’s supposed to be a safe and inclusive environment.\u003c/p>\n\u003cp>“When speech is grounded in hate for another person, it’s not free speech any more,” Zaynab Abdulqadir-Morris, a Cal senior and president of the Associated Students of the University of California \u003ca href=\"https://www.mercurynews.com/2017/08/24/uc-berkeley-tries-to-reclaim-its-free-speech-legacy/\" target=\"_blank\" rel=\"noopener noreferrer\">told the Mercury News\u003c/a> last year.\u003c/p>\n\u003cp>But campus officials argue that a publicly-funded university like UC Berkeley has a legal obligation to allow everyone to speak on campus, no matter how extreme or offensive their views (unlike a private institution that has more leeway to limit speech).\u003c/p>\n\u003cp>Despite rejecting what these speakers stand for, the administration says it would nevertheless be setting a dangerous precedent if a public university (or the government, for that matter) was allowed to decide what forms of speech are acceptable or not.\u003c/p>\n\u003cp>In a \u003ca href=\"http://news.berkeley.edu/2017/08/23/chancellor-christ-free-speech-is-who-we-are/?utm_source=dlvr.it&utm_medium=facebook\" target=\"_blank\" rel=\"noopener noreferrer\">letter written last August\u003c/a> to UC Berkeley students and faculty, Chancellor Carol Christ explained this rationale:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Some constitutionally protected speech attacks the very identity of particular groups of individuals in ways that are deeply hurtful. However, the right response is not the heckler’s veto, or what some call platform denial. Call toxic speech out for what it is, don’t shout it down, for in shouting it down, you collude in the narrative that universities are not open to all speech.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/t_fYFSX5A44'\n title='//www.youtube.com/embed/t_fYFSX5A44'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>2017 was a big year, and important test, for free speech in the United States.\u003c/p>\n\u003cp>From white nationalist rallies to black NFL players taking a knee during the National Anthem, high profile examples of political expression were on full display, attracting tons of media attention and provoking heated debates about that most fundamental of American rights.\u003c/p>\n\u003cp>As our latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise\u003c/a> video explains, public university campuses, in particular, have been reluctant hosts to some of the most explosive clashes over free speech, especially hate speech against specific disenfranchised groups of people. And figuring out what illegal vs. what's just really nasty and not cool can get really confusing fast.\u003c/p>\n\u003cp>To make some sense of it all, comic journalist Andy Warner breaks down some of these definitions and legalities. (The article continues below the comic.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/03/CampusSpeech_full-.png\">\u003cimg class=\"size-full wp-image-30346 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/03/CampusSpeech_full-.png\" alt=\"\" width=\"620\" height=\"4199\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2018/03/CampusSpeech_full-.png 620w, https://ww2.kqed.org/app/uploads/sites/26/2018/03/CampusSpeech_full--160x1084.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2018/03/CampusSpeech_full--240x1625.png 240w, https://ww2.kqed.org/app/uploads/sites/26/2018/03/CampusSpeech_full--375x2540.png 375w, https://ww2.kqed.org/app/uploads/sites/26/2018/03/CampusSpeech_full--520x3522.png 520w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp>UC Berkeley’s administration has been unequivocal in its support of free speech, refusing to discriminate, even the ugliest forms of speech. Last year the school consistently allowed controversial speakers on campus. In some cases, it even spent hundreds of thousands of dollars on security to maintain safety at the events.\u003c/p>\n\u003cp>Some of these speakers have drawn thousands of protesters determined to shut them down. They say it’s one thing to encourage free speech that fosters debate, but hateful speech that specifically targets disenfranchised communities can cause serious harm and has no place on a public campus that’s supposed to be a safe and inclusive environment.\u003c/p>\n\u003cp>“When speech is grounded in hate for another person, it’s not free speech any more,” Zaynab Abdulqadir-Morris, a Cal senior and president of the Associated Students of the University of California \u003ca href=\"https://www.mercurynews.com/2017/08/24/uc-berkeley-tries-to-reclaim-its-free-speech-legacy/\" target=\"_blank\" rel=\"noopener noreferrer\">told the Mercury News\u003c/a> last year.\u003c/p>\n\u003cp>But campus officials argue that a publicly-funded university like UC Berkeley has a legal obligation to allow everyone to speak on campus, no matter how extreme or offensive their views (unlike a private institution that has more leeway to limit speech).\u003c/p>\n\u003cp>Despite rejecting what these speakers stand for, the administration says it would nevertheless be setting a dangerous precedent if a public university (or the government, for that matter) was allowed to decide what forms of speech are acceptable or not.\u003c/p>\n\u003cp>In a \u003ca href=\"http://news.berkeley.edu/2017/08/23/chancellor-christ-free-speech-is-who-we-are/?utm_source=dlvr.it&utm_medium=facebook\" target=\"_blank\" rel=\"noopener noreferrer\">letter written last August\u003c/a> to UC Berkeley students and faculty, Chancellor Carol Christ explained this rationale:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Some constitutionally protected speech attacks the very identity of particular groups of individuals in ways that are deeply hurtful. However, the right response is not the heckler’s veto, or what some call platform denial. Call toxic speech out for what it is, don’t shout it down, for in shouting it down, you collude in the narrative that universities are not open to all speech.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/presidential-popularity-3-1.jpg\">\u003cimg class=\"alignnone size-full wp-image-30238\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/presidential-popularity-3-1.jpg\" alt=\"\" width=\"944\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1.jpg 944w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-160x122.jpg 160w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-800x610.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-768x586.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-240x183.jpg 240w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-375x286.jpg 375w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-520x397.jpg 520w\" sizes=\"(max-width: 944px) 100vw, 944px\">\u003c/a>\u003c!--more-->\u003cbr>\n\u003cspan style=\"font-weight: 400;\">In the presidential popularity pageant, President Trump isn’t faring so well.\u003c/span>\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Using The Lowdown and Above the Noise in the Classroom\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003c/div>\n\u003cp>Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: An \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Lesson-Plan_-Teen-Popularity.pdf\" target=\"_blank\" rel=\"noopener\">original lesson plan\u003c/a> on teen and presidential popularity and \u003cem>a\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Source-List_-Teen-Popularity.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>.\u003c/p>\n\u003c/aside>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In fact, less than 40 percent of Americans, on average, approved of the job he was doing throughout his first year in office, according to the nonpartisan \u003c/span>\u003ca href=\"http://news.gallup.com/poll/226154/trump-first-year-job-approval-worst-points.aspx\">\u003cspan style=\"font-weight: 400;\">Gallup polling agency\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. That’s more than 10 points lower than any other elected president’s first-year average rating since the opinion-research firm started keeping tabs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Since 1945, Gallup has asked\u003c/span>\u003cspan style=\"font-weight: 400;\"> a scientific sampling of the American electorate on a near-daily basis: “Do you approve or disapprove of the way [name] is handling his job as president?” (It recently switched from daily to weekly surveys).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In other words, Trump is, at this point, the \u003c/span>\u003ca href=\"http://news.gallup.com/poll/226154/trump-first-year-job-approval-worst-points.aspx\">\u003cspan style=\"font-weight: 400;\">least-approved-of president\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in modern history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ever obsessed with ratings, Trump has long boasted of a large and growing base of support, and consistently calls the polling numbers a sham. \u003c/span>\u003cspan style=\"font-weight: 400;\">“Any negative polls are fake news,” he \u003c/span>\u003ca href=\"https://twitter.com/realdonaldtrump/status/828574430800539648\">\u003cspan style=\"font-weight: 400;\">tweeted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> last February, after a \u003c/span>\u003ca href=\"http://www.cnn.com/2017/02/03/politics/donald-trump-approval-rating/index.html\">\u003cspan style=\"font-weight: 400;\">CNN/ORC International poll\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> found that he’d begun his presidency with an approval rating of just 44 percent (by contrast, George W. Bush started with 58 percent and Barack Obama with 76.)\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"Presidential Popularity\" src=\"https://e.infogram.com/039d8602-1796-43cb-81b9-a87516921f47?src=embed\" width=\"900\" height=\"835\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Trump's unprecedented level of unpopularity from his very first day on the job isn't entirely surprising. After all, he was elected president despite losing the popular vote; roughly 3 million more people voted for his opponent, Hillary Clinton. And the ongoing investigation into his campaign's possible collusion with Russia, hasn't done wonders for his popular appeal, nor has his \u003c/span>\u003cspan style=\"font-weight: 400;\">inherently incendiary nature or \u003c/span>propensity to attract conflict and controversy.\u003c/p>\n\u003cp>That's not to say that a president can't rebound from low first-year approval ratings. Take Bill Clinton, whose popularity \u003ca href=\"http://news.gallup.com/poll/116584/presidential-approval-ratings-bill-clinton.aspx\" target=\"_blank\" rel=\"noopener\">dropped sharply during his first year in office\u003c/a>, but rose fairly steadily thereafter. He left office seven years later with an approval rate of about 65 percent.\u003c/p>\n\u003cp>As our latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video on popularity in high school explains, there are two main types of popularity in a social context: status and likability. Status refers to someone's power and influence over others, whereas likability is a measure of how much other people genuinely like you. Those with strong status may have a commanding presence, but often maintain only loose, tenuous friendships with others, and may be more prone to isolation and anxiety later in life. Strong likability, on the other hand, yields deep, lasting friendships and results more often in a greater sense of self-worth and more positive social and professional relationships in the future.\u003c/p>\n\u003cp>https://youtu.be/TGk_gOx8YTQ\u003c/p>\n\u003cp>Of course, Trump is the President of the United States, not the captain of his high football team, and his approval is determined by much more than just his status (which is pretty strong) and his likability (not so strong). Personality still plays a role in the president's approval ratings, but it's how the public perceives of the kind of job he's doing that really has the most impact.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And low marks aside, Trump has scored some pretty \u003ca href=\"https://www.politico.com/magazine/story/2017/11/29/donald-trump-polls-meaningless-greenfield-215986\" target=\"_blank\" rel=\"noopener\">significant victories\u003c/a> during his short stint in office and been strikingly effective in dramatically changing the nation's course from the one charted by his predecessor. In just over a year in office, he has slashed many of the environmental and financial regulations established by President Obama, and has appointed industry lobbyists and staunch regulatory critics to head key government oversight agencies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He has also successfully pushed through an unpopular tax bill that heavily favors the wealthy and guts a key part of Obamacare. And he has helped reshape the judiciary, appointing a staunch conservative to the Supreme Court and placing \u003c/span>\u003ca href=\"http://time.com/5066679/donald-trump-federal-judges-record/\">\u003cspan style=\"font-weight: 400;\">four times as many\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> federal appeals judges as Obama did in his first year.\u003c/span>\u003c/p>\n\u003cp>All of which begs the question: Does the president's popularity (or lack thereof) really matter?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">If history is any guide, low approval ratings early aren't necessarily a death knell, but can certainly come back to haunt a president and his party. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Trump is still the leader of the Republican Party, but lacks the clout of a president with widespread popular support. That means Republican leaders in \u003c/span>\u003cspan style=\"font-weight: 400;\">Congress may become less willing to advance his legislative priorities and more likely to challenge his command. \u003c/span>\u003c/p>\n\u003cp>And then there are the upcoming midterm elections.\u003c/p>\n\u003cp>Congressional elections are by and large referendums on the president and his party, which almost always loses seats. Historically, the\u003ca href=\"https://www.washingtonpost.com/news/politics/wp/2017/08/21/we-asked-the-experts-what-do-trumps-low-approval-ratings-actually-mean/?utm_term=.03082b4e97f7\" target=\"_blank\" rel=\"noopener\"> lower the president's approval rating\u003c/a> at that point, the more seats lost.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Only two postwar presidents have gone into the midterms with approval ratings below 40 percent: Truman in 1946, when Democrats lost 55 seats, and George W. Bush in 2006, when Republicans lost 34 seats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">None of which bodes well for Trump and his party come November. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Additionally, the president's low approval rating has helped embolden Democrats and has inspired political participation and enthusiasm on the left, as evidenced by the formation of prominent grass-roots political groups, especially ones led by women. Since Trump took office, there has also been a surge of new Democratic candidates and a spike of Democratic voters in special elections.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/presidential-popularity-3-1.jpg\">\u003cimg class=\"alignnone size-full wp-image-30238\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/presidential-popularity-3-1.jpg\" alt=\"\" width=\"944\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1.jpg 944w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-160x122.jpg 160w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-800x610.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-768x586.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-240x183.jpg 240w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-375x286.jpg 375w, https://ww2.kqed.org/app/uploads/sites/26/2018/02/presidential-popularity-3-1-520x397.jpg 520w\" sizes=\"(max-width: 944px) 100vw, 944px\">\u003c/a>\u003c!--more-->\u003cbr>\n\u003cspan style=\"font-weight: 400;\">In the presidential popularity pageant, President Trump isn’t faring so well.\u003c/span>\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Using The Lowdown and Above the Noise in the Classroom\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003c/div>\n\u003cp>Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: An \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Lesson-Plan_-Teen-Popularity.pdf\" target=\"_blank\" rel=\"noopener\">original lesson plan\u003c/a> on teen and presidential popularity and \u003cem>a\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Source-List_-Teen-Popularity.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>.\u003c/p>\n\u003c/aside>\n\u003c/div>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In fact, less than 40 percent of Americans, on average, approved of the job he was doing throughout his first year in office, according to the nonpartisan \u003c/span>\u003ca href=\"http://news.gallup.com/poll/226154/trump-first-year-job-approval-worst-points.aspx\">\u003cspan style=\"font-weight: 400;\">Gallup polling agency\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. That’s more than 10 points lower than any other elected president’s first-year average rating since the opinion-research firm started keeping tabs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Since 1945, Gallup has asked\u003c/span>\u003cspan style=\"font-weight: 400;\"> a scientific sampling of the American electorate on a near-daily basis: “Do you approve or disapprove of the way [name] is handling his job as president?” (It recently switched from daily to weekly surveys).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In other words, Trump is, at this point, the \u003c/span>\u003ca href=\"http://news.gallup.com/poll/226154/trump-first-year-job-approval-worst-points.aspx\">\u003cspan style=\"font-weight: 400;\">least-approved-of president\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in modern history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ever obsessed with ratings, Trump has long boasted of a large and growing base of support, and consistently calls the polling numbers a sham. \u003c/span>\u003cspan style=\"font-weight: 400;\">“Any negative polls are fake news,” he \u003c/span>\u003ca href=\"https://twitter.com/realdonaldtrump/status/828574430800539648\">\u003cspan style=\"font-weight: 400;\">tweeted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> last February, after a \u003c/span>\u003ca href=\"http://www.cnn.com/2017/02/03/politics/donald-trump-approval-rating/index.html\">\u003cspan style=\"font-weight: 400;\">CNN/ORC International poll\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> found that he’d begun his presidency with an approval rating of just 44 percent (by contrast, George W. Bush started with 58 percent and Barack Obama with 76.)\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"Presidential Popularity\" src=\"https://e.infogram.com/039d8602-1796-43cb-81b9-a87516921f47?src=embed\" width=\"900\" height=\"835\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Trump's unprecedented level of unpopularity from his very first day on the job isn't entirely surprising. After all, he was elected president despite losing the popular vote; roughly 3 million more people voted for his opponent, Hillary Clinton. And the ongoing investigation into his campaign's possible collusion with Russia, hasn't done wonders for his popular appeal, nor has his \u003c/span>\u003cspan style=\"font-weight: 400;\">inherently incendiary nature or \u003c/span>propensity to attract conflict and controversy.\u003c/p>\n\u003cp>That's not to say that a president can't rebound from low first-year approval ratings. Take Bill Clinton, whose popularity \u003ca href=\"http://news.gallup.com/poll/116584/presidential-approval-ratings-bill-clinton.aspx\" target=\"_blank\" rel=\"noopener\">dropped sharply during his first year in office\u003c/a>, but rose fairly steadily thereafter. He left office seven years later with an approval rate of about 65 percent.\u003c/p>\n\u003cp>As our latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video on popularity in high school explains, there are two main types of popularity in a social context: status and likability. Status refers to someone's power and influence over others, whereas likability is a measure of how much other people genuinely like you. Those with strong status may have a commanding presence, but often maintain only loose, tenuous friendships with others, and may be more prone to isolation and anxiety later in life. Strong likability, on the other hand, yields deep, lasting friendships and results more often in a greater sense of self-worth and more positive social and professional relationships in the future.\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/TGk_gOx8YTQ'\n title='//www.youtube.com/embed/TGk_gOx8YTQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Of course, Trump is the President of the United States, not the captain of his high football team, and his approval is determined by much more than just his status (which is pretty strong) and his likability (not so strong). Personality still plays a role in the president's approval ratings, but it's how the public perceives of the kind of job he's doing that really has the most impact.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And low marks aside, Trump has scored some pretty \u003ca href=\"https://www.politico.com/magazine/story/2017/11/29/donald-trump-polls-meaningless-greenfield-215986\" target=\"_blank\" rel=\"noopener\">significant victories\u003c/a> during his short stint in office and been strikingly effective in dramatically changing the nation's course from the one charted by his predecessor. In just over a year in office, he has slashed many of the environmental and financial regulations established by President Obama, and has appointed industry lobbyists and staunch regulatory critics to head key government oversight agencies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He has also successfully pushed through an unpopular tax bill that heavily favors the wealthy and guts a key part of Obamacare. And he has helped reshape the judiciary, appointing a staunch conservative to the Supreme Court and placing \u003c/span>\u003ca href=\"http://time.com/5066679/donald-trump-federal-judges-record/\">\u003cspan style=\"font-weight: 400;\">four times as many\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> federal appeals judges as Obama did in his first year.\u003c/span>\u003c/p>\n\u003cp>All of which begs the question: Does the president's popularity (or lack thereof) really matter?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">If history is any guide, low approval ratings early aren't necessarily a death knell, but can certainly come back to haunt a president and his party. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Trump is still the leader of the Republican Party, but lacks the clout of a president with widespread popular support. That means Republican leaders in \u003c/span>\u003cspan style=\"font-weight: 400;\">Congress may become less willing to advance his legislative priorities and more likely to challenge his command. \u003c/span>\u003c/p>\n\u003cp>And then there are the upcoming midterm elections.\u003c/p>\n\u003cp>Congressional elections are by and large referendums on the president and his party, which almost always loses seats. Historically, the\u003ca href=\"https://www.washingtonpost.com/news/politics/wp/2017/08/21/we-asked-the-experts-what-do-trumps-low-approval-ratings-actually-mean/?utm_term=.03082b4e97f7\" target=\"_blank\" rel=\"noopener\"> lower the president's approval rating\u003c/a> at that point, the more seats lost.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Only two postwar presidents have gone into the midterms with approval ratings below 40 percent: Truman in 1946, when Democrats lost 55 seats, and George W. Bush in 2006, when Republicans lost 34 seats. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">None of which bodes well for Trump and his party come November. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Additionally, the president's low approval rating has helped embolden Democrats and has inspired political participation and enthusiasm on the left, as evidenced by the formation of prominent grass-roots political groups, especially ones led by women. Since Trump took office, there has also been a surge of new Democratic candidates and a spike of Democratic voters in special elections.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Are American Public Schools Still So Segregated?",
"title": "Why Are American Public Schools Still So Segregated?",
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"content": "\u003cp>\u003c!--more-->\u003cbr>\nhttps://youtu.be/v2TG9n0vc-4\u003c/p>\n\u003cp>As of 2014, white students no longer made up the majority of America's public elementary and secondary school students.\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Using The Lowdown and Above the Noise in the Classroom\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003c/div>\n\u003cp>Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"76\" height=\"76\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 76px) 100vw, 76px\">\u003cstrong>Read-Think-Respond:\u003c/strong> How diverse is your school and does that impact your education? \u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: An \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Why-Are-Schools-Still-Segregated-lesson-plan.docx_.pdf\">original lesson plan\u003c/a> on school segregation and \u003cem>a\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Source-List_-School-Segregation-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>.\u003c/p>\n\u003c/aside>\n\u003c/div>\n\u003cp>As our latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video points out, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\" target=\"_blank\" rel=\"noopener\">this milestone\u003c/a> might give the impression that public schools are becoming increasingly diverse institutions, with a solid mix of white students and students of color.\u003c/p>\n\u003cp>But, by and large, they're not.\u003c/p>\n\u003cp>In fact, schools have gotten steadily more segregated in recent decades. According to research from UCLA's \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future\" target=\"_blank\" rel=\"noopener\"> Civil Rights Project\u003c/a>, black students are just as segregated today as they were in the 1960s, before serious enforcement of federal desegregation orders went into effect. The study found that in most public schools throughout the country, there's\u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/mlk-national/e-pluribus...separation-deepening-double-segregation-for-more-students\" target=\"_blank\" rel=\"noopener\"> little contact between white students and students of color\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Segregated schools have been shown to have disproportionately negative impacts on minority populations, especially in low-income communities. These students often attend schools with fewer resources, less experienced teachers and lower academic achievement rates. And that can affect everything from a student's chances of graduating high school and going to college to what kind of jobs they get and the amount of money they earn over the course of their careers.\u003c/span>\u003c/p>\n\u003cp>In an effort to visualize the extent of modern segregation, the \u003ca href=\"https://www.urban.org/urban-wire/americas-public-schools-remain-highly-segregated\" target=\"_blank\" rel=\"noopener\">Urban Institute\u003c/a>, a left-leaning policy group, mapped 2011-12 \u003ca href=\"http://nces.ed.gov/ccd/pubschuniv.asp\" target=\"_blank\" rel=\"noopener\">government education data\u003c/a> on the racial composition of public schools.\u003c/p>\n\u003cp>\"These maps show that America’s public schools are \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future\" target=\"_blank\" rel=\"noopener\">highly segregated by race and income\u003c/a>, with the declining share of white students typically concentrated in schools with other white students and the growing share of Latino students concentrated into low-income public schools with other students of color,\" the Urban Institute notes.\u003c/p>\n\u003cp>The maps reveal that in every state except New Mexico and Hawaii, the average white student \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/mlk-national/e-pluribus...separation-deepening-double-segregation-for-more-students\" target=\"_blank\" rel=\"noopener\">attends a majority white school\u003c/a>. It's a finding that's unsurprising for many rural areas of the country with small minority populations. But the trend persists even in the most mixed parts of diverse states like California, Illinois, Michigan, Pennsylvania and New York.\u003c/p>\n\u003cp>Mouse over this map for county-specific data on the share of white students attending majority-white schools, as well as the percentage of white, black and Latino students in that county.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_white.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>As the Urban Institute notes, the racial separation is most dramatic in the nation's large metropolitan population centers, where the most students of color live. For example, Chicago's student population is about 25 percent white, 31 percent black and 37 percent Latino. But a whopping 96 percent of black students attend majority non-white schools and 67 percent of white students attend majority white schools.\u003c/p>\n\u003cp>The trend is similar in other cities and counties with large minority populations, including Detroit, Minneapolis, New York and Philadelphia.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_black.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Southern schools, which underwent forced integration efforts beginning in the late 1960s, still have the largest mix of black and white students, although those rates are dropping rapidly as a result of recently suspended court orders.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_latino.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Watch: The Battle for School Busing from the Retro Report\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>https://youtu.be/sld722slarw\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/v2TG9n0vc-4'\n title='//www.youtube.com/embed/v2TG9n0vc-4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>As of 2014, white students no longer made up the majority of America's public elementary and secondary school students.\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\n\u003ch4>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Using The Lowdown and Above the Noise in the Classroom\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003c/div>\n\u003cp>Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive here\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-28156\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/36843_comments-icon-160x160.png\" alt=\"\" width=\"76\" height=\"76\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon-150x150.png 150w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/36843_comments-icon.png 229w\" sizes=\"(max-width: 76px) 100vw, 76px\">\u003cstrong>Read-Think-Respond:\u003c/strong> How diverse is your school and does that impact your education? \u003cem>[\u003ca href=\"#unique-identifier1\">comment here\u003c/a>]\u003c/em>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-28152 alignleft\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Lesson-plan.png\" alt=\"\" width=\"80\" height=\"80\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan.png 200w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/26/2017/09/Lesson-plan-150x150.png 150w\" sizes=\"(max-width: 80px) 100vw, 80px\">\u003cstrong>Teach\u003c/strong>: An \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Why-Are-Schools-Still-Segregated-lesson-plan.docx_.pdf\">original lesson plan\u003c/a> on school segregation and \u003cem>a\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/02/Source-List_-School-Segregation-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>.\u003c/p>\n\u003c/aside>\n\u003c/div>\n\u003cp>As our latest \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener\">Above the Noise\u003c/a> video points out, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\" target=\"_blank\" rel=\"noopener\">this milestone\u003c/a> might give the impression that public schools are becoming increasingly diverse institutions, with a solid mix of white students and students of color.\u003c/p>\n\u003cp>But, by and large, they're not.\u003c/p>\n\u003cp>In fact, schools have gotten steadily more segregated in recent decades. According to research from UCLA's \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future\" target=\"_blank\" rel=\"noopener\"> Civil Rights Project\u003c/a>, black students are just as segregated today as they were in the 1960s, before serious enforcement of federal desegregation orders went into effect. The study found that in most public schools throughout the country, there's\u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/mlk-national/e-pluribus...separation-deepening-double-segregation-for-more-students\" target=\"_blank\" rel=\"noopener\"> little contact between white students and students of color\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Segregated schools have been shown to have disproportionately negative impacts on minority populations, especially in low-income communities. These students often attend schools with fewer resources, less experienced teachers and lower academic achievement rates. And that can affect everything from a student's chances of graduating high school and going to college to what kind of jobs they get and the amount of money they earn over the course of their careers.\u003c/span>\u003c/p>\n\u003cp>In an effort to visualize the extent of modern segregation, the \u003ca href=\"https://www.urban.org/urban-wire/americas-public-schools-remain-highly-segregated\" target=\"_blank\" rel=\"noopener\">Urban Institute\u003c/a>, a left-leaning policy group, mapped 2011-12 \u003ca href=\"http://nces.ed.gov/ccd/pubschuniv.asp\" target=\"_blank\" rel=\"noopener\">government education data\u003c/a> on the racial composition of public schools.\u003c/p>\n\u003cp>\"These maps show that America’s public schools are \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/brown-at-60-great-progress-a-long-retreat-and-an-uncertain-future\" target=\"_blank\" rel=\"noopener\">highly segregated by race and income\u003c/a>, with the declining share of white students typically concentrated in schools with other white students and the growing share of Latino students concentrated into low-income public schools with other students of color,\" the Urban Institute notes.\u003c/p>\n\u003cp>The maps reveal that in every state except New Mexico and Hawaii, the average white student \u003ca href=\"http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/mlk-national/e-pluribus...separation-deepening-double-segregation-for-more-students\" target=\"_blank\" rel=\"noopener\">attends a majority white school\u003c/a>. It's a finding that's unsurprising for many rural areas of the country with small minority populations. But the trend persists even in the most mixed parts of diverse states like California, Illinois, Michigan, Pennsylvania and New York.\u003c/p>\n\u003cp>Mouse over this map for county-specific data on the share of white students attending majority-white schools, as well as the percentage of white, black and Latino students in that county.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_white.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>As the Urban Institute notes, the racial separation is most dramatic in the nation's large metropolitan population centers, where the most students of color live. For example, Chicago's student population is about 25 percent white, 31 percent black and 37 percent Latino. But a whopping 96 percent of black students attend majority non-white schools and 67 percent of white students attend majority white schools.\u003c/p>\n\u003cp>The trend is similar in other cities and counties with large minority populations, including Detroit, Minneapolis, New York and Philadelphia.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_black.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Southern schools, which underwent forced integration efforts beginning in the late 1960s, still have the largest mix of black and white students, although those rates are dropping rapidly as a result of recently suspended court orders.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"border: none; border-style: none;\" src=\"https://apps.urban.org/features/public-school-segregation/index_latino.html\" width=\"100%\" height=\"630\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Watch: The Battle for School Busing from the Retro Report\u003c/strong>\u003c/em>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/sld722slarw'\n title='//www.youtube.com/embed/sld722slarw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003ca name=\"unique-identifier1\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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