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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"disqusTitle": "No Comment! Why More News Sites Are Dumping Their Comment Sections",
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"content": "\u003cp>\u003c!--more-->\u003cbr>\nLetters to the editor have always been a key part of American newspapers, the main channel for readers to respond to the content they consume and publicly debate major political and social issues.\u003c/p>\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=\"340\" height=\"122\">\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\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/Lesson-Plan_-Internet-Trolls.pdf\" target=\"_blank\" rel=\"noopener\">Original lesson plan\u003c/a> on trolling and civil dialogue\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/Source-List_-Internet-Trolls.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Source list\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>So in the late 1990s and early 2000s, when media outlets began publishing their content on the internet, many editors and reporters were cautiously optimistic that providing a space for online commenting would solicit more diverse audience engagement and create stronger connections between content creators and consumers.\u003c/p>\n\u003cp>In 2008, NPR introduced its reader commenting system, an option it embedded through a third-party system at the end of most articles on the site. In the announcement, NPR wrote: \"We are providing a forum for infinite conversations on NPR.org. Our hopes are high. We hope the conversations will be smart and generous of spirit. We hope the adventure is exciting, fun, helpful and informative.\"\u003c/p>\n\u003cp>And an adventure it has been, but not so much a positive one. Eight years and millions of toxic exchanges later, NPR announced the abrupt end of the experiment.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"After much experimentation and discussion, we've concluded that the comment sections on NPR.org stories are not providing a useful experience for the vast majority of our users,\" wrote Scott Montgomery, former managing editor for digital news, in his 2016 \u003c/span>\u003ca href=\"https://www.npr.org/sections/npr-extra/2016/08/17/490208179/beyond-comments-finding-better-ways-to-connect-with-you\">\u003cspan style=\"font-weight: 400\">farewell-to-comments address\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Like countless other news outlets, NPR found itself overwhelmed by trolls, anonymous contributors who had too often hijacked comment threads with offensive and inappropriate submissions.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, trolls are the loudest voices in the room, the ones who write \"crazy, nasty things just to get people all riled up,\" as this latest \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">Above the Noise \u003c/a>episode explains in its exploration of trolling psychology.\u003c/p>\n\u003cp>https://youtu.be/YLggqoPEfJU\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that public engagement needs to be a key part of a public media organization,\" said \u003c/span>NPR ombudsman Elizabeth Jensen.\u003c/p>\n\u003cp>Speaking for herself, not NPR, Jensen noted the irony of a public media organization removing one of its key public forums. \u003cspan style=\"font-weight: 400\">\"I think it’s disappointing that the commenting platform didn’t work the way that it could.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big difference between letters to the editor and online commenting, of course, is the moderation and selectivity factor. Costs generally prohibit adequate oversight of who can comment in most online forums, and what they can say. And more outlets are finding that their comments are falling far short of the goal of encouraging debate and civil discourse among a representative selection of users. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NPR found that only a very small and wholly unrepresentative slice of NPR's audience was taking advantage of the comments section, Jensen explained, noting the sharp increase in inappropriate content. In one \u003ca href=\"https://www.npr.org/sections/ombudsman/2016/08/17/489516952/npr-website-to-get-rid-of-comments\" target=\"_blank\" rel=\"noopener\">analysis\u003c/a> of site activity, just \u003c/span>\u003cspan style=\"font-weight: 400\">.06 percent of all the visitors to NPR.org in a single month actually submitted comments at all. And more than half of all comments submitted came from just a tiny group of shockingly prolific contributors who, it estimated, disproportionately tended to be middle-aged men. \u003c/span>\u003c/p>\n\u003cp>The unexpected volume of submissions, Jensen said, also sharply increased how much NPR had to pay external monitors to manage the comments section.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We all like to have this ideal that we can engage with readers and reporters,” Jensen said. \"But in reality, that just wasn’t the way it was working. It didn’t seem there was an easy way to fix that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NPR has since put greater energy into building robust social media forums to pick up the slack, which Jensen said generally seem to attract a more representative population of the NPR audience and encourage civil debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NPR's move away from website comments is far from unique. \u003ca href=\"https://www.wired.com/2015/10/brief-history-of-the-demise-of-the-comments-timeline/\" target=\"_blank\" rel=\"noopener\">The trend started in 2013\u003c/a> when Popular Science be\u003c/span>\u003cspan style=\"font-weight: 400\">came one of the first major publications to ditch its public comment section, citing scientific studies that found that blog comments can have a profound effect on readers' perceptions of science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A series of subsequent analyses \u003ca href=\"http://articles.latimes.com/2013/mar/07/opinion/la-oe-daum-comments-nasty-effect-20130307\">found\u003c/a> that when readers are exposed to uncivil, negative comments at the end of articles, they are less trustful of the main content (dubbed the “nasty effect”). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since Popular Science’s exit from the commenting business, a slew of other media outlets -- from Reuters to Recode -- have followed suit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Those [social media] communities offer vibrant conversation and, importantly, are self-policed by participants to keep on the fringes those who would abuse the privilege of commenting,\" Reuter’s executive editor, Dan Colarusso ,wrote in his company's \u003c/span>\u003ca href=\"http://blogs.reuters.com/great-debate/2014/11/07/editors-note-reader-comments-in-the-age-of-social-media/\">\u003cspan style=\"font-weight: 400\">announcement\u003c/span>\u003c/a>.\u003c/p>\n\u003cp>Vice News is among the most recent large online publications to join the no-comment club.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Comments sections are really just a continuation of that age-old tradition of letters to the editor, a cherished part of many publications and a valuable way of creating an open dialogue between magazines and the people to whom they are ultimately accountable,” \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.vice.com/en_us/article/vvdjjy/were-getting-rid-of-comments-on-vice\">wrote Jo\u003c/a>\u003c/span>\u003ca style=\"color: #41a62a\" href=\"https://www.vice.com/en_us/article/vvdjjy/were-getting-rid-of-comments-on-vice\">nathan Smith of Vice News\u003c/a> in announcing his publication's move in late 2016.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"But without moderators or fancy algorithms,\" he added, comments sections \"are prone to anarchy. Too often they devolve into racist, misogynistic maelstroms where the loudest, most offensive, and stupidest opinions get pushed to the top and the more reasoned responses drowned out in the noise.”\u003c/span>\u003c/p>\n\u003cp>Of course, the vast majority of news sites continue to host loosely moderated comment sections (like this one, for instance). And a number of outlets have even attempted to grow their comment sections, instituting various techniques to encourage civil debate and ward off the ever-present army of trolls at the gates.\u003c/p>\n\u003cp>Until recently, the New York Times heavily moderated online comments, devoting a significant amount of in-house staff resources to ensuring conversations remained civil. The site also didn't allow commenting on articles dealing with particularly controversial issues.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2017, \u003ca href=\"https://www.nytimes.com/2017/06/13/insider/have-a-comment-leave-a-comment.html\" target=\"_blank\" rel=\"noopener\">the Times site\u003c/a> shifted gears and implemented a new \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/06/13/insider/have-a-comment-leave-a-comment.html\">\u003cspan style=\"font-weight: 400\">system called Moderator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">a machine-learning technology developed by Google. Commenting is now available on many more \u003c/span>\u003cspan style=\"font-weight: 400\">news and opinion articles, but open only for one day after publication. The system rates and prioritizes user comments, assigning them values based on an analysis of more than 16 million previously approved comments going back a decade. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The system builds \u003cspan style=\"font-weight: 400\">on work the Times has done in partnership with the Washington Post and Knight Foundation in an initiative called the \u003c/span>\u003ca href=\"http://coralproject.net/\">\u003cspan style=\"font-weight: 400\">Coral Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open-source platform geared toward helping news sites accept and manage reader submissions without having to manually scour each individual comment and weed out the bad apples.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003cbr>\nLetters to the editor have always been a key part of American newspapers, the main channel for readers to respond to the content they consume and publicly debate major political and social issues.\u003c/p>\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=\"340\" height=\"122\">\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\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/Lesson-Plan_-Internet-Trolls.pdf\" target=\"_blank\" rel=\"noopener\">Original lesson plan\u003c/a> on trolling and civil dialogue\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/Source-List_-Internet-Trolls.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Source list\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>So in the late 1990s and early 2000s, when media outlets began publishing their content on the internet, many editors and reporters were cautiously optimistic that providing a space for online commenting would solicit more diverse audience engagement and create stronger connections between content creators and consumers.\u003c/p>\n\u003cp>In 2008, NPR introduced its reader commenting system, an option it embedded through a third-party system at the end of most articles on the site. In the announcement, NPR wrote: \"We are providing a forum for infinite conversations on NPR.org. Our hopes are high. We hope the conversations will be smart and generous of spirit. We hope the adventure is exciting, fun, helpful and informative.\"\u003c/p>\n\u003cp>And an adventure it has been, but not so much a positive one. Eight years and millions of toxic exchanges later, NPR announced the abrupt end of the experiment.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"After much experimentation and discussion, we've concluded that the comment sections on NPR.org stories are not providing a useful experience for the vast majority of our users,\" wrote Scott Montgomery, former managing editor for digital news, in his 2016 \u003c/span>\u003ca href=\"https://www.npr.org/sections/npr-extra/2016/08/17/490208179/beyond-comments-finding-better-ways-to-connect-with-you\">\u003cspan style=\"font-weight: 400\">farewell-to-comments address\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Like countless other news outlets, NPR found itself overwhelmed by trolls, anonymous contributors who had too often hijacked comment threads with offensive and inappropriate submissions.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, trolls are the loudest voices in the room, the ones who write \"crazy, nasty things just to get people all riled up,\" as this latest \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">Above the Noise \u003c/a>episode explains in its exploration of trolling psychology.\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/YLggqoPEfJU'\n title='//www.youtube.com/embed/YLggqoPEfJU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“I think that public engagement needs to be a key part of a public media organization,\" said \u003c/span>NPR ombudsman Elizabeth Jensen.\u003c/p>\n\u003cp>Speaking for herself, not NPR, Jensen noted the irony of a public media organization removing one of its key public forums. \u003cspan style=\"font-weight: 400\">\"I think it’s disappointing that the commenting platform didn’t work the way that it could.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The big difference between letters to the editor and online commenting, of course, is the moderation and selectivity factor. Costs generally prohibit adequate oversight of who can comment in most online forums, and what they can say. And more outlets are finding that their comments are falling far short of the goal of encouraging debate and civil discourse among a representative selection of users. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NPR found that only a very small and wholly unrepresentative slice of NPR's audience was taking advantage of the comments section, Jensen explained, noting the sharp increase in inappropriate content. In one \u003ca href=\"https://www.npr.org/sections/ombudsman/2016/08/17/489516952/npr-website-to-get-rid-of-comments\" target=\"_blank\" rel=\"noopener\">analysis\u003c/a> of site activity, just \u003c/span>\u003cspan style=\"font-weight: 400\">.06 percent of all the visitors to NPR.org in a single month actually submitted comments at all. And more than half of all comments submitted came from just a tiny group of shockingly prolific contributors who, it estimated, disproportionately tended to be middle-aged men. \u003c/span>\u003c/p>\n\u003cp>The unexpected volume of submissions, Jensen said, also sharply increased how much NPR had to pay external monitors to manage the comments section.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We all like to have this ideal that we can engage with readers and reporters,” Jensen said. \"But in reality, that just wasn’t the way it was working. It didn’t seem there was an easy way to fix that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NPR has since put greater energy into building robust social media forums to pick up the slack, which Jensen said generally seem to attract a more representative population of the NPR audience and encourage civil debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">NPR's move away from website comments is far from unique. \u003ca href=\"https://www.wired.com/2015/10/brief-history-of-the-demise-of-the-comments-timeline/\" target=\"_blank\" rel=\"noopener\">The trend started in 2013\u003c/a> when Popular Science be\u003c/span>\u003cspan style=\"font-weight: 400\">came one of the first major publications to ditch its public comment section, citing scientific studies that found that blog comments can have a profound effect on readers' perceptions of science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A series of subsequent analyses \u003ca href=\"http://articles.latimes.com/2013/mar/07/opinion/la-oe-daum-comments-nasty-effect-20130307\">found\u003c/a> that when readers are exposed to uncivil, negative comments at the end of articles, they are less trustful of the main content (dubbed the “nasty effect”). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since Popular Science’s exit from the commenting business, a slew of other media outlets -- from Reuters to Recode -- have followed suit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Those [social media] communities offer vibrant conversation and, importantly, are self-policed by participants to keep on the fringes those who would abuse the privilege of commenting,\" Reuter’s executive editor, Dan Colarusso ,wrote in his company's \u003c/span>\u003ca href=\"http://blogs.reuters.com/great-debate/2014/11/07/editors-note-reader-comments-in-the-age-of-social-media/\">\u003cspan style=\"font-weight: 400\">announcement\u003c/span>\u003c/a>.\u003c/p>\n\u003cp>Vice News is among the most recent large online publications to join the no-comment club.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Comments sections are really just a continuation of that age-old tradition of letters to the editor, a cherished part of many publications and a valuable way of creating an open dialogue between magazines and the people to whom they are ultimately accountable,” \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.vice.com/en_us/article/vvdjjy/were-getting-rid-of-comments-on-vice\">wrote Jo\u003c/a>\u003c/span>\u003ca style=\"color: #41a62a\" href=\"https://www.vice.com/en_us/article/vvdjjy/were-getting-rid-of-comments-on-vice\">nathan Smith of Vice News\u003c/a> in announcing his publication's move in late 2016.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"But without moderators or fancy algorithms,\" he added, comments sections \"are prone to anarchy. Too often they devolve into racist, misogynistic maelstroms where the loudest, most offensive, and stupidest opinions get pushed to the top and the more reasoned responses drowned out in the noise.”\u003c/span>\u003c/p>\n\u003cp>Of course, the vast majority of news sites continue to host loosely moderated comment sections (like this one, for instance). And a number of outlets have even attempted to grow their comment sections, instituting various techniques to encourage civil debate and ward off the ever-present army of trolls at the gates.\u003c/p>\n\u003cp>Until recently, the New York Times heavily moderated online comments, devoting a significant amount of in-house staff resources to ensuring conversations remained civil. The site also didn't allow commenting on articles dealing with particularly controversial issues.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2017, \u003ca href=\"https://www.nytimes.com/2017/06/13/insider/have-a-comment-leave-a-comment.html\" target=\"_blank\" rel=\"noopener\">the Times site\u003c/a> shifted gears and implemented a new \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/06/13/insider/have-a-comment-leave-a-comment.html\">\u003cspan style=\"font-weight: 400\">system called Moderator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">a machine-learning technology developed by Google. Commenting is now available on many more \u003c/span>\u003cspan style=\"font-weight: 400\">news and opinion articles, but open only for one day after publication. The system rates and prioritizes user comments, assigning them values based on an analysis of more than 16 million previously approved comments going back a decade. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The system builds \u003cspan style=\"font-weight: 400\">on work the Times has done in partnership with the Washington Post and Knight Foundation in an initiative called the \u003c/span>\u003ca href=\"http://coralproject.net/\">\u003cspan style=\"font-weight: 400\">Coral Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open-source platform geared toward helping news sites accept and manage reader submissions without having to manually scour each individual comment and weed out the bad apples.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Join KQED for an Advanced Screening of American Creed",
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"content": "\u003cp>Are there ideals that unite Americans? How can educators help students explore the values we have in common and discuss the differences that divide us?\u003c/p>\n\u003cp>Stanford professors Condoleezza Rice and David Kennedy teamed up across party lines to ask these questions in the new film \u003ca href=\"https://www.americancreed.org/\">\u003ci>American Creed\u003c/i>\u003c/a>. Now, teachers can take a first look and find out how to bring the film to students.\u003c/p>\n\u003cp>KQED is hosting an \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-w-special-guest-david-kennedy-tickets-41436737397\">in-person advanced screening\u003c/a> of \u003ci>American Creed \u003c/i>for Bay Area educators with special guests David Kennedy and filmmakers Sam Ball and Kate Stilley Steiner. There will also be three online screenings for teachers everywhere. All screenings will feature resources to spur conversation, writing and media-making with students based on the film.\u003c/p>\n\u003ch4>\u003cb>Be our guest!\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>Join us in Studio A at KQED from \u003cb>5-8 p.m. on Thursday, Feb. 22, \u003c/b>for an advanced screening of the full film and Q&A with David Kennedy and the filmmakers. There will be food, drink, special giveaways, time to connect with other educators and a chance to hang out at your favorite public media station.\u003c/p>\n\u003cp>Spots are limited. \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-tickets-41436737397\">Sign up now\u003c/a> and feel free to bring a friend!\u003c/p>\n\u003cfigure id=\"attachment_528998\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528998 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-520x293.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Professors David Kennedy and Condoleezza Rice came together across party lines to talk about the American values that unite us.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>American Creed\u003c/em>, a one-hour documentary, features stories of unlikely activists, including baseball manager Joe Maddon, novelist Junot Diaz and others who share ways they’ve created community, connected with fellow citizens and built bridges across political divides. Interspersed among the stories, first-generation college students discuss what an American creed means to them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Young people’s voices are at the heart of \u003ci>American Creed\u003c/i>, and organizations like the National Writing Project and Facing History and Ourselves have teamed up with PBS and Citizen Film to create extensive classroom resources designed to get students talking about these vital issues. Many of the diverse stories in \u003cem>American Creed\u003c/em> can be used in upper elementary classrooms, as well as middle school, high school and beyond.\u003c/p>\n\u003ch4>\u003cb>Can’t make the in-person screening? \u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Join an online OVEE screening\u003c/a> and thematic discussion of select clips from \u003ci>American Creed\u003c/i>. KQED will co-host the screening with educators who will share ideas and resources for using the film with students. The OVEE platform allows viewers to join an online screening from any connected computer.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Sign up\u003c/a> to learn more about attending a screening.\u003c/p>\n\u003ch4>KQED/American Creed OVEE screening dates and discussion themes\u003c/h4>\n\u003cp>\u003cb>Thursday, March 1, 4 p.m. PT: \u003c/b>“What are our American Values?” Dawn Reed, co-director of the Red Cedar Writing Project, Michigan State University and Molly Robbins, Denver Writing Project\u003c/p>\n\u003cp>\u003cb>Tuesday, March 6, 4:30 pm PT: \u003c/b>“Building Bridges Across Differences” with Liana Gamber-Thompson, Educator Innovator\u003c/p>\n\u003cp>\u003cb>Thursday, March 8, 4:00 pm PT:\u003c/b> “What does it mean to be an American?” with Casey Olsen, Montana Writing Project\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>American Creed\u003c/em> airs on KQED at 9 p.m. on February 27.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Are there ideals that unite Americans? How can educators help students explore the values we have in common and discuss the differences that divide us?\u003c/p>\n\u003cp>Stanford professors Condoleezza Rice and David Kennedy teamed up across party lines to ask these questions in the new film \u003ca href=\"https://www.americancreed.org/\">\u003ci>American Creed\u003c/i>\u003c/a>. Now, teachers can take a first look and find out how to bring the film to students.\u003c/p>\n\u003cp>KQED is hosting an \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-w-special-guest-david-kennedy-tickets-41436737397\">in-person advanced screening\u003c/a> of \u003ci>American Creed \u003c/i>for Bay Area educators with special guests David Kennedy and filmmakers Sam Ball and Kate Stilley Steiner. There will also be three online screenings for teachers everywhere. All screenings will feature resources to spur conversation, writing and media-making with students based on the film.\u003c/p>\n\u003ch4>\u003cb>Be our guest!\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>Join us in Studio A at KQED from \u003cb>5-8 p.m. on Thursday, Feb. 22, \u003c/b>for an advanced screening of the full film and Q&A with David Kennedy and the filmmakers. There will be food, drink, special giveaways, time to connect with other educators and a chance to hang out at your favorite public media station.\u003c/p>\n\u003cp>Spots are limited. \u003ca href=\"https://www.eventbrite.com/e/american-creed-educator-screening-at-kqed-tickets-41436737397\">Sign up now\u003c/a> and feel free to bring a friend!\u003c/p>\n\u003cfigure id=\"attachment_528998\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528998 size-medium\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-768x432.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2018/01/David_Condi_Smiles_AmericanCreed_72dpi-520x293.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Professors David Kennedy and Condoleezza Rice came together across party lines to talk about the American values that unite us.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>American Creed\u003c/em>, a one-hour documentary, features stories of unlikely activists, including baseball manager Joe Maddon, novelist Junot Diaz and others who share ways they’ve created community, connected with fellow citizens and built bridges across political divides. Interspersed among the stories, first-generation college students discuss what an American creed means to them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Young people’s voices are at the heart of \u003ci>American Creed\u003c/i>, and organizations like the National Writing Project and Facing History and Ourselves have teamed up with PBS and Citizen Film to create extensive classroom resources designed to get students talking about these vital issues. Many of the diverse stories in \u003cem>American Creed\u003c/em> can be used in upper elementary classrooms, as well as middle school, high school and beyond.\u003c/p>\n\u003ch4>\u003cb>Can’t make the in-person screening? \u003c/b>\u003c/h4>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Join an online OVEE screening\u003c/a> and thematic discussion of select clips from \u003ci>American Creed\u003c/i>. KQED will co-host the screening with educators who will share ideas and resources for using the film with students. The OVEE platform allows viewers to join an online screening from any connected computer.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScqdM01t2Qx4AsgekRHGJeJZRZz3Th1hJkGk7dbOr25tXcR5g/viewform?usp=sf_link\">Sign up\u003c/a> to learn more about attending a screening.\u003c/p>\n\u003ch4>KQED/American Creed OVEE screening dates and discussion themes\u003c/h4>\n\u003cp>\u003cb>Thursday, March 1, 4 p.m. PT: \u003c/b>“What are our American Values?” Dawn Reed, co-director of the Red Cedar Writing Project, Michigan State University and Molly Robbins, Denver Writing Project\u003c/p>\n\u003cp>\u003cb>Tuesday, March 6, 4:30 pm PT: \u003c/b>“Building Bridges Across Differences” with Liana Gamber-Thompson, Educator Innovator\u003c/p>\n\u003cp>\u003cb>Thursday, March 8, 4:00 pm PT:\u003c/b> “What does it mean to be an American?” with Casey Olsen, Montana Writing Project\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>American Creed\u003c/em> airs on KQED at 9 p.m. on February 27.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>What do your students think of the state of the union? Will they be watching on January 30 when President Trump takes the podium for one of the most-watched political events of the year?\u003c/p>\n\u003cp>Help students discuss the issues, fact-check the speech and evaluate the arguments with these resources for bringing the State of the Union into your classroom, including the ever-popular State of the Union bingo!\u003c/p>\n\u003cp>This year, Bay Area students will join KQED at The Mix at the San Francisco Public Library’s main branch to watch the speech and create media in response to what they hear from the president. The event is one of several media-making “break-a-thons” nationwide inspired by the \u003ca href=\"https://thelamp.org/22x20/\">22×20 campaign\u003c/a>, a national initiative promoting youth civic action. The name 22×20 refers to the 22 million teens who will be eligible to vote in the 2020 general election.\u003c/p>\n\u003cp>If you’re interested in bringing a group of young people (ages 13-18) to the event at The Mix, contact Chanelle Ignant, \u003ca href=\"mailto:cignant@kqed.org\">cignant@kqed.org\u003c/a>\u003c/p>\n\u003cp>Can’t join the break-a-thon in person? Here are some resources and ideas for bringing the State of the Union to your students and connecting them online to other young people during the speech.\u003c/p>\n\u003ch3>\u003cb>Before the speech\u003c/b>\u003c/h3>\n\u003cp>Get your students up to speed on the issues likely to be discussed on January 30. Start with \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown’s advanced coverage\u003c/a> of this year’s State of the Union, which includes a rundown of six key issues and \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-2016-Bingo.pdf\">the promised bingo card\u003c/a>!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For a deeper look at some of the issues, check out previous coverage from The Lowdown:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/immigration/\">Immigration \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/02/how-north-korea-became-one-of-the-americas-biggest-security-threats-a-brief-history-with-lesson-plan/\">North Korea\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/12/20/six-solid-resources-for-making-some-sense-of-the-republican-tax-plan/\">Tax reform\u003c/a> and \u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/money-and-taxes/\">economic policy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/civil-rights-struggles/\">Civil rights and liberties\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-Lesson-Plan.pdf\">This lesson plan\u003c/a> gives ideas for preparing students to watch the speech live. It recommends students choose one issue they feel strongly about, then focus on that topic as they watch the speech.\u003c/p>\n\u003ch3>\u003cb>During the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Connect online: \u003c/b>Students can discuss the speech with peers around the country on social media using the hashtag \u003cb>#22×20 \u003c/b>and \u003cstrong>#SOTU18\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Film a response:\u003c/b> Students can record their thoughts about the issues on our \u003ca href=\"https://flipgrid.com/cct6ej\">State of the Union grid\u003c/a> on Flipgrid, a free video discussion platform.\u003c/p>\n\u003cp>\u003cb>Fact-check:\u003c/b> Students can fact-check statements about an issue they care about or monitor fact-checking sites, like \u003ca href=\"http://www.politifact.com\">Politifact\u003c/a>, which will be posting live updates during the speech.\u003c/p>\n\u003cp>\u003cb>Make a meme:\u003c/b> At KQED’s break-a-thon, we’ll be making memes related to issues that come up in the speech. Memes are short, visual statements that use well-known images to communicate an idea or opinion. Students can create memes using a number of free generators, then share their creations on social media and with the class the next day. Don’t forget the \u003cb>#22×20\u003c/b> hashtag!\u003c/p>\n\u003cp>\u003cb>Democratic response:\u003c/b> Remind students that a response by a Democrat will follow Trump’s speech. The party who is not currently occupying the White House typically gives a televised response in a tradition dating back to 1966. Students can also make memes, share online responses and fact-check the Democratic response.\u003c/p>\n\u003ch3>\u003cb>After the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Debate and annotate:\u003c/b> Discuss the speech and ask students to share what they learned about their chosen issue. The State of the Union transcript will be available shortly after the speech. To spur discussion and allow everyone to share their ideas, students can annotate the speech online as a class using \u003ca href=\"https://web.hypothes.is/education/\">hypothesis\u003c/a>, a free web annotation tool. To learn more about online annotation, check out \u003ca href=\"https://teach.kqed.org/course/digital-annotation-with-hypothesis\">these resources\u003c/a> on KQED Teach.\u003c/p>\n\u003cp>\u003cb>Your own State of the Union:\u003c/b> How would your students define the state of the union? What ideas do they have for steering the nation? Students write their own state of the union speeches, or add their ideas to the class’s collective speech. Then share the speeches on \u003ca href=\"https://flipgrid.com/cct6ej\">Flipgrid\u003c/a> or in the comments of \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown post\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more information about how your students and future voters can make their voices heard, check out KQED’s \u003ca href=\"https://ww2.kqed.org/education/2017/02/07/local-election-toolkit/\">Local Election Toolkit\u003c/a> and \u003ca href=\"http://thelamp.org/22-million-2020-campaign/\">22×20 campaign\u003c/a> sponsored by The Lamp.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What do your students think of the state of the union? Will they be watching on January 30 when President Trump takes the podium for one of the most-watched political events of the year?\u003c/p>\n\u003cp>Help students discuss the issues, fact-check the speech and evaluate the arguments with these resources for bringing the State of the Union into your classroom, including the ever-popular State of the Union bingo!\u003c/p>\n\u003cp>This year, Bay Area students will join KQED at The Mix at the San Francisco Public Library’s main branch to watch the speech and create media in response to what they hear from the president. The event is one of several media-making “break-a-thons” nationwide inspired by the \u003ca href=\"https://thelamp.org/22x20/\">22×20 campaign\u003c/a>, a national initiative promoting youth civic action. The name 22×20 refers to the 22 million teens who will be eligible to vote in the 2020 general election.\u003c/p>\n\u003cp>If you’re interested in bringing a group of young people (ages 13-18) to the event at The Mix, contact Chanelle Ignant, \u003ca href=\"mailto:cignant@kqed.org\">cignant@kqed.org\u003c/a>\u003c/p>\n\u003cp>Can’t join the break-a-thon in person? Here are some resources and ideas for bringing the State of the Union to your students and connecting them online to other young people during the speech.\u003c/p>\n\u003ch3>\u003cb>Before the speech\u003c/b>\u003c/h3>\n\u003cp>Get your students up to speed on the issues likely to be discussed on January 30. Start with \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown’s advanced coverage\u003c/a> of this year’s State of the Union, which includes a rundown of six key issues and \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-2016-Bingo.pdf\">the promised bingo card\u003c/a>!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For a deeper look at some of the issues, check out previous coverage from The Lowdown:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/immigration/\">Immigration \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/02/how-north-korea-became-one-of-the-americas-biggest-security-threats-a-brief-history-with-lesson-plan/\">North Korea\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/12/20/six-solid-resources-for-making-some-sense-of-the-republican-tax-plan/\">Tax reform\u003c/a> and \u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/money-and-taxes/\">economic policy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/category/domestic-policy/civil-rights-struggles/\">Civil rights and liberties\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2018/01/SOTU-Lesson-Plan.pdf\">This lesson plan\u003c/a> gives ideas for preparing students to watch the speech live. It recommends students choose one issue they feel strongly about, then focus on that topic as they watch the speech.\u003c/p>\n\u003ch3>\u003cb>During the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Connect online: \u003c/b>Students can discuss the speech with peers around the country on social media using the hashtag \u003cb>#22×20 \u003c/b>and \u003cstrong>#SOTU18\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Film a response:\u003c/b> Students can record their thoughts about the issues on our \u003ca href=\"https://flipgrid.com/cct6ej\">State of the Union grid\u003c/a> on Flipgrid, a free video discussion platform.\u003c/p>\n\u003cp>\u003cb>Fact-check:\u003c/b> Students can fact-check statements about an issue they care about or monitor fact-checking sites, like \u003ca href=\"http://www.politifact.com\">Politifact\u003c/a>, which will be posting live updates during the speech.\u003c/p>\n\u003cp>\u003cb>Make a meme:\u003c/b> At KQED’s break-a-thon, we’ll be making memes related to issues that come up in the speech. Memes are short, visual statements that use well-known images to communicate an idea or opinion. Students can create memes using a number of free generators, then share their creations on social media and with the class the next day. Don’t forget the \u003cb>#22×20\u003c/b> hashtag!\u003c/p>\n\u003cp>\u003cb>Democratic response:\u003c/b> Remind students that a response by a Democrat will follow Trump’s speech. The party who is not currently occupying the White House typically gives a televised response in a tradition dating back to 1966. Students can also make memes, share online responses and fact-check the Democratic response.\u003c/p>\n\u003ch3>\u003cb>After the speech\u003c/b>\u003c/h3>\n\u003cp>\u003cb>Debate and annotate:\u003c/b> Discuss the speech and ask students to share what they learned about their chosen issue. The State of the Union transcript will be available shortly after the speech. To spur discussion and allow everyone to share their ideas, students can annotate the speech online as a class using \u003ca href=\"https://web.hypothes.is/education/\">hypothesis\u003c/a>, a free web annotation tool. To learn more about online annotation, check out \u003ca href=\"https://teach.kqed.org/course/digital-annotation-with-hypothesis\">these resources\u003c/a> on KQED Teach.\u003c/p>\n\u003cp>\u003cb>Your own State of the Union:\u003c/b> How would your students define the state of the union? What ideas do they have for steering the nation? Students write their own state of the union speeches, or add their ideas to the class’s collective speech. Then share the speeches on \u003ca href=\"https://flipgrid.com/cct6ej\">Flipgrid\u003c/a> or in the comments of \u003ca href=\"https://wp.me/p681tQ-7G8\">The Lowdown post\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more information about how your students and future voters can make their voices heard, check out KQED’s \u003ca href=\"https://ww2.kqed.org/education/2017/02/07/local-election-toolkit/\">Local Election Toolkit\u003c/a> and \u003ca href=\"http://thelamp.org/22-million-2020-campaign/\">22×20 campaign\u003c/a> sponsored by The Lamp.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>How's this for a rude awakening?\u003c/p>\n\u003cp>The average adolescent in the U.S. is \"chronically sleep deprived and pathologically tired.\"\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>.\u003c/span>\u003c/p>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cul>\n\u003cli>\u003cstrong>Read-Think-Respond: \u003c/strong>Should school start later in the morning?\u003cbr>\n\u003cspan style=\"font-size: medium\">\u003cem>[Tell us what you think in the \u003ca href=\"#unique-identifier1\">comments section\u003c/a>]\u003c/em>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/09/02/should-schools-start-later-to-improve-academic-performance-2/\" target=\"_blank\" rel=\"noopener noreferrer\">Youth media: Article from students at Cal Academy of Sciences\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Source-List-School-Start-Times.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>That's according to a 2014 report from the American Academy of Pediatrics, which describes an \"epidemic\" of sleep deprivation among America's middle and high school students. Roughly 70 percent of U.S. teenagers don't get anywhere near the recommended nightly minimum of 8.5 hours each night.\u003c/p>\n\u003cp>Such deprivation, sleep researchers argue, can affect academic performance and contribute to the prevalence of serious health problems like depression, obesity and car crashes -- the \u003ca href=\"http://www.latimes.com/business/autos/la-fi-hy-auto-accidents-top-teen-killer-20140603-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">number one killer\u003c/a> of teens in the U.S.\u003c/p>\n\u003cp>“Chronic sleep loss in children and adolescents is one of the most common – and easily fixable – public health issues in the U.S. today,” said pediatrician Judith Owens, lead author of the AAP's “\u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">School Start Times for Adolescents\u003c/a>” report, which recommends that middle and high schools push back start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Studies have shown that delaying early school start times is one key factor that can help adolescents get the sleep they need to grow and learn,\" she writes. Doing so would align to the biological sleep rhythms of adolescents, whose sleep-wake cycles -- or circadian rhythms -- shift up to two hours later when puberty begins. For more on this, check out our \u003cem>totally energizing\u003c/em> \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise video\u003c/a> (better than a shot of espresso, I promise).\u003c/p>\n\u003cp>The APP's recommendation, supported by a growing number of other public health groups, is the basis for new California legislation that would mandate publicly funded middle and high schools throughout the state to push back their school start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>The bill -- \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180SB328\">SB 328\u003c/a> -- which already passed in the state Senate and now heads to the Assembly, is the first statewide bill of its kind in the country. Districts would have until July 2020 to adjust their schedules. Most would presumably end the school day later.\u003c/p>\n\u003cp>If it passes, the bill would delay the start of first period for the more than 3 million middle and high school students in California, where schools now abide by a hodgepodge of start times. The average high school starts at 8:07 a.m., as compared to the national average of 8:03 a.m., according to the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>\"We have the science that says this is a public health issue and a public health crisis, \" said state Sen. Anthony Portantino a Democrat representing the San Fernando and San Gabriel Valley in Southern California, who introduced the bill earlier this year.\u003c/p>\n\u003cp>\"The morning sleep is the most therapeutic, healthy sleep for teenagers,\" he told \u003ca href=\"https://ww2.kqed.org/forum/2017/08/07/bill-for-late-school-start-passes-senate-heads-to-assembly/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED's Forum\u003c/a>. \"And what we do as a society, we wake them up in the middle of that healthy sleep and send them to school too early when they're sleep deprived.\"\u003c/p>\n\u003cp>The roughly 400 school districts nationwide that have already pushed back their start times have seen overwhelmingly positive results, he said, with boosts in academic performance, attendance and graduation rates, and a decrease in car accidents and suicide attempts.\u003c/p>\n\u003cp>The bill, though, faces strong opposition, particularly among many districts, school boards and even teachers who argue these decisions should be made at a local level, given the diverse needs of each community. The delayed schedule would likely lead to lengthy renegotiations with teacher unions and could require additional funding for the necessary changes in bus transportation.\u003c/p>\n\u003cp>Parents have also raised concerns that later start times will cause serious disruptions, making it harder to drop off kids in the morning before work. And later school dismissal times, they add, could disrupt afterschool sports activities, pushing practices even later into the evening.\u003c/p>\n\u003cp>\"We oppose this bill because it imposes a one-size-fits-all approach that we don't actually think will result in kids getting more sleep,\" said Nancy Chaires Espinoza, a legislative advocate for the California School Boards Association, which opposes the measure.\u003c/p>\n\u003cp>Many school districts have determined that a better way of increasing the amount of sleep students get is to minimize their homework load so they can go to bed earlier, Espinoza said in an interview on WBUR's \u003ca href=\"http://www.wbur.org/hereandnow/2017/08/14/school-start-times-california\" target=\"_blank\" rel=\"noopener noreferrer\">Here and Now\u003c/a>.\u003c/p>\n\u003cp>\"That's why school times should be a local decision informed by parents and teachers, those who know the students and the community best,\" she added. \"And unfortunately this bill would negate the entire public decision-making process. And we just don't think that's the best way to do right by kids.\"\u003cbr>\n\u003ca name=\"unique-identifier1\">\u003c/a>\u003cbr>\nBut Portantino counters that this argument flies in the face of basic biology: Most teenagers, he argues, are simply hardwired to stay up late, until at least 11 p.m.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"All the arguments against it are adult-based arguments, not kid-based arguments,\" he added.\u003c/p>\n\n",
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"excerpt": "Most teenagers are seriously sleep deprived, and research shows that early school start times contribute to the problem. New legislation in California aims to address that by mandating later start times.\r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How's this for a rude awakening?\u003c/p>\n\u003cp>The average adolescent in the U.S. is \"chronically sleep deprived and pathologically tired.\"\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003ch4>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown and Above the Noise\u003c/span>\u003c/span>\u003cimg class=\"wp-image-28023 alignnone\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/hands.png\" width=\"600\" height=\"100\">\u003c/h4>\n\u003cdiv>\n\u003cp>\u003cspan style=\"font-size: medium\">Ideas for analysis, discussion and multimedia projects. Browse our \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">lesson archive\u003c/a>.\u003c/span>\u003c/p>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cul>\n\u003cli>\u003cstrong>Read-Think-Respond: \u003c/strong>Should school start later in the morning?\u003cbr>\n\u003cspan style=\"font-size: medium\">\u003cem>[Tell us what you think in the \u003ca href=\"#unique-identifier1\">comments section\u003c/a>]\u003c/em>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2016/09/02/should-schools-start-later-to-improve-academic-performance-2/\" target=\"_blank\" rel=\"noopener noreferrer\">Youth media: Article from students at Cal Academy of Sciences\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Lesson plan\u003c/a> \u003cem>and\u003c/em> \u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Source-List-School-Start-Times.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">list of sources\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>That's according to a 2014 report from the American Academy of Pediatrics, which describes an \"epidemic\" of sleep deprivation among America's middle and high school students. Roughly 70 percent of U.S. teenagers don't get anywhere near the recommended nightly minimum of 8.5 hours each night.\u003c/p>\n\u003cp>Such deprivation, sleep researchers argue, can affect academic performance and contribute to the prevalence of serious health problems like depression, obesity and car crashes -- the \u003ca href=\"http://www.latimes.com/business/autos/la-fi-hy-auto-accidents-top-teen-killer-20140603-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">number one killer\u003c/a> of teens in the U.S.\u003c/p>\n\u003cp>“Chronic sleep loss in children and adolescents is one of the most common – and easily fixable – public health issues in the U.S. today,” said pediatrician Judith Owens, lead author of the AAP's “\u003ca href=\"http://pediatrics.aappublications.org/content/early/2014/08/19/peds.2014-1697\">School Start Times for Adolescents\u003c/a>” report, which recommends that middle and high schools push back start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Studies have shown that delaying early school start times is one key factor that can help adolescents get the sleep they need to grow and learn,\" she writes. Doing so would align to the biological sleep rhythms of adolescents, whose sleep-wake cycles -- or circadian rhythms -- shift up to two hours later when puberty begins. For more on this, check out our \u003cem>totally energizing\u003c/em> \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise video\u003c/a> (better than a shot of espresso, I promise).\u003c/p>\n\u003cp>The APP's recommendation, supported by a growing number of other public health groups, is the basis for new California legislation that would mandate publicly funded middle and high schools throughout the state to push back their school start times to 8:30 a.m. or later.\u003c/p>\n\u003cp>The bill -- \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180SB328\">SB 328\u003c/a> -- which already passed in the state Senate and now heads to the Assembly, is the first statewide bill of its kind in the country. Districts would have until July 2020 to adjust their schedules. Most would presumably end the school day later.\u003c/p>\n\u003cp>If it passes, the bill would delay the start of first period for the more than 3 million middle and high school students in California, where schools now abide by a hodgepodge of start times. The average high school starts at 8:07 a.m., as compared to the national average of 8:03 a.m., according to the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>\"We have the science that says this is a public health issue and a public health crisis, \" said state Sen. Anthony Portantino a Democrat representing the San Fernando and San Gabriel Valley in Southern California, who introduced the bill earlier this year.\u003c/p>\n\u003cp>\"The morning sleep is the most therapeutic, healthy sleep for teenagers,\" he told \u003ca href=\"https://ww2.kqed.org/forum/2017/08/07/bill-for-late-school-start-passes-senate-heads-to-assembly/\" target=\"_blank\" rel=\"noopener noreferrer\">KQED's Forum\u003c/a>. \"And what we do as a society, we wake them up in the middle of that healthy sleep and send them to school too early when they're sleep deprived.\"\u003c/p>\n\u003cp>The roughly 400 school districts nationwide that have already pushed back their start times have seen overwhelmingly positive results, he said, with boosts in academic performance, attendance and graduation rates, and a decrease in car accidents and suicide attempts.\u003c/p>\n\u003cp>The bill, though, faces strong opposition, particularly among many districts, school boards and even teachers who argue these decisions should be made at a local level, given the diverse needs of each community. The delayed schedule would likely lead to lengthy renegotiations with teacher unions and could require additional funding for the necessary changes in bus transportation.\u003c/p>\n\u003cp>Parents have also raised concerns that later start times will cause serious disruptions, making it harder to drop off kids in the morning before work. And later school dismissal times, they add, could disrupt afterschool sports activities, pushing practices even later into the evening.\u003c/p>\n\u003cp>\"We oppose this bill because it imposes a one-size-fits-all approach that we don't actually think will result in kids getting more sleep,\" said Nancy Chaires Espinoza, a legislative advocate for the California School Boards Association, which opposes the measure.\u003c/p>\n\u003cp>Many school districts have determined that a better way of increasing the amount of sleep students get is to minimize their homework load so they can go to bed earlier, Espinoza said in an interview on WBUR's \u003ca href=\"http://www.wbur.org/hereandnow/2017/08/14/school-start-times-california\" target=\"_blank\" rel=\"noopener noreferrer\">Here and Now\u003c/a>.\u003c/p>\n\u003cp>\"That's why school times should be a local decision informed by parents and teachers, those who know the students and the community best,\" she added. \"And unfortunately this bill would negate the entire public decision-making process. And we just don't think that's the best way to do right by kids.\"\u003cbr>\n\u003ca name=\"unique-identifier1\">\u003c/a>\u003cbr>\nBut Portantino counters that this argument flies in the face of basic biology: Most teenagers, he argues, are simply hardwired to stay up late, until at least 11 p.m.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"All the arguments against it are adult-based arguments, not kid-based arguments,\" he added.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "VIDEO: Aging, Longevity and the Eternal Fight to Stay Young",
"title": "VIDEO: Aging, Longevity and the Eternal Fight to Stay Young",
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"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>https://youtu.be/N88pPUWrc5k\u003cbr>\nFirst the good news: People in most industrialized (aka wealthy) nations live roughly 25 years longer, on average, than they would have \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1369276/\" target=\"_blank\" rel=\"noopener noreferrer\">100 years ago\u003c/a>.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Use the Above the Noise discussion guide and student worksheet to start a conversation in your classroom.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Life expectancy in most industrialized nations now tops 75 years. The increase is mainly the result of better hygiene practices and medical innovations that have helped ward off infectious diseases and epidemics and dramatically reduced infant mortality rates.\u003c/p>\n\u003cp>As this \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise \u003c/a>video explains, with increased longevity has come an onslaught of anti-aging applications that promise to stretch out your life even further, or at least make you look and feel younger than you really are. Among the latest anti-aging fads: teen blood transfusions! Read more about this blood thirsty trend on KQED's \u003ca href=\"https://ww2.kqed.org/futureofyou/2017/06/30/blood-from-young-people-may-be-a-secret-to-fighting-aging/\" target=\"_blank\" rel=\"noopener noreferrer\">Future of You blog\u003c/a>.\u003c/p>\n\u003ch4>Location, location, location!\u003c/h4>\n\u003cp>Within the United States, geography is a major determinate of health and longevity. Where you live can actually be a matter of life and death, according to \u003ca href=\"http://jamanetwork.com/journals/jamainternalmedicine/fullarticle/10.1001/jamainternmed.2017.0918\">an analysis\u003c/a> by the University of Washington's Institute for Health Metrics and Evaluation published last spring in \u003cem>JAMA Internal Medicine\u003c/em>. Populations in areas with the shortest life expectancy rates are typically among the poorest and least educated in the U.S.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg src=\"http://www.npr.org/assets/img/2017/05/08/longevity-3.gif\" alt=\"\" width=\"720\" height=\"455\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of NPR\u003c/figcaption>\u003c/figure>\n\u003cp>Researchers crunched public health data from every county in the country between 1980 and 2014, revealing dramatic disparities. In 2014, there was a difference of more than 20 years between people living in counties with the longest and shortest average life spans (based on life expectancy at birth). That's roughly the same life span gap as that between people living in Japan and India.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At 82 years, men in Fairfax, VA have among the highest life expectancy in the country. But head just 350 miles to McDowell County, WV and that drops to just 67 years for men. Meanwhile, women in Marin County live to 85 on average, the country's highest female life expectancy. Compare that to Perry County, KY, where average female life expectancy is 74.\u003c/p>\n\u003cp>The lowest rate in the country is in Oglala Lakota County, S.D., which includes the Pine Ridge Native American reservation, where average life expectancy falls is under 67 years.\u003c/p>\n\u003cp>Many of the other areas with low life expectancy rates are congregated in the lower Mississippi River Valley and some areas of Appalachia.\u003c/p>\n\u003cp>The authors of the report note that these disparities appear to be widening: between 1980 and 2014, the gap between the highest and lowest life spans increased by about two years.\u003c/p>\n\u003cp>Mouse over IHM's incredibly detailed map to see how life expectancy rates and various health conditions in counties throughout the country have changed over the last three decades.\u003c/p>\n\u003cdiv align=\"center\">\u003ciframe src=\"https://vizhub.healthdata.org/subnational/usa\" width=\"1000\" height=\"800\">\u003c/iframe>\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>Global context\u003c/h4>\n\u003cp>While average American life expectancy still exceeds that in most other countries, it still lags behind the world's other high income nations. And that's in large part because of poor diet: heart disease remains America's number one killer. At 79.3 years, the U.S ranks 31st in life expectancy, according to 2015 data from the World Health Organization.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mouse over the map below to see how the U.S. compares to other nations around the world.\u003c/p>\n\u003cdiv align=\"center\">\u003ciframe src=\"https://mgreen.carto.com/builder/f6eba07d-2d96-42e3-a81b-1185c6c8ad67/embed\" width=\"1000\" height=\"800\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>https://youtu.be/N88pPUWrc5k\u003cbr>\nFirst the good news: People in most industrialized (aka wealthy) nations live roughly 25 years longer, on average, than they would have \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1369276/\" target=\"_blank\" rel=\"noopener noreferrer\">100 years ago\u003c/a>.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Use the Above the Noise discussion guide and student worksheet to start a conversation in your classroom.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Life expectancy in most industrialized nations now tops 75 years. The increase is mainly the result of better hygiene practices and medical innovations that have helped ward off infectious diseases and epidemics and dramatically reduced infant mortality rates.\u003c/p>\n\u003cp>As this \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\" target=\"_blank\" rel=\"noopener noreferrer\">Above the Noise \u003c/a>video explains, with increased longevity has come an onslaught of anti-aging applications that promise to stretch out your life even further, or at least make you look and feel younger than you really are. Among the latest anti-aging fads: teen blood transfusions! Read more about this blood thirsty trend on KQED's \u003ca href=\"https://ww2.kqed.org/futureofyou/2017/06/30/blood-from-young-people-may-be-a-secret-to-fighting-aging/\" target=\"_blank\" rel=\"noopener noreferrer\">Future of You blog\u003c/a>.\u003c/p>\n\u003ch4>Location, location, location!\u003c/h4>\n\u003cp>Within the United States, geography is a major determinate of health and longevity. Where you live can actually be a matter of life and death, according to \u003ca href=\"http://jamanetwork.com/journals/jamainternalmedicine/fullarticle/10.1001/jamainternmed.2017.0918\">an analysis\u003c/a> by the University of Washington's Institute for Health Metrics and Evaluation published last spring in \u003cem>JAMA Internal Medicine\u003c/em>. Populations in areas with the shortest life expectancy rates are typically among the poorest and least educated in the U.S.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg src=\"http://www.npr.org/assets/img/2017/05/08/longevity-3.gif\" alt=\"\" width=\"720\" height=\"455\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of NPR\u003c/figcaption>\u003c/figure>\n\u003cp>Researchers crunched public health data from every county in the country between 1980 and 2014, revealing dramatic disparities. In 2014, there was a difference of more than 20 years between people living in counties with the longest and shortest average life spans (based on life expectancy at birth). That's roughly the same life span gap as that between people living in Japan and India.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At 82 years, men in Fairfax, VA have among the highest life expectancy in the country. But head just 350 miles to McDowell County, WV and that drops to just 67 years for men. Meanwhile, women in Marin County live to 85 on average, the country's highest female life expectancy. Compare that to Perry County, KY, where average female life expectancy is 74.\u003c/p>\n\u003cp>The lowest rate in the country is in Oglala Lakota County, S.D., which includes the Pine Ridge Native American reservation, where average life expectancy falls is under 67 years.\u003c/p>\n\u003cp>Many of the other areas with low life expectancy rates are congregated in the lower Mississippi River Valley and some areas of Appalachia.\u003c/p>\n\u003cp>The authors of the report note that these disparities appear to be widening: between 1980 and 2014, the gap between the highest and lowest life spans increased by about two years.\u003c/p>\n\u003cp>Mouse over IHM's incredibly detailed map to see how life expectancy rates and various health conditions in counties throughout the country have changed over the last three decades.\u003c/p>\n\u003cdiv align=\"center\">\u003ciframe src=\"https://vizhub.healthdata.org/subnational/usa\" width=\"1000\" height=\"800\">\u003c/iframe>\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>Global context\u003c/h4>\n\u003cp>While average American life expectancy still exceeds that in most other countries, it still lags behind the world's other high income nations. And that's in large part because of poor diet: heart disease remains America's number one killer. At 79.3 years, the U.S ranks 31st in life expectancy, according to 2015 data from the World Health Organization.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mouse over the map below to see how the U.S. compares to other nations around the world.\u003c/p>\n\u003cdiv align=\"center\">\u003ciframe src=\"https://mgreen.carto.com/builder/f6eba07d-2d96-42e3-a81b-1185c6c8ad67/embed\" width=\"1000\" height=\"800\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "3-D Printed Guns: The Latest Chapter in the Loaded History of Gun Control [VIDEO]",
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"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Included as a fundamental right in the U.S. Constitution, firearms have played a pivotal but controversial role in America's history and culture.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Use the Above the Noise discussion guide and student worksheet to start a conversation in your classroom.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Federal gun regulations, though, were largely nonexistent until fairly recently. And it wasn't until the late 1970s that gun control began to emerge as one of the most explosive, divisive issues in American politics.\u003c/p>\n\u003cp>Efforts to tighten firearms regulations often resume in the wake of horrific mass shootings, but nearly every recent attempt has been shot down.\u003c/p>\n\u003cp>Case in point: On June 2016, a lone gunman, wielding a semi-automatic rifle and handgun terrorized a gay night club in Orlando, killing 49 people and wounding scores more. The attack marked the deadliest mass shooting (committed by a single person) in U.S. history.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Eight days later, Senate Democrats \u003ca href=\"http://www.npr.org/2016/06/21/482900199/senate-rejects-4-gun-measures-sparked-by-orlando-shooting\" target=\"_blank\" rel=\"noopener noreferrer\">tried to push through\u003c/a> a set of legislation to expand background checks to gun shows and Internet sales, and to prevent anyone on the U.S. terror watch list from purchasing guns. The relatively modest measures were quickly scrapped by the Republican-controlled Senate. 2013 legislation proposed in the months after a gunman killed 20 young children and six adults at Sandy Hook Elementary School in Newtown, Conn. suffered a similar fate.\u003c/p>\n\u003cp>As a result, U.S. gun laws remain exceptionally lenient in comparison to regulations in just about every other industrialized country in the world. Meanwhile, the gun death rate in the U.S. \u003ca href=\"https://www.nytimes.com/2016/06/14/upshot/compare-these-gun-death-rates-the-us-is-in-a-different-world.html\" target=\"_blank\" rel=\"noopener noreferrer\">far outpaces\u003c/a> that of any other wealthy Western nation.\u003c/p>\n\u003cp>As the \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ?app=desktop&persist_app=1&noapp=1\">Above the Noise\u003c/a> video at top explains, the debate over access to guns is only likely to grow more thorny and complicated with the emergence and spread of new manufacturing technologies -- like 3-D printing -- that give more people the opportunity to create their own homemade weapons that are not yet regulated under existing federal gun laws.\u003c/p>\n\u003cp>For more on the prickly history of federal firearms laws, scroll through this interactive timeline.\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=\"//cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1A-l2IEyg9YWSVhB1IVCuopezNE_jVeNHAb4leFnG0Ko&font=Default&lang=en&initial_zoom=2&height=650\" width=\"100%\" height=\"650\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\n\u003cp>(\u003ca href=\"http://embed.verite.co/timeline/?source=0AnEnE7F1dz7DdFRWeWlaQnF1TERlUHZIRE1tdDdjT3c&font=Bevan-PotanoSans&maptype=toner&lang=en&height=650\" target=\"_blank\" rel=\"noopener noreferrer\">Click here\u003c/a> for full-screen mode)\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Included as a fundamental right in the U.S. Constitution, firearms have played a pivotal but controversial role in America's history and culture.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Use the Above the Noise discussion guide and student worksheet to start a conversation in your classroom.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Federal gun regulations, though, were largely nonexistent until fairly recently. And it wasn't until the late 1970s that gun control began to emerge as one of the most explosive, divisive issues in American politics.\u003c/p>\n\u003cp>Efforts to tighten firearms regulations often resume in the wake of horrific mass shootings, but nearly every recent attempt has been shot down.\u003c/p>\n\u003cp>Case in point: On June 2016, a lone gunman, wielding a semi-automatic rifle and handgun terrorized a gay night club in Orlando, killing 49 people and wounding scores more. The attack marked the deadliest mass shooting (committed by a single person) in U.S. history.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Eight days later, Senate Democrats \u003ca href=\"http://www.npr.org/2016/06/21/482900199/senate-rejects-4-gun-measures-sparked-by-orlando-shooting\" target=\"_blank\" rel=\"noopener noreferrer\">tried to push through\u003c/a> a set of legislation to expand background checks to gun shows and Internet sales, and to prevent anyone on the U.S. terror watch list from purchasing guns. The relatively modest measures were quickly scrapped by the Republican-controlled Senate. 2013 legislation proposed in the months after a gunman killed 20 young children and six adults at Sandy Hook Elementary School in Newtown, Conn. suffered a similar fate.\u003c/p>\n\u003cp>As a result, U.S. gun laws remain exceptionally lenient in comparison to regulations in just about every other industrialized country in the world. Meanwhile, the gun death rate in the U.S. \u003ca href=\"https://www.nytimes.com/2016/06/14/upshot/compare-these-gun-death-rates-the-us-is-in-a-different-world.html\" target=\"_blank\" rel=\"noopener noreferrer\">far outpaces\u003c/a> that of any other wealthy Western nation.\u003c/p>\n\u003cp>As the \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ?app=desktop&persist_app=1&noapp=1\">Above the Noise\u003c/a> video at top explains, the debate over access to guns is only likely to grow more thorny and complicated with the emergence and spread of new manufacturing technologies -- like 3-D printing -- that give more people the opportunity to create their own homemade weapons that are not yet regulated under existing federal gun laws.\u003c/p>\n\u003cp>For more on the prickly history of federal firearms laws, scroll through this interactive timeline.\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=\"//cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1A-l2IEyg9YWSVhB1IVCuopezNE_jVeNHAb4leFnG0Ko&font=Default&lang=en&initial_zoom=2&height=650\" width=\"100%\" height=\"650\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\n\u003cp>(\u003ca href=\"http://embed.verite.co/timeline/?source=0AnEnE7F1dz7DdFRWeWlaQnF1TERlUHZIRE1tdDdjT3c&font=Bevan-PotanoSans&maptype=toner&lang=en&height=650\" target=\"_blank\" rel=\"noopener noreferrer\">Click here\u003c/a> for full-screen mode)\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Classroom Guide for Above the Noise",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If you want your students to tackle real-world issues and take a deeper look at evidence, data and research, then KQED’s video series \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cb>Above the Noise\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> belongs in your classroom. Keep reading to find ideas about using this new series to help your students cut through the hype and learn more about the world around them. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Start the conversation in your classroom! Find the discussion questions from this post in downloadable form.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\" rel=\"noopener\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\" rel=\"noopener\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>What is Above the Noise?\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Above the Noise is a YouTube series for middle- and high-school students that dives deep into \u003c/span>\u003cspan style=\"font-weight: 400\">the big questions \u003c/span>\u003cspan style=\"font-weight: 400\">behind issues affecting students’ daily lives. Episodes take on complex subject matter with facts and research to help young viewers draw informed conclusions, while inspiring media literacy and civic engagement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Above the Noise focuses on data and science literacy, but the series takes on issues that are just as relevant in English and social studies classrooms. \u003c/span>\u003c/p>\n\u003ch2>The Anatomy of an Above the Noise Episode\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each episode has a similar structure in order to help students unpack the topic.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>The hype: \u003c/b>\u003cspan style=\"font-weight: 400\">Every episode starts with what we call “the hype.” We choose issues that are already being talked about. Then, the hosts go beyond the hype and find out what’s really going on.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The research:\u003c/b>\u003cspan style=\"font-weight: 400\"> We do research, analyze information and evaluate the data behind the hype. The hosts model how to look at information by talking about things like sample size and research protocols, citing research papers and discussing what the experts are saying. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The call to action: \u003c/b>\u003cspan style=\"font-weight: 400\">Episodes end with a question students can answer. This can be a jumping off point or serve to wrap up the topic. We’d love for your students to respond to this question in the comments on our YouTube channel, either individually or as a class. Many episodes are also featured resources for KQED’s \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>Using Above the Noise with Students\u003cb> \u003c/b>\u003c/h2>\n\u003ch4>Step 1: Choose an Above the Noise episode\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out the episode list on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003cspan style=\"font-weight: 400\">our YouTube channel \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and accompanying resources on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">KQED Education website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. From \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/05/17/what-should-we-do-about-gerrymandering/\">\u003cspan style=\"font-weight: 400\">gerrymandering \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ca href=\"https://youtu.be/CB_h7aheAEM\">\u003cspan style=\"font-weight: 400\">genetically engineered mosquitoes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s something for everyone! \u003c/span>\u003c/p>\n\u003ch4>Step 2: View and Discuss\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a class or in small groups, have students watch the Above the Noise episode. True to YouTube style, the narration can move quickly, so plan to watch more than once. You can also stop and start the video as needed and use the closed-caption function. Use the \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\">student viewing notes handout\u003c/a> to help your students keep their thoughts organized.\u003c/span>\u003c/p>\n\u003ch3>Before watching the video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gauge what students already know about the topic. If you want to provide a brief overview, you can find more resources in the episode’s blog post on \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">KQED Education\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. Start by asking students the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you already know about this topic?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think you understand this topic? Is what you know based on your own reading, word of mouth or from scanning headlines on social media\u003c/span>\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you have about this topic? What do you want to know more about? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>While watching\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Stop to check for understanding and point out the data and media literacy aspects of the episode. Here are questions that apply to almost all videos:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What issue does this episode discuss?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is the “hype” around this topic or issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does the data or other evidence tell us about this issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does the host analyze the data? What kind of research or information is presented?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are the sources used in the episode credible? How do you know? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think graphics are used effectively in this episode? How do they add or detract from your understanding of the topic? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What other production choices (color, sound effects, etc.) did you notice while watching the episode? How did they add or detract from the topic? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>After watching\u003c/h4>\n\u003cp>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">Help students share their thoughts and internalize the media literacy strategies from the episode using the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have your views on the topic changed? If so, how?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Did the evidence provided in the episode help to change or refine your views? Explain.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How would you respond to the “call to action” question at the end of the episode? (Give your students time to respond in the comments section of the YouTube page or on the episode’s page on KQED Education.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you learn about analyzing evidence or data from this episode that you can use when reading about other controversial topics or doing your own research?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is another aspect of this issue that you think should be studied further? What would your research question be?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How might someone else look at the evidence presented in the video differently than you do?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you still have about the topic? What is unclear?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you and your students want to explore the issue further, you can review the research behind each episode and find links to further reading on the\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\"> \u003cspan style=\"font-weight: 400\">Above the Noise collection page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Want to know more about the Above the Noise hosts? Check out the \u003ca href=\"https://youtu.be/iqKUWHE5JQk\">Welcome video\u003c/a>.\u003c/p>\n\u003ch4>Step 3: Let us know what you think!\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to sharing your thoughts on individual episodes, we are also looking for new ideas and will give a shout out (and full credit) to any classroom who comes up with an idea for an episode we produce. Youth voice is integral to Above the Noise. In addition to asking our audience for ideas, we work closely with KQED’s high school \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which co-produces the series. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connect with us on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ/videos\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003ca href=\"http://facebook.com/kqededucation\">Facebook\u003c/a> or\u003ca href=\"https://www.instagram.com/kqedabovethenoise/?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\"> Instagram\u003c/a> using #TeachATN. That way, we’ll be able to able to find your comments and questions. We would love to hear from your students, but also from you! Let us know how you are using Above the Noise as a teaching tool! \u003c/span>\u003c/p>\n\u003ch2>\u003c/h2>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If you want your students to tackle real-world issues and take a deeper look at evidence, data and research, then KQED’s video series \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cb>Above the Noise\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> belongs in your classroom. Keep reading to find ideas about using this new series to help your students cut through the hype and learn more about the world around them. \u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Classroom Resources\u003c/h3>\n\u003cp>Start the conversation in your classroom! Find the discussion questions from this post in downloadable form.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\" rel=\"noopener\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\" rel=\"noopener\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>What is Above the Noise?\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Above the Noise is a YouTube series for middle- and high-school students that dives deep into \u003c/span>\u003cspan style=\"font-weight: 400\">the big questions \u003c/span>\u003cspan style=\"font-weight: 400\">behind issues affecting students’ daily lives. Episodes take on complex subject matter with facts and research to help young viewers draw informed conclusions, while inspiring media literacy and civic engagement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Above the Noise focuses on data and science literacy, but the series takes on issues that are just as relevant in English and social studies classrooms. \u003c/span>\u003c/p>\n\u003ch2>The Anatomy of an Above the Noise Episode\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each episode has a similar structure in order to help students unpack the topic.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>The hype: \u003c/b>\u003cspan style=\"font-weight: 400\">Every episode starts with what we call “the hype.” We choose issues that are already being talked about. Then, the hosts go beyond the hype and find out what’s really going on.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The research:\u003c/b>\u003cspan style=\"font-weight: 400\"> We do research, analyze information and evaluate the data behind the hype. The hosts model how to look at information by talking about things like sample size and research protocols, citing research papers and discussing what the experts are saying. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>The call to action: \u003c/b>\u003cspan style=\"font-weight: 400\">Episodes end with a question students can answer. This can be a jumping off point or serve to wrap up the topic. We’d love for your students to respond to this question in the comments on our YouTube channel, either individually or as a class. Many episodes are also featured resources for KQED’s \u003c/span>\u003ca href=\"http://ww2.kqed.org/lowdown/\">\u003cspan style=\"font-weight: 400\">The Lowdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>Using Above the Noise with Students\u003cb> \u003c/b>\u003c/h2>\n\u003ch4>Step 1: Choose an Above the Noise episode\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out the episode list on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ\">\u003cspan style=\"font-weight: 400\">our YouTube channel \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and accompanying resources on the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">KQED Education website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. From \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/05/17/what-should-we-do-about-gerrymandering/\">\u003cspan style=\"font-weight: 400\">gerrymandering \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ca href=\"https://youtu.be/CB_h7aheAEM\">\u003cspan style=\"font-weight: 400\">genetically engineered mosquitoes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, there’s something for everyone! \u003c/span>\u003c/p>\n\u003ch4>Step 2: View and Discuss\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a class or in small groups, have students watch the Above the Noise episode. True to YouTube style, the narration can move quickly, so plan to watch more than once. You can also stop and start the video as needed and use the closed-caption function. Use the \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\">student viewing notes handout\u003c/a> to help your students keep their thoughts organized.\u003c/span>\u003c/p>\n\u003ch3>Before watching the video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gauge what students already know about the topic. If you want to provide a brief overview, you can find more resources in the episode’s blog post on \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">KQED Education\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">. Start by asking students the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you already know about this topic?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think you understand this topic? Is what you know based on your own reading, word of mouth or from scanning headlines on social media\u003c/span>\u003cspan style=\"font-weight: 400\">?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you have about this topic? What do you want to know more about? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>While watching\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Stop to check for understanding and point out the data and media literacy aspects of the episode. Here are questions that apply to almost all videos:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What issue does this episode discuss?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is the “hype” around this topic or issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does the data or other evidence tell us about this issue?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does the host analyze the data? What kind of research or information is presented?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are the sources used in the episode credible? How do you know? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do you think graphics are used effectively in this episode? How do they add or detract from your understanding of the topic? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What other production choices (color, sound effects, etc.) did you notice while watching the episode? How did they add or detract from the topic? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch4>After watching\u003c/h4>\n\u003cp>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">Help students share their thoughts and internalize the media literacy strategies from the episode using the following questions:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Have your views on the topic changed? If so, how?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Did the evidence provided in the episode help to change or refine your views? Explain.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How would you respond to the “call to action” question at the end of the episode? (Give your students time to respond in the comments section of the YouTube page or on the episode’s page on KQED Education.)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What did you learn about analyzing evidence or data from this episode that you can use when reading about other controversial topics or doing your own research?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What is another aspect of this issue that you think should be studied further? What would your research question be?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How might someone else look at the evidence presented in the video differently than you do?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What questions do you still have about the topic? What is unclear?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you and your students want to explore the issue further, you can review the research behind each episode and find links to further reading on the\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\"> \u003cspan style=\"font-weight: 400\">Above the Noise collection page\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Want to know more about the Above the Noise hosts? Check out the \u003ca href=\"https://youtu.be/iqKUWHE5JQk\">Welcome video\u003c/a>.\u003c/p>\n\u003ch4>Step 3: Let us know what you think!\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to sharing your thoughts on individual episodes, we are also looking for new ideas and will give a shout out (and full credit) to any classroom who comes up with an idea for an episode we produce. Youth voice is integral to Above the Noise. In addition to asking our audience for ideas, we work closely with KQED’s high school \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which co-produces the series. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connect with us on \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ/videos\">\u003cspan style=\"font-weight: 400\">YouTube\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003ca href=\"http://facebook.com/kqededucation\">Facebook\u003c/a> or\u003ca href=\"https://www.instagram.com/kqedabovethenoise/?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\"> Instagram\u003c/a> using #TeachATN. That way, we’ll be able to able to find your comments and questions. We would love to hear from your students, but also from you! Let us know how you are using Above the Noise as a teaching tool! \u003c/span>\u003c/p>\n\u003ch2>\u003c/h2>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "VIDEO: What's the Deal with the Crime Rate (and Why Can't Anyone Agree on It)?",
"title": "VIDEO: What's the Deal with the Crime Rate (and Why Can't Anyone Agree on It)?",
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"content": "\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Among the many spirited exchanges between Donald Trump and Hillary Clinton over the course of their three debates in 2016, the following from their first encounter was particularly notable:\u003c/p>\n\u003cp>Clinton: \"Crime has continued to drop, including murders.\"\u003c/p>\n\u003cp>Trump: \"You're wrong. You're wrong. Murders are up.\"\u003c/p>\n\u003cp>We're talking concrete figures here. So someone had to be mistaken ... right?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In actuality, they were both kind of right (or wrong, depending on how you look at it).\u003c/p>\n\u003cp>To Clinton's point, the violent crime rate, including the murder rate, was very recently at its lowest point in more than 40 years (see the chart below). So in that sense, crime has indeed dropped precipitously and, for the most part, steadily. But, as Trump insistently reminded voters throughout the campaign, there has in fact been an uptick in violent crime since 2014. Between 2014 and 2015, the FBI reported a 3.1 percent increase in violent crime and a 10 percent increase in murders. And the agency's preliminary 2016 data show further increases, an important data point that Clinton omitted in her reference.\u003c/p>\n\u003cp>For his part, though, Trump neglected to mention that in 2014 the rate of violent crime (murder, rape, aggravated assault and robbery) had dropped to less than half of what it was in 1991. So, while any rise in violent crime, particularly homicides, is certainly cause for concern and deserving of attention, it's worth noting that the uptick in question is being measured against the lowest crime rate in modern history.\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime rate\" src=\"//e.infogram.com/us_violent_crime_rate?src=embed\" width=\"650\" height=\"568\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime Rate by type: 1960-2012\" src=\"//e.infogram.com/americas-violent-crime-rate-1960---2012?src=embed\" width=\"650\" height=\"620\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>All of which underscores why talking about crime rates can turn into such a tricky, emotionally fueled and often misleading exercise. As this Above the Noise video explains, it all comes down to which dataset you look at, what section of it you focus on and what you compare your results to. In other words, if you cherry-pick the data, you can generally hook whatever conclusion you're fishing for.\u003c/p>\n\u003cp>[Use the scroll bar below to zoom in and view specific data ranges]\u003c/p>\n\u003cp>\u003ciframe src=\"https://fusiontables.google.com/embedviz?containerId=googft-gviz-canvas&viz=GVIZ&t=LINE_AGGREGATE&isXyPlot=true&bsize=0.0&q=select+col0%2C+col1+from+17UuKHVucbTxYO-Wx4gl8Zm2673N_AcUWQ4p0sBdA&qrs=+where+col0+%3E%3D+&qre=+and+col0+%3C%3D+&qe=+order+by+col0+asc&uiversion=2&rstart=1960%2F1%2F1+0%3A0%3A0&rend=2015%2F1%2F10+21%3A30%3A19&gco_forceIFrame=true&gco_hasLabelsColumn=true&width=700&height=560\" width=\"700\" height=\"560\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp>And then there's the issue of emotion-driven perceptions and the influence of pervasive crime reporting in the media.\u003c/p>\n\u003cp>\u003ca href=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\">\u003cimg class=\"alignright\" src=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\" alt=\"\" width=\"279\" height=\"251\">\u003c/a>As the \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/ft_16-11-16_crime_trend/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center notes\u003c/a>, Americans typically believe crime is on the rise, even when that notion is directly contradicted by data. In each of the 21 Gallup surveys conducted since 1989, a majority of respondents said that \u003ca href=\"http://www.gallup.com/poll/1603/crime.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">crime in the U.S. had risen\u003c/a> since the previous year, despite the generally downward trend in both violent and property crime rates during most of that time period. And a 2016 Pew Research survey found that 57 percent of registered voters thought crime had \u003ca href=\"http://www.people-press.org/2016/11/10/a-divided-and-pessimistic-electorate/3-11/\">gotten worse\u003c/a> since 2008, even though both violent and property crime rates \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/\">declined by double-digit percentages\u003c/a> during that period.\u003c/p>\n\u003cp>Ask a roomful of criminologists to explain what causes dramatic changes in crime rates and you’ll likely get a generous sampling of conflicting answers. From demographic trends and poverty levels to policing strategies and, as Trump proclaims, a general breakdown in law and order, theories abound as to what factors lead to spikes and drops in regional and national rates. It's easy to find correlations. But hard evidence of causation is more elusive.\u003c/p>\n\u003cp>This is a conundrum of particular concern for places like Chicago, where murder rates have soared in recent years, not to mention other urban areas like St. Louis and Detroit, where rates of murder and other violent crimes have remained stubbornly high for years.\u003c/p>\n\u003cp>The FBI's \u003ca href=\"https://ucr.fbi.gov/ucr-publications\" target=\"_blank\" rel=\"noopener noreferrer\">annual crime report\u003c/a> is the most cited and comprehensive national crime report card, but it's certainly not without holes. It relies on voluntary reporting from more than 18,000 law enforcement jurisdictions around the country, including city, county, university, state, tribal and federal agencies. For the 2015 report, the most recent full-year report to date (data for all of 2016 will be released this fall), 16,643 local agencies -- about 90 percent of the the total enrolled in the program -- submitted data.\u003c/p>\n\u003cp>Another national crime measure is the \u003ca href=\"https://www.bjs.gov/index.cfm?ty=dcdetail&iid=245\">annual Bureau of Justice Statistics survey \u003c/a>of more than 90,000 households, which asks Americans ages 12 and older if they've been victims of crime in the last six months and whether they've reported those crimes to the police. The 2015 survey found that only about half of respondents who admitted to being victims had actually notified the authorities. Reasons for not reporting included the belief that the police “would not or could not do anything to help” or that the crime was “a personal issue or too trivial to report,” according to BJS.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In other words, the data that are publicly available do not provide a complete picture of crime in America. But they do offer a reasonable approximation. And by nearly every estimate, the overall violent crime rate is higher than it was a few years ago, but substantially lower than it was throughout the 1970s, '80s and early '90s.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Among the many spirited exchanges between Donald Trump and Hillary Clinton over the course of their three debates in 2016, the following from their first encounter was particularly notable:\u003c/p>\n\u003cp>Clinton: \"Crime has continued to drop, including murders.\"\u003c/p>\n\u003cp>Trump: \"You're wrong. You're wrong. Murders are up.\"\u003c/p>\n\u003cp>We're talking concrete figures here. So someone had to be mistaken ... right?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In actuality, they were both kind of right (or wrong, depending on how you look at it).\u003c/p>\n\u003cp>To Clinton's point, the violent crime rate, including the murder rate, was very recently at its lowest point in more than 40 years (see the chart below). So in that sense, crime has indeed dropped precipitously and, for the most part, steadily. But, as Trump insistently reminded voters throughout the campaign, there has in fact been an uptick in violent crime since 2014. Between 2014 and 2015, the FBI reported a 3.1 percent increase in violent crime and a 10 percent increase in murders. And the agency's preliminary 2016 data show further increases, an important data point that Clinton omitted in her reference.\u003c/p>\n\u003cp>For his part, though, Trump neglected to mention that in 2014 the rate of violent crime (murder, rape, aggravated assault and robbery) had dropped to less than half of what it was in 1991. So, while any rise in violent crime, particularly homicides, is certainly cause for concern and deserving of attention, it's worth noting that the uptick in question is being measured against the lowest crime rate in modern history.\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime rate\" src=\"//e.infogram.com/us_violent_crime_rate?src=embed\" width=\"650\" height=\"568\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ciframe style=\"border: none;\" title=\"U.S. Violent Crime Rate by type: 1960-2012\" src=\"//e.infogram.com/americas-violent-crime-rate-1960---2012?src=embed\" width=\"650\" height=\"620\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>All of which underscores why talking about crime rates can turn into such a tricky, emotionally fueled and often misleading exercise. As this Above the Noise video explains, it all comes down to which dataset you look at, what section of it you focus on and what you compare your results to. In other words, if you cherry-pick the data, you can generally hook whatever conclusion you're fishing for.\u003c/p>\n\u003cp>[Use the scroll bar below to zoom in and view specific data ranges]\u003c/p>\n\u003cp>\u003ciframe src=\"https://fusiontables.google.com/embedviz?containerId=googft-gviz-canvas&viz=GVIZ&t=LINE_AGGREGATE&isXyPlot=true&bsize=0.0&q=select+col0%2C+col1+from+17UuKHVucbTxYO-Wx4gl8Zm2673N_AcUWQ4p0sBdA&qrs=+where+col0+%3E%3D+&qre=+and+col0+%3C%3D+&qe=+order+by+col0+asc&uiversion=2&rstart=1960%2F1%2F1+0%3A0%3A0&rend=2015%2F1%2F10+21%3A30%3A19&gco_forceIFrame=true&gco_hasLabelsColumn=true&width=700&height=560\" width=\"700\" height=\"560\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp>And then there's the issue of emotion-driven perceptions and the influence of pervasive crime reporting in the media.\u003c/p>\n\u003cp>\u003ca href=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\">\u003cimg class=\"alignright\" src=\"http://assets.pewresearch.org/wp-content/uploads/sites/12/2016/11/16114133/FT_16.11.16_crime_trend.png\" alt=\"\" width=\"279\" height=\"251\">\u003c/a>As the \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/ft_16-11-16_crime_trend/\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Research Center notes\u003c/a>, Americans typically believe crime is on the rise, even when that notion is directly contradicted by data. In each of the 21 Gallup surveys conducted since 1989, a majority of respondents said that \u003ca href=\"http://www.gallup.com/poll/1603/crime.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">crime in the U.S. had risen\u003c/a> since the previous year, despite the generally downward trend in both violent and property crime rates during most of that time period. And a 2016 Pew Research survey found that 57 percent of registered voters thought crime had \u003ca href=\"http://www.people-press.org/2016/11/10/a-divided-and-pessimistic-electorate/3-11/\">gotten worse\u003c/a> since 2008, even though both violent and property crime rates \u003ca href=\"http://www.pewresearch.org/fact-tank/2016/11/16/voters-perceptions-of-crime-continue-to-conflict-with-reality/\">declined by double-digit percentages\u003c/a> during that period.\u003c/p>\n\u003cp>Ask a roomful of criminologists to explain what causes dramatic changes in crime rates and you’ll likely get a generous sampling of conflicting answers. From demographic trends and poverty levels to policing strategies and, as Trump proclaims, a general breakdown in law and order, theories abound as to what factors lead to spikes and drops in regional and national rates. It's easy to find correlations. But hard evidence of causation is more elusive.\u003c/p>\n\u003cp>This is a conundrum of particular concern for places like Chicago, where murder rates have soared in recent years, not to mention other urban areas like St. Louis and Detroit, where rates of murder and other violent crimes have remained stubbornly high for years.\u003c/p>\n\u003cp>The FBI's \u003ca href=\"https://ucr.fbi.gov/ucr-publications\" target=\"_blank\" rel=\"noopener noreferrer\">annual crime report\u003c/a> is the most cited and comprehensive national crime report card, but it's certainly not without holes. It relies on voluntary reporting from more than 18,000 law enforcement jurisdictions around the country, including city, county, university, state, tribal and federal agencies. For the 2015 report, the most recent full-year report to date (data for all of 2016 will be released this fall), 16,643 local agencies -- about 90 percent of the the total enrolled in the program -- submitted data.\u003c/p>\n\u003cp>Another national crime measure is the \u003ca href=\"https://www.bjs.gov/index.cfm?ty=dcdetail&iid=245\">annual Bureau of Justice Statistics survey \u003c/a>of more than 90,000 households, which asks Americans ages 12 and older if they've been victims of crime in the last six months and whether they've reported those crimes to the police. The 2015 survey found that only about half of respondents who admitted to being victims had actually notified the authorities. Reasons for not reporting included the belief that the police “would not or could not do anything to help” or that the crime was “a personal issue or too trivial to report,” according to BJS.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In other words, the data that are publicly available do not provide a complete picture of crime in America. But they do offer a reasonable approximation. And by nearly every estimate, the overall violent crime rate is higher than it was a few years ago, but substantially lower than it was throughout the 1970s, '80s and early '90s.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003c!--more-->Contrary to popular belief, most homeless people in the America don't actually sleep on the street or in shelters.\u003c/p>\n\u003cp>In fact, as this Above the Noise video explains, the nation's homeless population includes a surprising number of young people and their families stuck in transitory housing situations, many of them couch-surfing or staying in cheap hotels in lieu of a home of their own.\u003c/p>\n\u003cp>Using state reporting data, the U.S. Department of Education \u003ca href=\"http://nche.ed.gov/downloads/data-comp-1213-1415.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">estimates\u003c/a> there were nearly 1.3 million homeless students nationwide during the 2014-15 school year. That's double what it was 10 years ago, and only includes k-12 students enrolled in public schools.\u003c/p>\n\u003cfigure id=\"attachment_27536\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/06/homeless.jpg\">\u003cimg class=\"wp-image-27536 size-large\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/06/homeless-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Data based on mandatory reporting from local school districts. \u003ccite>(America's Promise Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The DoE estimates that more than 75 percent of these students sleep temporarily in other people's houses as a result, primarily, of severe economic hardship.\u003c/p>\n\u003cp>That means well over 1 million public school students are living in insecure housing situations, without rooms of their own or even beds they can necessarily rely on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to a \u003ca href=\"https://www.americaspromise.org/report/hidden-plain-sight\" target=\"_blank\" rel=\"noopener noreferrer\">2016 report\u003c/a> by nonpartisan America's Promise Alliance, homeless students are disproportionately minorities and much more likely than their peers to struggle academically and have poor attendance and more disciplinary issues.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And unlike the nearly 600,000 homeless people on the nation's streets or in shelters registered in 2015 \u003ca href=\"https://www.hudexchange.info/resources/documents/2016-AHAR-Part-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">point-in-time counts\u003c/a>, it a good deal harder for schools to identify which of their students are homeless and try to provide them with the help they might need.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->Contrary to popular belief, most homeless people in the America don't actually sleep on the street or in shelters.\u003c/p>\n\u003cp>In fact, as this Above the Noise video explains, the nation's homeless population includes a surprising number of young people and their families stuck in transitory housing situations, many of them couch-surfing or staying in cheap hotels in lieu of a home of their own.\u003c/p>\n\u003cp>Using state reporting data, the U.S. Department of Education \u003ca href=\"http://nche.ed.gov/downloads/data-comp-1213-1415.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">estimates\u003c/a> there were nearly 1.3 million homeless students nationwide during the 2014-15 school year. That's double what it was 10 years ago, and only includes k-12 students enrolled in public schools.\u003c/p>\n\u003cfigure id=\"attachment_27536\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/06/homeless.jpg\">\u003cimg class=\"wp-image-27536 size-large\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/06/homeless-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/26/2017/06/homeless-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Data based on mandatory reporting from local school districts. \u003ccite>(America's Promise Alliance)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The DoE estimates that more than 75 percent of these students sleep temporarily in other people's houses as a result, primarily, of severe economic hardship.\u003c/p>\n\u003cp>That means well over 1 million public school students are living in insecure housing situations, without rooms of their own or even beds they can necessarily rely on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to a \u003ca href=\"https://www.americaspromise.org/report/hidden-plain-sight\" target=\"_blank\" rel=\"noopener noreferrer\">2016 report\u003c/a> by nonpartisan America's Promise Alliance, homeless students are disproportionately minorities and much more likely than their peers to struggle academically and have poor attendance and more disciplinary issues.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And unlike the nearly 600,000 homeless people on the nation's streets or in shelters registered in 2015 \u003ca href=\"https://www.hudexchange.info/resources/documents/2016-AHAR-Part-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">point-in-time counts\u003c/a>, it a good deal harder for schools to identify which of their students are homeless and try to provide them with the help they might need.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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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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