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"content": "\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/DJdORxw2RTY\" target=\"_blank\" rel=\"noopener noreferrer\">Do You Understand the Minimum Wage Debate?\u003c/a>\u003c/span> (Citizen Tools)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">View a non-partisan explanation of the history and current status of the minimum wage debate.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you think the federal minimum wage should be increased? \u003cstrong>#DoNowUWage\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUWage\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Raising the Minimum Wage\u003c/h2>\n\u003cp>The federal minimum wage is currently $7.25 per hour. Many people believe that it should be substantially higher and others believe that increasing it would harm small businesses and the economy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to\u003c/span>\u003ca href=\"http://equitablegrowth.org/understanding-the-minimum-wage-and-income-inequality-and-economic-growth/\"> \u003cspan style=\"font-weight: 400\">Heather Boushey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Executive Director and Chief Economist at the Washington Center for Equitable Growth, raising the minimum wage is an important anti-poverty measure. A person earning the current minimum wage and working a 40-hour week makes $15,080 per year, which is barely above the poverty line for a single adult and is well below it for someone supporting children. \u003c/span>\u003cspan style=\"font-weight: 400\">The most recent proposal to increase the federal minimum wage would have raised it to $10.10 per hour, though it didn’t pass. \u003c/span>\u003cspan style=\"font-weight: 400\">More than half of the states (including the District of Columbia) already have higher minimum wages than the federal minimum wage. The District of Columbia is currently the highest at $10.50/hour. There has been \u003c/span>\u003ca href=\"http://www.nytimes.com/2016/04/03/sunday-review/how-the-15-minimum-wage-went-from-laughable-to-viable.html?_r=4\">\u003cspan style=\"font-weight: 400\">discussion lately\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about increasing \u003c/span>\u003cspan style=\"font-weight: 400\">the federal minimum wage to $15 per hour, which would bring a family relying on a single wage-earner above the poverty line.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_164309\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 name=\"United States Department of Labor\" link=\"http://www.dol.gov/whd/minwage/america.htm\" align=\"aligncenter\" width=\"800\"]\u003ca href=\"http://www.dol.gov/whd/minwage/america.htm\" rel=\"attachment wp-att-164309\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-164309\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-800x582.jpg\" alt=\"Minimum wage laws in the states as of January 1, 2016\" width=\"800\" height=\"582\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-800x582.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-400x291.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-768x558.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-960x698.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map.jpg 971w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Minimum wage laws in the states as of January 1, 2016\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some sources cite growing income inequality and the shrinking middle class as a reason to raise the minimum wage. The\u003c/span>\u003ca href=\"http://www.pewsocialtrends.org/2015/12/09/the-american-middle-class-is-losing-ground/\"> \u003cspan style=\"font-weight: 400\">Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> defines a household as “middle-income” if it earns between 67 and 200 percent of the state’s median income, and for many years America was a predominantly middle-class nation. But by 2015, only about half of adult Americans were living in middle-income households, with 29% below that and 21% above. Income inequality\u003c/span>\u003ca href=\"http://money.cnn.com/2013/09/25/news/economy/income-inequality/\"> \u003cspan style=\"font-weight: 400\">adversely affects life expectancy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to the Department of Health and Human Services, in the 1980s, wealthy Americans lived 2.8 years longer than the poor, but by the 1990s, when the income gap had widened, the rich were living 4.5 years longer than the poor. Income also plays a\u003c/span>\u003ca href=\"http://www.huffingtonpost.com/steven-strauss/the-connection-between-ed_b_1066401.html\"> \u003cspan style=\"font-weight: 400\">significant role in a person’s education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and vice versa. Simply put, the higher the education level, the higher the income. In 2009, people with professional degrees earned, on average, more than six times as much as people who did not graduate from high school: $128,000 versus $20,000. With the cost of higher education continuing to rise, a college degree is out of reach for many people from low-income families, making the gap even worse.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[media-credit name=\"401kcalculator.org\" link=\"http://www.401kcalculator.org/\" align=\"alignright\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Piggy-Bank.jpg\" rel=\"attachment wp-att-164312\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-164312\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Piggy-Bank-400x533.jpg\" alt=\"Piggy Bank\" width=\"400\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Piggy-Bank-400x533.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Piggy-Bank.jpg 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those on\u003c/span>\u003ca href=\"http://object.cato.org/sites/cato.org/files/four_reasons_not_to_raise_the_minimum_wage.pdf\"> \u003cspan style=\"font-weight: 400\">the other side of this debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe that raising the minimum wage would\u003c/span>\u003ca href=\"http://www.forbes.com/sites/mikepatton/2014/11/26/the-facts-on-the-minimum-wage-increase/#65068b7952ad\"> \u003cspan style=\"font-weight: 400\">hurt small businesses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which would not be able to pay their employees. Businesses might even have to close, and employees would lose their jobs. There would be fewer job opportunities because businesses would be doing as much hiring. So, while employees who kept their jobs would be making more money, unemployment would rise.\u003c/span>\u003ca href=\"http://www.investopedia.com/ask/answers/052815/does-raising-minimum-wage-increase-inflation.asp\"> \u003cspan style=\"font-weight: 400\">Raising minimum wage could also cause inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since business owners would have to make up for increased labor costs by raising prices. Therefore, the cost of living would increase, and the value of the new minimum wage would decrease.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you support increasing the federal minimum wage? Why or why not? \u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: ProCon.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://minimum-wage.procon.org/view.resource.php?resourceID=006456\" target=\"_blank\" rel=\"noopener noreferrer\">Should the Federal Minimum Wage Be Increased?\u003c/a>\u003cbr>\nThis article provides background information on the \u003cspan style=\"font-weight: 400\">history of the minimum wage and discusses current arguments for and against increasing it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Article: Washington Center for Equitable Growth\u003cbr>\n\u003c/strong>\u003ca href=\"http://equitablegrowth.org/understanding-the-minimum-wage-and-income-inequality-and-economic-growth/\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding How Raising the Federal Minimum Wage Affects Income Inequality and Economic Growth\u003c/a>\u003cbr>\nThis article is the testimony of the executive director and chief economist of the Washington Cto the U.S. Senate Committee on Health, Education, Labor, and Pensions in favor of a higher minimum wage.\u003c/p>\n\u003cp>\u003cstrong>Video: WSJ Video\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.wsj.com/video/opinion-journal-why-wage-hikes-increase-poverty/0EF6261A-4486-4311-9F7F-51BE924F0DA9.html\" target=\"_blank\" rel=\"noopener noreferrer\">Opinion Journal: Why Wage Hikes Increase Poverty\u003c/a>\u003cbr>\nA senior fellow at the Manhattan Institute explains why he thinks increasing the federal minimum wage will hurt lower-income Americans.\u003c/p>\n\u003cp>\u003cstrong>Video: London School of Economics and Political Science\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=3MjU7BlFYfc&nohtml5=False\" target=\"_blank\" rel=\"noopener noreferrer\">Designing a Minimum Wage to Reduce Poverty and Wage Inequality\u003c/a>\u003cbr>\nA senior fellow at the Manhattan Institute explains why he thinks increasing the federal minimum wage will hurt lower-income Americans.\u003c/p>\n\u003cp>\u003cstrong>Article: New York Times\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.nytimes.com/2016/04/03/sunday-review/how-the-15-minimum-wage-went-from-laughable-to-viable.html?_r=1\" target=\"_blank\" rel=\"noopener noreferrer\">How the $15 Minimum Wage Went from Laughable to Viable\u003c/a>\u003cbr>\nRead a recent history of the minimum wage debate.\u003c/p>\n\u003cp>\u003cstrong>Video: PBS NewsHour\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pbs.org/newshour/bb/is-a-15-minimum-wage-a-boon-or-a-risk-for-low-paid-workers/\" target=\"_blank\" rel=\"noopener noreferrer\">Is a $15 Minimum Wage a Boon or a Risk for Low-Paid Workers?\u003c/a>\u003cbr>\nCalifornia and New York have recently approved increases in the minimum wage to $15 per hour over the next few years. Hear a discussion about the potential consequences.\u003c/p>\n\u003chr>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by \u003cspan style=\"font-weight: 400\">Samuel Baker, Annaleigh Benoit, Koran Dunbar and Elizabeth Jones-Thomas\u003c/span>, students at \u003ca href=\"http://montalto.psu.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Pennsylvania State University, Mont Alto\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: VIDEO: \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://youtu.be/DJdORxw2RTY\" target=\"_blank\" rel=\"noopener noreferrer\">Do You Understand the Minimum Wage Debate?\u003c/a>\u003c/span> (Citizen Tools)\u003c/strong>\u003cbr>\n\u003cspan style=\"font-weight: 400\">View a non-partisan explanation of the history and current status of the minimum wage debate.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now U\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you think the federal minimum wage should be increased? \u003cstrong>#DoNowUWage\u003c/strong>\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>How to Do Now\u003c/strong>\u003c/h2>\n\u003cp>To respond to the Do Now U, you can comment below or post your response on Twitter. \u003cstrong>Just be sure to include \u003cem>#DoNowUWage\u003c/em> and \u003cem>@KQEDedspace\u003c/em> in your posts.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>Learn More about Raising the Minimum Wage\u003c/h2>\n\u003cp>The federal minimum wage is currently $7.25 per hour. Many people believe that it should be substantially higher and others believe that increasing it would harm small businesses and the economy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to\u003c/span>\u003ca href=\"http://equitablegrowth.org/understanding-the-minimum-wage-and-income-inequality-and-economic-growth/\"> \u003cspan style=\"font-weight: 400\">Heather Boushey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Executive Director and Chief Economist at the Washington Center for Equitable Growth, raising the minimum wage is an important anti-poverty measure. A person earning the current minimum wage and working a 40-hour week makes $15,080 per year, which is barely above the poverty line for a single adult and is well below it for someone supporting children. \u003c/span>\u003cspan style=\"font-weight: 400\">The most recent proposal to increase the federal minimum wage would have raised it to $10.10 per hour, though it didn’t pass. \u003c/span>\u003cspan style=\"font-weight: 400\">More than half of the states (including the District of Columbia) already have higher minimum wages than the federal minimum wage. The District of Columbia is currently the highest at $10.50/hour. There has been \u003c/span>\u003ca href=\"http://www.nytimes.com/2016/04/03/sunday-review/how-the-15-minimum-wage-went-from-laughable-to-viable.html?_r=4\">\u003cspan style=\"font-weight: 400\">discussion lately\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about increasing \u003c/span>\u003cspan style=\"font-weight: 400\">the federal minimum wage to $15 per hour, which would bring a family relying on a single wage-earner above the poverty line.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_164309\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">[media-credit standalone=0 name=\"United States Department of Labor\" link=\"http://www.dol.gov/whd/minwage/america.htm\" align=\"aligncenter\" width=\"800\"]\u003ca href=\"http://www.dol.gov/whd/minwage/america.htm\" rel=\"attachment wp-att-164309\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-164309\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-800x582.jpg\" alt=\"Minimum wage laws in the states as of January 1, 2016\" width=\"800\" height=\"582\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-800x582.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-400x291.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-768x558.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map-960x698.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Minimum-Wage-Map.jpg 971w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>[/media-credit]\u003cfigcaption class=\"wp-caption-text\">Minimum wage laws in the states as of January 1, 2016\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some sources cite growing income inequality and the shrinking middle class as a reason to raise the minimum wage. The\u003c/span>\u003ca href=\"http://www.pewsocialtrends.org/2015/12/09/the-american-middle-class-is-losing-ground/\"> \u003cspan style=\"font-weight: 400\">Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> defines a household as “middle-income” if it earns between 67 and 200 percent of the state’s median income, and for many years America was a predominantly middle-class nation. But by 2015, only about half of adult Americans were living in middle-income households, with 29% below that and 21% above. Income inequality\u003c/span>\u003ca href=\"http://money.cnn.com/2013/09/25/news/economy/income-inequality/\"> \u003cspan style=\"font-weight: 400\">adversely affects life expectancy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to the Department of Health and Human Services, in the 1980s, wealthy Americans lived 2.8 years longer than the poor, but by the 1990s, when the income gap had widened, the rich were living 4.5 years longer than the poor. Income also plays a\u003c/span>\u003ca href=\"http://www.huffingtonpost.com/steven-strauss/the-connection-between-ed_b_1066401.html\"> \u003cspan style=\"font-weight: 400\">significant role in a person’s education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and vice versa. Simply put, the higher the education level, the higher the income. In 2009, people with professional degrees earned, on average, more than six times as much as people who did not graduate from high school: $128,000 versus $20,000. With the cost of higher education continuing to rise, a college degree is out of reach for many people from low-income families, making the gap even worse.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[media-credit name=\"401kcalculator.org\" link=\"http://www.401kcalculator.org/\" align=\"alignright\" width=\"400\"]\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Piggy-Bank.jpg\" rel=\"attachment wp-att-164312\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-164312\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/04/Piggy-Bank-400x533.jpg\" alt=\"Piggy Bank\" width=\"400\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Piggy-Bank-400x533.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/04/Piggy-Bank.jpg 768w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those on\u003c/span>\u003ca href=\"http://object.cato.org/sites/cato.org/files/four_reasons_not_to_raise_the_minimum_wage.pdf\"> \u003cspan style=\"font-weight: 400\">the other side of this debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe that raising the minimum wage would\u003c/span>\u003ca href=\"http://www.forbes.com/sites/mikepatton/2014/11/26/the-facts-on-the-minimum-wage-increase/#65068b7952ad\"> \u003cspan style=\"font-weight: 400\">hurt small businesses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which would not be able to pay their employees. Businesses might even have to close, and employees would lose their jobs. There would be fewer job opportunities because businesses would be doing as much hiring. So, while employees who kept their jobs would be making more money, unemployment would rise.\u003c/span>\u003ca href=\"http://www.investopedia.com/ask/answers/052815/does-raising-minimum-wage-increase-inflation.asp\"> \u003cspan style=\"font-weight: 400\">Raising minimum wage could also cause inflation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, since business owners would have to make up for increased labor costs by raising prices. Therefore, the cost of living would increase, and the value of the new minimum wage would decrease.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Do you support increasing the federal minimum wage? Why or why not? \u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>Article: ProCon.org\u003cbr>\n\u003c/strong>\u003ca href=\"http://minimum-wage.procon.org/view.resource.php?resourceID=006456\" target=\"_blank\" rel=\"noopener noreferrer\">Should the Federal Minimum Wage Be Increased?\u003c/a>\u003cbr>\nThis article provides background information on the \u003cspan style=\"font-weight: 400\">history of the minimum wage and discusses current arguments for and against increasing it.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Article: Washington Center for Equitable Growth\u003cbr>\n\u003c/strong>\u003ca href=\"http://equitablegrowth.org/understanding-the-minimum-wage-and-income-inequality-and-economic-growth/\" target=\"_blank\" rel=\"noopener noreferrer\">Understanding How Raising the Federal Minimum Wage Affects Income Inequality and Economic Growth\u003c/a>\u003cbr>\nThis article is the testimony of the executive director and chief economist of the Washington Cto the U.S. Senate Committee on Health, Education, Labor, and Pensions in favor of a higher minimum wage.\u003c/p>\n\u003cp>\u003cstrong>Video: WSJ Video\u003cbr>\n\u003c/strong>\u003ca href=\"http://www.wsj.com/video/opinion-journal-why-wage-hikes-increase-poverty/0EF6261A-4486-4311-9F7F-51BE924F0DA9.html\" target=\"_blank\" rel=\"noopener noreferrer\">Opinion Journal: Why Wage Hikes Increase Poverty\u003c/a>\u003cbr>\nA senior fellow at the Manhattan Institute explains why he thinks increasing the federal minimum wage will hurt lower-income Americans.\u003c/p>\n\u003cp>\u003cstrong>Video: London School of Economics and Political Science\u003cbr>\n\u003c/strong>\u003ca href=\"https://www.youtube.com/watch?v=3MjU7BlFYfc&nohtml5=False\" target=\"_blank\" rel=\"noopener noreferrer\">Designing a Minimum Wage to Reduce Poverty and Wage Inequality\u003c/a>\u003cbr>\nA senior fellow at the Manhattan Institute explains why he thinks increasing the federal minimum wage will hurt lower-income Americans.\u003c/p>\n\u003cp>\u003cstrong>Article: New York Times\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.nytimes.com/2016/04/03/sunday-review/how-the-15-minimum-wage-went-from-laughable-to-viable.html?_r=1\" target=\"_blank\" rel=\"noopener noreferrer\">How the $15 Minimum Wage Went from Laughable to Viable\u003c/a>\u003cbr>\nRead a recent history of the minimum wage debate.\u003c/p>\n\u003cp>\u003cstrong>Video: PBS NewsHour\u003c/strong>\u003cbr>\n\u003ca href=\"http://www.pbs.org/newshour/bb/is-a-15-minimum-wage-a-boon-or-a-risk-for-low-paid-workers/\" target=\"_blank\" rel=\"noopener noreferrer\">Is a $15 Minimum Wage a Boon or a Risk for Low-Paid Workers?\u003c/a>\u003cbr>\nCalifornia and New York have recently approved increases in the minimum wage to $15 per hour over the next few years. Hear a discussion about the potential consequences.\u003c/p>\n\u003chr>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> best practices \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This post was written by \u003cspan style=\"font-weight: 400\">Samuel Baker, Annaleigh Benoit, Koran Dunbar and Elizabeth Jones-Thomas\u003c/span>, students at \u003ca href=\"http://montalto.psu.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Pennsylvania State University, Mont Alto\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>KQED Do Now U is a bi-weekly activity in collaboration with \u003ca href=\"http://sencer.net/\" target=\"_blank\" rel=\"noopener noreferrer\">SENCER\u003c/a>. SENCER is a community of transformation that consists of educators and administrators in the higher and informal education sectors. SENCER aims to create an intelligent, educated, and empowered citizenry through advancing knowledge in the STEM fields and beyond. SENCER courses show students the direct connections between subject content and the real world issues they care about, and invite students to use these connections to solve today’s most pressing problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure>\u003cfigcaption>Donning a gas mask, a demonstrator participates in the first Earth Day celebration in 1970. (AP)\u003c/figcaption>\u003c/figure>\n\n\u003chr>\n\u003cp>\u003cspan>\u003c/span>Quick quiz:\u003c/p>\n\u003cp>1. Which labor organization helped fund and organize the first Earth Day celebration?\u003c/p>\n\u003cp>2. Who made the following statement:\u003c/p>\n\u003cp>\u003cem>“Restoring nature to its natural state is a cause beyond party and beyond factions … \u003c/em>\u003c/p>\n\u003cp>Source:: \u003ca href=\"http://ww2.kqed.org/lowdown/2014/04/18/earth-day-a-brief-history/\" target=\"_self\" title=\"When Rivers Caught Fire: A Brief History of Earth Day\" rel=\"noopener\">The Lowdown\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>What are earthquakes? Get a new perspective on these powerful phenomena with our collection of videos and infographics co-produced with KQED, originally designed with middle and high school educators in mind. You and your students will learn why earthquakes happen, how they've shaped the Bay Area, and what you can do to prepare for the next one. We've included ideas for how to structure a sequence of learning tasks, but feel free to pick and choose!\u003c/p>\n\u003cp>Whether you want to use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>\u003c/strong> resources with students or to polish your own content knowledge, the following guide provides ideas for how to get started.\u003c/p>\n\u003ch2>1. The Earth's Structure\u003c/h2>\n\u003ch3>Core, Mantle and Crust\u003c/h3>\n\u003cp>Before learning about earthquakes, let’s look at the inside of our planet.\u003c/p>\n\u003cul>\n\u003cli>View the video \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/inside-the-earth-exploring-earth%E2%80%99s-layers\" target=\"_blank\">Inside the Earth: Exploring Earth's Layers\u003c/a>\u003c/strong> and consider the following questions:\n\u003col>\n\u003cli>What are distinct characteristics of each layer?\u003c/li>\n\u003cli>How is Earth's surface impacted by its interior?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Read more about the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/from-core-to-crust-defining-earths-layers\" target=\"_blank\">core, mantle and crust\u003c/a>\u003c/strong>.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Boundaries\u003c/h3>\n\u003cp>Movement in narrow zones along plate boundaries causes most earthquakes. Most seismic activity occurs at three types of plate boundaries – convergent, divergent, and transform.\u003c/p>\n\u003cul>\n\u003cli>Observe the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/plate_boundaries_hero_copyrite2012.jpg\" target=\"_blank\">three types of plate boundaries\u003c/a>\u003c/strong> and note where they occur on Earth.\u003c/li>\n\u003cli>Review the brief description of each boundary type.\u003c/li>\n\u003cli>After watching the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=edb7FMcGrAE&index=4&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Plate Boundaries video\u003c/a>\u003c/strong>, research and find specific examples of convergent, divergent, and transform boundaries.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Earth’s Layers\u003c/h3>\n\u003cp>During an earthquake, different types of seismic waves move through the Earth, traveling through solids or liquids differently. This helps scientists understand the properties and composition of the Earth’s layers – the core, mantle, and crust.\u003c/p>\n\u003cul>\n\u003cli>Look at the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&index=2&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Seismic Waves video\u003c/a>\u003c/strong> and discuss with a friend how P and S waves travel differently through the Earth's layers.\u003c/li>\n\u003c/ul>\n\u003ch2>2. Plate Movement through Geologic Time\u003c/h2>\n\u003ch3>The Supercontinent Cycle\u003c/h3>\n\u003cp>Today’s configuration of continents is dramatically different than it was in the past. Learn how previous supercontinents formed and then broke up again over hundreds of millions of years due to plate tectonics.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-shaping-the-continents\" target=\"_blank\">Plate Tectonics: Shaping the Continents video\u003c/a>\u003c/strong> to witness how Earth's forces have shaped the continents from present day to millions of years ago. Choose a location to follow back in time and describe its path.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">Back in Time: 200 Million Years Ago to Present Day video\u003c/a>\u003c/strong> on the Earthquake YouTube playlist. Pause the video two to three times while you are watching and reflect on how the land masses have changed over time.\u003c/li>\n\u003c/ul>\n\u003ch3>Formation of the Atlantic Ocean\u003c/h3>\n\u003cp>The breakup of Pangaea was fueled by the formation of the Atlantic Ocean as new crust was formed along the underwater ridge. By speeding up geologic time through computer simulations, we can witness the movement of the plates and the beginning of this great ocean.\u003c/p>\n\u003cul>\n\u003cli>You are about to witness the formation of the Atlantic Ocean. Before watching, predict when the Atlantic began to form.\u003c/li>\n\u003cli>After viewing this timelapse video from\u003cstrong> \u003ca href=\"https://www.youtube.com/watch?v=ADsjdu27WaM&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=10\" target=\"_blank\">200 Million Years to Present Day\u003c/a>\u003c/strong>, describe what the Atlantic might look like in millions of years.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Plate Tectonics\u003c/h3>\n\u003cp>Some \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/evidence-of-plate-tectonics\" target=\"_blank\">Evidence of Plate Tectonics\u003c/a>\u003c/strong> comes from what we know about previous life on Earth. Scientists have found fossils of the same land-dwelling animal in Africa and South America. How did similar fossils come to be so far apart? Evidence of plate tectonics has also been gathered from clues left by glaciers and the shapes of coastlines. This has helped scientists to piece together the previous configuration of the continents. How is this possible?\u003c/p>\n\u003cul>\n\u003cli>After viewing the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/recordsinrock-hero_copyrite2012.jpg\" target=\"_blank\">Records in Rock graphic\u003c/a>\u003c/strong> of fossil evidence, make a list of questions that you have about fossil records and the connection to plate tectonics.\u003c/li>\n\u003cli>Similar fossils from South America and Africa are now separated by an ocean. What connections can you make between \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">this video\u003c/a>\u003c/strong> and the previous graphic? What new questions do you have?\u003c/li>\n\u003cli>View this \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/remnants_in_rock_hero_copyrite2012.jpg\" target=\"_blank\">Remnants in Rock graphic\u003c/a>\u003c/strong> of glacier evidence and discuss how it supports the idea of a past supercontinent.\u003c/li>\n\u003cli>This \u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/complementary-coasts_hero_copyrite2012.jpg\" target=\"_blank\">\u003cstrong>Complementary Coasts graphic\u003c/strong>\u003c/a> provides evidence of complementary coastlines along Africa and South America. Look at a world map and determine other coastlines that could fit together based on their shapes.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Tectonics Shaped Human History\u003c/h3>\n\u003cp>Plate tectonics played an important role in the history of ancient civilizations both by causing destructive events and opportunities for life to flourish.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-and-ancient-civilizations\" target=\"_blank\">Plate Tectonics and Ancient Civilizations video\u003c/a>\u003c/strong> and consider why early civilizations would spring up in tectonically active areas.\u003c/li>\n\u003c/ul>\n\u003ch2>3. Earthquake 101\u003c/h2>\n\u003ch3>Anatomy of an Earthquake\u003c/h3>\n\u003cp>Although the Earth’s surface is moving and changing through geologic time, we usually do not see it happening before our eyes, but we can experience it through earthquakes. As the plates move past each other, along fault zones, they sometimes get caught and pressure builds up. When the plates finally give and slip due to the increased pressure, energy is released as seismic waves, causing the ground to shake. This is an earthquake.\u003c/p>\n\u003cul>\n\u003cli>Using the \u003cstrong>\u003ca href=\"http://ww2.kqed.org/quest/2012/02/07/earthquakes/\" target=\"_blank\">Anatomy of an Earthquake diagram\u003c/a>\u003c/strong>, describe the relationship between the faults and the plates. How are the focus and the epicenter different?\u003c/li>\n\u003cli>Design a demonstration or model using everyday materials showing how earthquakes occur (built-up strain and sudden energy release).\u003c/li>\n\u003c/ul>\n\u003ch3>Fault Types\u003c/h3>\n\u003cp>Basic fault types found around the world are normal, reverse, and strike-slip. How do fault types relate to plate boundaries?\u003c/p>\n\u003cul>\n\u003cli>View \u003cstrong>\u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">these animations\u003c/a>\u003c/strong> to learn about the basic fault types. Use your own words and hand movements to describe the different fault types to a friend.\u003c/li>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/faults-where-earthquakes-occur\" target=\"_blank\">Faults: Where Earthquakes Occur \u003c/a>\u003c/strong>to learn more about the different types of faults.\u003c/li>\n\u003c/ul>\n\u003ch3>Determining the Epicenter\u003c/h3>\n\u003cp>How is the location of the earthquake slip determined? The process is called triangulation.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=SFJ_l3uFkPI&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=5\" target=\"_blank\">Epicenter video\u003c/a>\u003c/strong> to learn how to determine the epicenter of an earthquake.\u003c/li>\n\u003cli>Use the online activity \u003cstrong>\u003ca href=\"http://www.sciencecourseware.com/virtualearthquake/vquakeexecute.html\">Virtual Earthquake by Geology Labs On-Line\u003c/a>\u003c/strong> to practice finding the epicenter of an earthquake.\u003c/li>\n\u003cli>Alternatively, do this activity to \u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/earthquakes-and-tectonic-plates\" target=\"_blank\">learn how to triangulate\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Then, discuss the following questions with a friend:\n\u003col>\n\u003cli>Why is it necessary to have information from three seismograph stations for triangulation? Why is it not possible to find the epicenter using information from just two stations?\u003c/li>\n\u003cli>Why is it important to know where the epicenter of an earthquake is located?\u003c/li>\n\u003cli>What can scientists learn about faults from mapping earthquake epicenters?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Measuring Earthquakes\u003c/h3>\n\u003cp>Earthquakes are generally described by their magnitude (the energy released) and intensity (the damage that is done). Learn how these are measured.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/measuring-earthquakes-intensity-and-magnitude/\" target=\"_blank\">measuring earthquakes\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=YXMKSOsv3QA&index=10&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Magnitude video\u003c/a>\u003c/strong> from a scientist at the Pacific Tsunami Warning Center about earthquake energy release. Describe the difference between a 6.9 and an 8.5 earthquake.\u003c/li>\n\u003cli>Compare the two earthquakes in the \u003cstrong>\u003ca href=\"http://pubs.usgs.gov/of/2005/1135/Loma_Prieta/BA_1906_vs_Loma_Prieta.html\">Intensity Comparison of the 1906 and 1989 Earthquakes\u003c/a>\u003c/strong> animation. Make some observations about their intensities.\u003c/li>\n\u003c/ul>\n\u003ch3>Seismic Waves\u003c/h3>\n\u003cp>An earthquake generates a series of seismic waves that transmit the energy released by an earthquake. They travel through the interior and near the surface of the Earth. Learn about the different types of seismic waves.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/measuring-earthquakes\" target=\"_blank\">Build your own seismograph\u003c/a>\u003c/strong> to experience the phenomenon firsthand.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=2\" target=\"_blank\">Seismic Waves animation\u003c/a>\u003c/strong> and answer the following questions:\n\u003col>\n\u003cli>What are the different kinds of waves?\u003c/li>\n\u003cli>Which wave moves the fastest?\u003c/li>\n\u003cli>Which wave causes the most destruction?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>After watching the animation, review with a friend how the buildings fared on the different substrates. On which type of substrate is it safest to build?\u003c/li>\n\u003c/ul>\n\u003ch2>4. Bay Area Earthquakes\u003c/h2>\n\u003ch3>Bay Area Faults\u003c/h3>\n\u003cp>California lies within an active seismic zone, straddling the Pacific and North American plates, which are grinding past each other. There are many active faults in California that are capable of creating major earthquakes. The Bay Area sits on a series of active faults that include the San Andreas, Calaveras, and Hayward.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/san-francisco-bay-area-earthquakes-and-faults/\" target=\"_blank\">Bay Area Faults\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/bayareafaultplaneslabeled.jpg\" target=\"_blank\">Bay Area Fault Planes image\u003c/a>\u003c/strong> to determine how many fault planes cut through the Bay Area. Why do you think there are so many?\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=GhFMtCmHc9c&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=6\" target=\"_blank\">Hayward Fault: Predictable Peril video\u003c/a>\u003c/strong> and discuss: Why are scientists so concerned about earthquakes occurring on the Hayward Fault?\u003c/li>\n\u003cli>Based on the evidence of the video above, what type of fault is the Hayward Fault? Why do you think so? (Review the \u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">fault animations\u003c/a>.)\u003c/li>\n\u003c/ul>\n\u003ch3>The Great San Francisco Earthquake of 1906\u003c/h3>\n\u003cp>The San Andreas Fault, part of the boundary between the Pacific and North American plates, has been the source of damaging earthquakes in the Bay Area. In 1906 a large earthquake occurred on the San Andreas Fault that led to the destruction of many city blocks in San Francisco.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=y43k3Fzrw4A&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=15\" target=\"_blank\">The Science Behind the 1906 Earthquake video\u003c/a>\u003c/strong> and collect the following information:\n\u003col>\n\u003cli>Where was the focus of the 1906 Earthquake?\u003c/li>\n\u003cli>What do the red and yellow colors represent on the simulation and how are they related?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Personal Accounts of Earthquakes\u003c/h3>\n\u003cp>Below are oral history accounts from the 1906 earthquake. Explore these documents and answer the questions provided. Then, seek out a family member or family friend who experienced the 1989 Loma Prieta earthquake. Compare and contrast events as told from several perspectives.\u003c/p>\n\u003cul>\n\u003cli>Explore these \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/personal_accounts.pdf\" target=\"_blank\">oral history accounts from the 1906 earthquake\u003c/a>. \u003c/strong>\n\u003col>\n\u003cli>\u003cstrong>\u003c/strong>Compare and contrast the first-person narratives.\u003c/li>\n\u003cli>Why do personal accounts differ from each other?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Use this \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/339s1_eqoralhistory.pdf\" target=\"_blank\">guide to conduct your own interviews\u003c/a>\u003c/strong> of family or family friends who experienced the 1989 Loma Prieta earthquake.\u003c/li>\n\u003cli>Share your findings of your interviews with your fellow students. Do these personal accounts differ from each other? Why?\u003c/li>\n\u003c/ul>\n\u003ch2>5. Get Prepared\u003c/h2>\n\u003ch3>Engineering Preparedness\u003c/h3>\n\u003cp>California has experienced many damaging earthquakes. From the damage caused, scientists and engineers have learned how to design buildings that will better withstand the shaking. Over the past few decades, many structures have undergone earthquake retrofitting in the Bay Area and beyond.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=7hoSqazNmfY&index=13&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The Shaking Table at UC Berkeley video\u003c/a>\u003c/strong> to learn more about how engineers make our built environment better able to withstand earthquakes.\u003c/li>\n\u003cli>View the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=cu9WpKxfByc&index=11&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The New Bay Bridge: Earthquake Makeover \u003c/a>\u003c/strong>video to learn about changes to the new Bay Bridge in the San Francisco Bay Area.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do Before an Earthquake\u003c/h3>\n\u003cp>Creating an emergency plan, preparing an earthquake kit, and safely storing and securing heavy items are a few ways to prepare for the big one!\u003c/p>\n\u003cul>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake\" target=\"_blank\">How to Prepare for an Earthquake\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Make a list of items for your classroom earthquake kit and create a kit that you store at school.\u003c/li>\n\u003cli>Develop an emergency plan. Think about a few places where you spend the majority of your time. This may be at home, at school, in your car, etc.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do During an Earthquake\u003c/h3>\n\u003cp>Earthquakes are unpredictable and can happen at any time. It is important to know what to do when an earthquake occurs whether you are at home, at work or at play.\u003c/p>\n\u003cul>\n\u003cli>Go to the \u003cstrong>\u003ca href=\"https://www.ready.gov/earthquakes\" target=\"_blank\">FEMA Ready website\u003c/a>\u003c/strong> and research what to do during an earthquake. Relate this information to your plans for preparing for an earthquake.\u003c/li>\n\u003cli>If an earthquake occurred at home, at work, or at play, what would you do? Imagine realistic scenarios and consider where you would drop, cover, and hold on. Do these locations have hazards?\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do After an Earthquake\u003c/h3>\n\u003cp>The more prepared you are after an earthquake, the better. Consider the information you have learned regarding what to do before and after an earthquake. It is not known what the situation will actually be after an earthquake. What are necessary steps that you can take to assess the situation and your safety?\u003c/p>\n\u003cul>\n\u003cli>If you don't already know, take the time to learn how to turn off water and gas in your home.\u003c/li>\n\u003cli>Set a safe location to meet your family or friends after an earthquake. How will you get there? What would you bring with you?\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>Connections to NGSS Disciplinary Core Ideas\u003c/h2>\n\u003ch3>ESS1.C The History of Planet Earth\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.\u003c/li>\n\u003cli>(Grades 6-8) Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.\u003c/li>\n\u003cli>(Grades 9-12) Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.A Earth Materials and Systems\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and crust occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.B Plate Tectonics and Large-Scale System Interactions\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.\u003c/li>\n\u003cli>(Grades 6-8) Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.\u003c/li>\n\u003cli>(Grades 6-8) The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics can be viewed as the surface expression of mantle convection.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS3.B Natural Hazards\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.\u003c/li>\n\u003cli>(Grades 6-8) Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.\u003c/li>\n\u003cli>(Grades 9-12) Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.\u003c/li>\n\u003c/ul>\n\u003ch3>PS4.A Wave Properties\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Don’t miss \u003cem>\u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>\u003c/em>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What are earthquakes? Get a new perspective on these powerful phenomena with our collection of videos and infographics co-produced with KQED, originally designed with middle and high school educators in mind. You and your students will learn why earthquakes happen, how they've shaped the Bay Area, and what you can do to prepare for the next one. We've included ideas for how to structure a sequence of learning tasks, but feel free to pick and choose!\u003c/p>\n\u003cp>Whether you want to use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>\u003c/strong> resources with students or to polish your own content knowledge, the following guide provides ideas for how to get started.\u003c/p>\n\u003ch2>1. The Earth's Structure\u003c/h2>\n\u003ch3>Core, Mantle and Crust\u003c/h3>\n\u003cp>Before learning about earthquakes, let’s look at the inside of our planet.\u003c/p>\n\u003cul>\n\u003cli>View the video \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/inside-the-earth-exploring-earth%E2%80%99s-layers\" target=\"_blank\">Inside the Earth: Exploring Earth's Layers\u003c/a>\u003c/strong> and consider the following questions:\n\u003col>\n\u003cli>What are distinct characteristics of each layer?\u003c/li>\n\u003cli>How is Earth's surface impacted by its interior?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Read more about the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/from-core-to-crust-defining-earths-layers\" target=\"_blank\">core, mantle and crust\u003c/a>\u003c/strong>.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Boundaries\u003c/h3>\n\u003cp>Movement in narrow zones along plate boundaries causes most earthquakes. Most seismic activity occurs at three types of plate boundaries – convergent, divergent, and transform.\u003c/p>\n\u003cul>\n\u003cli>Observe the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/plate_boundaries_hero_copyrite2012.jpg\" target=\"_blank\">three types of plate boundaries\u003c/a>\u003c/strong> and note where they occur on Earth.\u003c/li>\n\u003cli>Review the brief description of each boundary type.\u003c/li>\n\u003cli>After watching the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=edb7FMcGrAE&index=4&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Plate Boundaries video\u003c/a>\u003c/strong>, research and find specific examples of convergent, divergent, and transform boundaries.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Earth’s Layers\u003c/h3>\n\u003cp>During an earthquake, different types of seismic waves move through the Earth, traveling through solids or liquids differently. This helps scientists understand the properties and composition of the Earth’s layers – the core, mantle, and crust.\u003c/p>\n\u003cul>\n\u003cli>Look at the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&index=2&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Seismic Waves video\u003c/a>\u003c/strong> and discuss with a friend how P and S waves travel differently through the Earth's layers.\u003c/li>\n\u003c/ul>\n\u003ch2>2. Plate Movement through Geologic Time\u003c/h2>\n\u003ch3>The Supercontinent Cycle\u003c/h3>\n\u003cp>Today’s configuration of continents is dramatically different than it was in the past. Learn how previous supercontinents formed and then broke up again over hundreds of millions of years due to plate tectonics.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-shaping-the-continents\" target=\"_blank\">Plate Tectonics: Shaping the Continents video\u003c/a>\u003c/strong> to witness how Earth's forces have shaped the continents from present day to millions of years ago. Choose a location to follow back in time and describe its path.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">Back in Time: 200 Million Years Ago to Present Day video\u003c/a>\u003c/strong> on the Earthquake YouTube playlist. Pause the video two to three times while you are watching and reflect on how the land masses have changed over time.\u003c/li>\n\u003c/ul>\n\u003ch3>Formation of the Atlantic Ocean\u003c/h3>\n\u003cp>The breakup of Pangaea was fueled by the formation of the Atlantic Ocean as new crust was formed along the underwater ridge. By speeding up geologic time through computer simulations, we can witness the movement of the plates and the beginning of this great ocean.\u003c/p>\n\u003cul>\n\u003cli>You are about to witness the formation of the Atlantic Ocean. Before watching, predict when the Atlantic began to form.\u003c/li>\n\u003cli>After viewing this timelapse video from\u003cstrong> \u003ca href=\"https://www.youtube.com/watch?v=ADsjdu27WaM&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=10\" target=\"_blank\">200 Million Years to Present Day\u003c/a>\u003c/strong>, describe what the Atlantic might look like in millions of years.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Plate Tectonics\u003c/h3>\n\u003cp>Some \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/evidence-of-plate-tectonics\" target=\"_blank\">Evidence of Plate Tectonics\u003c/a>\u003c/strong> comes from what we know about previous life on Earth. Scientists have found fossils of the same land-dwelling animal in Africa and South America. How did similar fossils come to be so far apart? Evidence of plate tectonics has also been gathered from clues left by glaciers and the shapes of coastlines. This has helped scientists to piece together the previous configuration of the continents. How is this possible?\u003c/p>\n\u003cul>\n\u003cli>After viewing the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/recordsinrock-hero_copyrite2012.jpg\" target=\"_blank\">Records in Rock graphic\u003c/a>\u003c/strong> of fossil evidence, make a list of questions that you have about fossil records and the connection to plate tectonics.\u003c/li>\n\u003cli>Similar fossils from South America and Africa are now separated by an ocean. What connections can you make between \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">this video\u003c/a>\u003c/strong> and the previous graphic? What new questions do you have?\u003c/li>\n\u003cli>View this \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/remnants_in_rock_hero_copyrite2012.jpg\" target=\"_blank\">Remnants in Rock graphic\u003c/a>\u003c/strong> of glacier evidence and discuss how it supports the idea of a past supercontinent.\u003c/li>\n\u003cli>This \u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/complementary-coasts_hero_copyrite2012.jpg\" target=\"_blank\">\u003cstrong>Complementary Coasts graphic\u003c/strong>\u003c/a> provides evidence of complementary coastlines along Africa and South America. Look at a world map and determine other coastlines that could fit together based on their shapes.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Tectonics Shaped Human History\u003c/h3>\n\u003cp>Plate tectonics played an important role in the history of ancient civilizations both by causing destructive events and opportunities for life to flourish.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-and-ancient-civilizations\" target=\"_blank\">Plate Tectonics and Ancient Civilizations video\u003c/a>\u003c/strong> and consider why early civilizations would spring up in tectonically active areas.\u003c/li>\n\u003c/ul>\n\u003ch2>3. Earthquake 101\u003c/h2>\n\u003ch3>Anatomy of an Earthquake\u003c/h3>\n\u003cp>Although the Earth’s surface is moving and changing through geologic time, we usually do not see it happening before our eyes, but we can experience it through earthquakes. As the plates move past each other, along fault zones, they sometimes get caught and pressure builds up. When the plates finally give and slip due to the increased pressure, energy is released as seismic waves, causing the ground to shake. This is an earthquake.\u003c/p>\n\u003cul>\n\u003cli>Using the \u003cstrong>\u003ca href=\"http://ww2.kqed.org/quest/2012/02/07/earthquakes/\" target=\"_blank\">Anatomy of an Earthquake diagram\u003c/a>\u003c/strong>, describe the relationship between the faults and the plates. How are the focus and the epicenter different?\u003c/li>\n\u003cli>Design a demonstration or model using everyday materials showing how earthquakes occur (built-up strain and sudden energy release).\u003c/li>\n\u003c/ul>\n\u003ch3>Fault Types\u003c/h3>\n\u003cp>Basic fault types found around the world are normal, reverse, and strike-slip. How do fault types relate to plate boundaries?\u003c/p>\n\u003cul>\n\u003cli>View \u003cstrong>\u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">these animations\u003c/a>\u003c/strong> to learn about the basic fault types. Use your own words and hand movements to describe the different fault types to a friend.\u003c/li>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/faults-where-earthquakes-occur\" target=\"_blank\">Faults: Where Earthquakes Occur \u003c/a>\u003c/strong>to learn more about the different types of faults.\u003c/li>\n\u003c/ul>\n\u003ch3>Determining the Epicenter\u003c/h3>\n\u003cp>How is the location of the earthquake slip determined? The process is called triangulation.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=SFJ_l3uFkPI&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=5\" target=\"_blank\">Epicenter video\u003c/a>\u003c/strong> to learn how to determine the epicenter of an earthquake.\u003c/li>\n\u003cli>Use the online activity \u003cstrong>\u003ca href=\"http://www.sciencecourseware.com/virtualearthquake/vquakeexecute.html\">Virtual Earthquake by Geology Labs On-Line\u003c/a>\u003c/strong> to practice finding the epicenter of an earthquake.\u003c/li>\n\u003cli>Alternatively, do this activity to \u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/earthquakes-and-tectonic-plates\" target=\"_blank\">learn how to triangulate\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Then, discuss the following questions with a friend:\n\u003col>\n\u003cli>Why is it necessary to have information from three seismograph stations for triangulation? Why is it not possible to find the epicenter using information from just two stations?\u003c/li>\n\u003cli>Why is it important to know where the epicenter of an earthquake is located?\u003c/li>\n\u003cli>What can scientists learn about faults from mapping earthquake epicenters?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Measuring Earthquakes\u003c/h3>\n\u003cp>Earthquakes are generally described by their magnitude (the energy released) and intensity (the damage that is done). Learn how these are measured.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/measuring-earthquakes-intensity-and-magnitude/\" target=\"_blank\">measuring earthquakes\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=YXMKSOsv3QA&index=10&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Magnitude video\u003c/a>\u003c/strong> from a scientist at the Pacific Tsunami Warning Center about earthquake energy release. Describe the difference between a 6.9 and an 8.5 earthquake.\u003c/li>\n\u003cli>Compare the two earthquakes in the \u003cstrong>\u003ca href=\"http://pubs.usgs.gov/of/2005/1135/Loma_Prieta/BA_1906_vs_Loma_Prieta.html\">Intensity Comparison of the 1906 and 1989 Earthquakes\u003c/a>\u003c/strong> animation. Make some observations about their intensities.\u003c/li>\n\u003c/ul>\n\u003ch3>Seismic Waves\u003c/h3>\n\u003cp>An earthquake generates a series of seismic waves that transmit the energy released by an earthquake. They travel through the interior and near the surface of the Earth. Learn about the different types of seismic waves.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/measuring-earthquakes\" target=\"_blank\">Build your own seismograph\u003c/a>\u003c/strong> to experience the phenomenon firsthand.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=2\" target=\"_blank\">Seismic Waves animation\u003c/a>\u003c/strong> and answer the following questions:\n\u003col>\n\u003cli>What are the different kinds of waves?\u003c/li>\n\u003cli>Which wave moves the fastest?\u003c/li>\n\u003cli>Which wave causes the most destruction?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>After watching the animation, review with a friend how the buildings fared on the different substrates. On which type of substrate is it safest to build?\u003c/li>\n\u003c/ul>\n\u003ch2>4. Bay Area Earthquakes\u003c/h2>\n\u003ch3>Bay Area Faults\u003c/h3>\n\u003cp>California lies within an active seismic zone, straddling the Pacific and North American plates, which are grinding past each other. There are many active faults in California that are capable of creating major earthquakes. The Bay Area sits on a series of active faults that include the San Andreas, Calaveras, and Hayward.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/san-francisco-bay-area-earthquakes-and-faults/\" target=\"_blank\">Bay Area Faults\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/bayareafaultplaneslabeled.jpg\" target=\"_blank\">Bay Area Fault Planes image\u003c/a>\u003c/strong> to determine how many fault planes cut through the Bay Area. Why do you think there are so many?\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=GhFMtCmHc9c&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=6\" target=\"_blank\">Hayward Fault: Predictable Peril video\u003c/a>\u003c/strong> and discuss: Why are scientists so concerned about earthquakes occurring on the Hayward Fault?\u003c/li>\n\u003cli>Based on the evidence of the video above, what type of fault is the Hayward Fault? Why do you think so? (Review the \u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">fault animations\u003c/a>.)\u003c/li>\n\u003c/ul>\n\u003ch3>The Great San Francisco Earthquake of 1906\u003c/h3>\n\u003cp>The San Andreas Fault, part of the boundary between the Pacific and North American plates, has been the source of damaging earthquakes in the Bay Area. In 1906 a large earthquake occurred on the San Andreas Fault that led to the destruction of many city blocks in San Francisco.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=y43k3Fzrw4A&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=15\" target=\"_blank\">The Science Behind the 1906 Earthquake video\u003c/a>\u003c/strong> and collect the following information:\n\u003col>\n\u003cli>Where was the focus of the 1906 Earthquake?\u003c/li>\n\u003cli>What do the red and yellow colors represent on the simulation and how are they related?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Personal Accounts of Earthquakes\u003c/h3>\n\u003cp>Below are oral history accounts from the 1906 earthquake. Explore these documents and answer the questions provided. Then, seek out a family member or family friend who experienced the 1989 Loma Prieta earthquake. Compare and contrast events as told from several perspectives.\u003c/p>\n\u003cul>\n\u003cli>Explore these \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/personal_accounts.pdf\" target=\"_blank\">oral history accounts from the 1906 earthquake\u003c/a>. \u003c/strong>\n\u003col>\n\u003cli>\u003cstrong>\u003c/strong>Compare and contrast the first-person narratives.\u003c/li>\n\u003cli>Why do personal accounts differ from each other?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Use this \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/339s1_eqoralhistory.pdf\" target=\"_blank\">guide to conduct your own interviews\u003c/a>\u003c/strong> of family or family friends who experienced the 1989 Loma Prieta earthquake.\u003c/li>\n\u003cli>Share your findings of your interviews with your fellow students. Do these personal accounts differ from each other? Why?\u003c/li>\n\u003c/ul>\n\u003ch2>5. Get Prepared\u003c/h2>\n\u003ch3>Engineering Preparedness\u003c/h3>\n\u003cp>California has experienced many damaging earthquakes. From the damage caused, scientists and engineers have learned how to design buildings that will better withstand the shaking. Over the past few decades, many structures have undergone earthquake retrofitting in the Bay Area and beyond.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=7hoSqazNmfY&index=13&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The Shaking Table at UC Berkeley video\u003c/a>\u003c/strong> to learn more about how engineers make our built environment better able to withstand earthquakes.\u003c/li>\n\u003cli>View the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=cu9WpKxfByc&index=11&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The New Bay Bridge: Earthquake Makeover \u003c/a>\u003c/strong>video to learn about changes to the new Bay Bridge in the San Francisco Bay Area.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do Before an Earthquake\u003c/h3>\n\u003cp>Creating an emergency plan, preparing an earthquake kit, and safely storing and securing heavy items are a few ways to prepare for the big one!\u003c/p>\n\u003cul>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake\" target=\"_blank\">How to Prepare for an Earthquake\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Make a list of items for your classroom earthquake kit and create a kit that you store at school.\u003c/li>\n\u003cli>Develop an emergency plan. Think about a few places where you spend the majority of your time. This may be at home, at school, in your car, etc.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do During an Earthquake\u003c/h3>\n\u003cp>Earthquakes are unpredictable and can happen at any time. It is important to know what to do when an earthquake occurs whether you are at home, at work or at play.\u003c/p>\n\u003cul>\n\u003cli>Go to the \u003cstrong>\u003ca href=\"https://www.ready.gov/earthquakes\" target=\"_blank\">FEMA Ready website\u003c/a>\u003c/strong> and research what to do during an earthquake. Relate this information to your plans for preparing for an earthquake.\u003c/li>\n\u003cli>If an earthquake occurred at home, at work, or at play, what would you do? Imagine realistic scenarios and consider where you would drop, cover, and hold on. Do these locations have hazards?\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do After an Earthquake\u003c/h3>\n\u003cp>The more prepared you are after an earthquake, the better. Consider the information you have learned regarding what to do before and after an earthquake. It is not known what the situation will actually be after an earthquake. What are necessary steps that you can take to assess the situation and your safety?\u003c/p>\n\u003cul>\n\u003cli>If you don't already know, take the time to learn how to turn off water and gas in your home.\u003c/li>\n\u003cli>Set a safe location to meet your family or friends after an earthquake. How will you get there? What would you bring with you?\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>Connections to NGSS Disciplinary Core Ideas\u003c/h2>\n\u003ch3>ESS1.C The History of Planet Earth\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.\u003c/li>\n\u003cli>(Grades 6-8) Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.\u003c/li>\n\u003cli>(Grades 9-12) Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.A Earth Materials and Systems\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and crust occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.B Plate Tectonics and Large-Scale System Interactions\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.\u003c/li>\n\u003cli>(Grades 6-8) Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.\u003c/li>\n\u003cli>(Grades 6-8) The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics can be viewed as the surface expression of mantle convection.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS3.B Natural Hazards\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.\u003c/li>\n\u003cli>(Grades 6-8) Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.\u003c/li>\n\u003cli>(Grades 9-12) Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.\u003c/li>\n\u003c/ul>\n\u003ch3>PS4.A Wave Properties\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Don’t miss \u003cem>\u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>\u003c/em>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Most earthquakes happen along plate boundaries. Many of these locations are also where mountain building or volcanic activity occurs. Certain areas, sometimes referred to as earthquake belts, are more prone to earthquakes. One belt runs northward through the western Pacific Ocean, across the Aleutian Islands, and then down the western coasts of North and South America. This belt includes the Bay Area faults and is called the “Ring of Fire.”\u003c/p>\n\u003cfigure id=\"attachment_141905\" class=\"wp-caption aligncenter\" style=\"max-width: 2304px\">\u003cimg class=\"wp-image-141905 size-full\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled.png\" alt=\"major Bay Area Faults\" width=\"2304\" height=\"3072\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled.png 2304w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-400x533.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-768x1024.png 768w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-1440x1920.png 1440w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-1180x1573.png 1180w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-960x1280.png 960w\" sizes=\"(max-width: 2304px) 100vw, 2304px\">\u003cfigcaption class=\"wp-caption-text\">Major Bay Area Faults \u003ccite>((Courtesy of California Academy of Sciences))\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The City of San Francisco experienced major earthquakes in 1906 and 1989 due to its location along the San Andreas fault. However, of the major fault systems in the Bay Area, the Hayward Fault is of most concern to geologists. Extending almost 40 miles from Fremont to San Pablo Bay, the Hayward Fault runs under some of the most densely populated areas in the country. More than two million people live and work along the fault. BART, major gas lines, schools, and trauma centers sit on or near the fault. The Hayward Fault is a prime candidate in Northern California for a magnitude 7 earthquake within the next 30 years.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=GhFMtCmHc9c&w=640&h=360]\u003c/p>\n\u003cp>Geologists have observed cracks and deformed curbs on sidewalks and streets in areas near the fault. These are evidence of creep, a phenomenon of slow movement on the surface of the ground even though deep beneath the surface the rock is stuck in place. When the rock that’s stuck builds up enough tension, the fault then ruptures, or slips, causing a major earthquake. The last major earthquake on the Hayward Fault was in 1868—more than 140 years ago—and historically, major earthquakes have occurred along that fault about every 140 years.\u003c/p>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Don’t miss \u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Most earthquakes happen along plate boundaries. Many of these locations are also where mountain building or volcanic activity occurs. Certain areas, sometimes referred to as earthquake belts, are more prone to earthquakes. One belt runs northward through the western Pacific Ocean, across the Aleutian Islands, and then down the western coasts of North and South America. This belt includes the Bay Area faults and is called the “Ring of Fire.”\u003c/p>\n\u003cfigure id=\"attachment_141905\" class=\"wp-caption aligncenter\" style=\"max-width: 2304px\">\u003cimg class=\"wp-image-141905 size-full\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled.png\" alt=\"major Bay Area Faults\" width=\"2304\" height=\"3072\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled.png 2304w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-400x533.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-768x1024.png 768w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-1440x1920.png 1440w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-1180x1573.png 1180w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-960x1280.png 960w\" sizes=\"(max-width: 2304px) 100vw, 2304px\">\u003cfigcaption class=\"wp-caption-text\">Major Bay Area Faults \u003ccite>((Courtesy of California Academy of Sciences))\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The City of San Francisco experienced major earthquakes in 1906 and 1989 due to its location along the San Andreas fault. However, of the major fault systems in the Bay Area, the Hayward Fault is of most concern to geologists. Extending almost 40 miles from Fremont to San Pablo Bay, the Hayward Fault runs under some of the most densely populated areas in the country. More than two million people live and work along the fault. BART, major gas lines, schools, and trauma centers sit on or near the fault. The Hayward Fault is a prime candidate in Northern California for a magnitude 7 earthquake within the next 30 years.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/GhFMtCmHc9c'\n title='//www.youtube.com/embed/GhFMtCmHc9c'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Geologists have observed cracks and deformed curbs on sidewalks and streets in areas near the fault. These are evidence of creep, a phenomenon of slow movement on the surface of the ground even though deep beneath the surface the rock is stuck in place. When the rock that’s stuck builds up enough tension, the fault then ruptures, or slips, causing a major earthquake. The last major earthquake on the Hayward Fault was in 1868—more than 140 years ago—and historically, major earthquakes have occurred along that fault about every 140 years.\u003c/p>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"order": 8
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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
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"source": "Commonwealth Club of California"
},
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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