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"content": "\u003cfigure id=\"attachment_13774\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-13774\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg\" alt=\"Wikimedia Commons \" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Income-Inequality--400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Wikimedia Commons\u003c/figcaption>\u003c/figure>\n\u003cdiv>While the Occupy Wall Street protests have died down, income inequality, the issue that sparked the movement in the first place, still remains a problem. In 2012, more than half of the income in America went to the top 10% of wage earners. The United States has not experienced income inequality to this extent since the Great Depression, when the top 1% earned a quarter of America’s income. With the help of cartoon journalist Andy Warner, KQED’s the Lowdown investigates how income inequality grew over the years and how deep the divide is today.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2014/04/25/income-inequality/\">Income Inequality in America, An Illustrated Guide\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13774\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-13774\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg\" alt=\"Wikimedia Commons \" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Income-Inequality--400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Wikimedia Commons\u003c/figcaption>\u003c/figure>\n\u003cdiv>While the Occupy Wall Street protests have died down, income inequality, the issue that sparked the movement in the first place, still remains a problem. In 2012, more than half of the income in America went to the top 10% of wage earners. The United States has not experienced income inequality to this extent since the Great Depression, when the top 1% earned a quarter of America’s income. With the help of cartoon journalist Andy Warner, KQED’s the Lowdown investigates how income inequality grew over the years and how deep the divide is today.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2014/04/25/income-inequality/\">Income Inequality in America, An Illustrated Guide\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It’s been 50 years since Martin Luther King Jr. delivered his iconic “I Have a Dream” speech, but have the March on Washington’s demands been met? King fought to eliminate school segregation, guarantee voting rights and create greater economic equality in America. While The March on Washington led to great steps in creating equality in society, according to the Economic Policy Institute, the unemployment rate among blacks is double that of whites, and more than a third of black adults with jobs work for poverty level wages. Take a look at these interactive charts created by KQED’s the Lowdown that explore how the gaps between whites and blacks have changed since The March on Washington such as the statistics behind unemployment rate and percentages of adults who completed high school.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2013/09/05/50-years-later-many-of-the-march-on-washingtons-goals-remain-elusive/\">Have the March on Washington’s Demands Been Met?\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif';color: black\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>calculate the rate of change\u003c/li>\n\u003cli>use the rate of change to interpret data in real-life graphs\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 8.F.B.4, 8.F.B.5\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Slope, rate of change, ratio, constant slope, constant rate of change\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Printed copies of the graphs\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">This lesson uses interactive graphs that present the relative inequality in health, education, and economics between African Americans and white Americans, a full 50 years after Dr. Martin Luther King, Jr.’s famous “I Have a Dream” speech. (If possible, distribute printed copies of these graphs to students for easier reference.) While many students will likely have heard of Dr. King and his iconic speech, they may not know as much about the March on Washington for Jobs and Freedom or of the civil rights struggle that led to the historic gathering in the summer of 1963. This lesson provides an opportunity for students to learn more about the context, people, and issues behind the graphs themselves.\u003c/p>\n\u003cp style=\"padding-left: 30px\">To introduce the mathematics part of the lesson, review slope and rate of change with students. 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Then, calculate the rate of change during those periods.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Activity (10 minutes, pairs or small groups)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">In small groups, have students construct an answer to the following question: What story do the graphs tell about economic and social equality over the past 50 years?\u003c/p>\n\u003cp style=\"padding-left: 30px\">To answer the question, students should pick at least two graphs to analyze. They should do the following:\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>Describe the overall trend in the data from 1963–2012.\u003c/li>\n\u003cli>Describe the story that the data tell in terms of the issue of equality between blacks and whites.\u003c/li>\n\u003cli>Calculate the rate of change for each function during each decade (or periods of extreme change).\u003c/li>\n\u003cli>Use the rate of change to explain how living, economic, or social conditions measurably changed from decade to decade.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\">By the end of the activity time, students should be able to form some sort of evidence-based argument about whether economic and social equality between whites and blacks has changed since 1963.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. 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"content": "\u003cp>America, a nation of immigrants, has attracted a large number of people from around the world. Ever since the first Europeans moved here in the 1600s, American has experienced complicated relationships with newcomers. In every cycle of immigrants, the newcomers have often faced animosity, reflecting the social and economic conditions of the time. Explore this interactive timeline created by KQED’S The Lowdown that takes a look at America’s immigration policies.\u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2013/05/05/u-s-immigration-policy-timeline-a-long-history-of-dealing-with-newcomers/\">History of Immigration in America: A Turbulent Timeline\u003c/a>\u003c/div>\n\u003cp>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif';color: black\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia. \u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>● interpret graphical data\u003c/p>\n\u003cp>● observe general trends in data\u003c/p>\n\u003cp>● generate questions for further research\u003c/p>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 6.SP.B.5\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Immigration, immigrants, infographic, residency\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Printed copies of the Immigrant Residency infographic\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Students will have varying familiarity with immigration, so a brief discussion about the topic may be appropriate. Explain that immigrants are people from one country who settle in another country. Most legal immigrants are admitted into the U.S. because they already have a family member legally living there, they have been hired by a U.S. company, or they have been granted asylum.\u003c/p>\n\u003cp>Next, explain to students that an infographic, or information graphic, is a visual image designed to present complex information quickly and clearly. Hand out printed copies of the infographic. You may project this in the classroom as well. Give students a minute or two to silently make some observations on their own. Then ask them, What information does the infographic contain? For this initial conversation, do not try to interpret the data. Instead, make sure that students know that the graph shows the number of legal immigrants gaining U.S. residency every year from 1820 to 2012.\u003c/p>\n\u003cp>Be sure to point out that the graph does not show the number of new arrivals to the country each year; rather, it lists the number of immigrants who obtained legal U.S. residency during that year. This distinction is important. In 1991, only about 420,000 of the approximately 1.9 million immigrants who gained legal residency were new arrivals to the country. The rest were people who had immigrated legally before 1991, but obtained legal permanent resident status in that year. People who legally obtain U.S. residency may legally work and live in the country, although they are not citizens.\u003c/p>\n\u003cp>\u003cstrong>2. Activity (10 minutes, pairs)\u003c/strong>\u003c/p>\n\u003cp>Have students look at the infographic in pairs. Each pair should try to answer the following questions:\u003c/p>\n\u003cp>● In terms of the rate at which legal immigrants gained U.S. residency, describe the period between 1940 and 1990. What trends or patterns do you see?\u003c/p>\n\u003cp>● During which 20-year period did the numbers of legal immigrants being granted U.S. residency change the most rapidly and unpredictably?\u003c/p>\n\u003cp>● Write down your observations about U.S. immigration and residency from 1820–2012. What story do the data tell?\u003c/p>\n\u003cp>● How, if at all, would you predict the rates of immigrant residency to change over the next decade? What other information would you need to help you make an accurate prediction?\u003c/p>\n\u003cp>After the groups have finished, have them record three questions about immigration and U.S. history to which they would like to find answers. The questions should arise from the data in the infographic, although they need not be mathematical. Appropriate questions may include, Why were numbers of legal immigrants obtaining residency so high between 1907–1913? How did rates of residency change after 9/11?\u003c/p>\n\u003cp>\u003cstrong>3. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Survey the groups’ responses about some of the questions presented and ask students to justify their answers with evidence from the infographic. Conclude by compiling a list of student-generated questions about immigration and residency.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>● interpret graphical data\u003c/p>\n\u003cp>● observe general trends in data\u003c/p>\n\u003cp>● generate questions for further research\u003c/p>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 6.SP.B.5\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Immigration, immigrants, infographic, residency\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Printed copies of the Immigrant Residency infographic\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Students will have varying familiarity with immigration, so a brief discussion about the topic may be appropriate. Explain that immigrants are people from one country who settle in another country. Most legal immigrants are admitted into the U.S. because they already have a family member legally living there, they have been hired by a U.S. company, or they have been granted asylum.\u003c/p>\n\u003cp>Next, explain to students that an infographic, or information graphic, is a visual image designed to present complex information quickly and clearly. Hand out printed copies of the infographic. You may project this in the classroom as well. Give students a minute or two to silently make some observations on their own. Then ask them, What information does the infographic contain? For this initial conversation, do not try to interpret the data. Instead, make sure that students know that the graph shows the number of legal immigrants gaining U.S. residency every year from 1820 to 2012.\u003c/p>\n\u003cp>Be sure to point out that the graph does not show the number of new arrivals to the country each year; rather, it lists the number of immigrants who obtained legal U.S. residency during that year. This distinction is important. In 1991, only about 420,000 of the approximately 1.9 million immigrants who gained legal residency were new arrivals to the country. The rest were people who had immigrated legally before 1991, but obtained legal permanent resident status in that year. People who legally obtain U.S. residency may legally work and live in the country, although they are not citizens.\u003c/p>\n\u003cp>\u003cstrong>2. Activity (10 minutes, pairs)\u003c/strong>\u003c/p>\n\u003cp>Have students look at the infographic in pairs. Each pair should try to answer the following questions:\u003c/p>\n\u003cp>● In terms of the rate at which legal immigrants gained U.S. residency, describe the period between 1940 and 1990. What trends or patterns do you see?\u003c/p>\n\u003cp>● During which 20-year period did the numbers of legal immigrants being granted U.S. residency change the most rapidly and unpredictably?\u003c/p>\n\u003cp>● Write down your observations about U.S. immigration and residency from 1820–2012. What story do the data tell?\u003c/p>\n\u003cp>● How, if at all, would you predict the rates of immigrant residency to change over the next decade? What other information would you need to help you make an accurate prediction?\u003c/p>\n\u003cp>After the groups have finished, have them record three questions about immigration and U.S. history to which they would like to find answers. The questions should arise from the data in the infographic, although they need not be mathematical. Appropriate questions may include, Why were numbers of legal immigrants obtaining residency so high between 1907–1913? How did rates of residency change after 9/11?\u003c/p>\n\u003cp>\u003cstrong>3. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Survey the groups’ responses about some of the questions presented and ask students to justify their answers with evidence from the infographic. Conclude by compiling a list of student-generated questions about immigration and residency.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Eight Helpful Videos that Explain Conflict in Ukraine",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/03/LowDown-Picture-Ukraine.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-12660\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/03/LowDown-Picture-Ukraine.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/03/LowDown-Picture-Ukraine.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/03/LowDown-Picture-Ukraine-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>Confused about the conflict in Ukraine? Shortly after the Olympics, the crisis in Ukraine escalated to a breaking point. The media flashed images of protests in Ukraine, reported on the latest developments in Crimea and even highlighted the growing tension between Russia and America. But what exactly does it all mean? Explore these eight short videos compiled by KQED’S The Lowdown that help explain the history leading up to this point, the relationship between Russia and Ukraine, and the significance of Crimea.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2014/03/CrimeamapWEB-300x180.png\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/03/05/ukraine/\" target=\"_blank\" rel=\"noopener\">Eight Short Videos to Help Make Some Sense of the Conflict in Ukraine\u003c/a>Eight Short Videos to Help Make Some Sense of the Conflict in Ukraine Includes videos So much for the “spirit of international brotherhood” that the Olympics was supposed to inspire. The crisis in Ukraine has reached a boiling point, with tensions between the United States and Russia at a level not seen since the Cold War.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F03%2F05%2Fukraine%2F\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/03/LowDown-Picture-Ukraine.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-12660\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/03/LowDown-Picture-Ukraine.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/03/LowDown-Picture-Ukraine.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/03/LowDown-Picture-Ukraine-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>Confused about the conflict in Ukraine? Shortly after the Olympics, the crisis in Ukraine escalated to a breaking point. The media flashed images of protests in Ukraine, reported on the latest developments in Crimea and even highlighted the growing tension between Russia and America. But what exactly does it all mean? Explore these eight short videos compiled by KQED’S The Lowdown that help explain the history leading up to this point, the relationship between Russia and Ukraine, and the significance of Crimea.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2014/03/CrimeamapWEB-300x180.png\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/03/05/ukraine/\" target=\"_blank\" rel=\"noopener\">Eight Short Videos to Help Make Some Sense of the Conflict in Ukraine\u003c/a>Eight Short Videos to Help Make Some Sense of the Conflict in Ukraine Includes videos So much for the “spirit of international brotherhood” that the Olympics was supposed to inspire. The crisis in Ukraine has reached a boiling point, with tensions between the United States and Russia at a level not seen since the Cold War.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F03%2F05%2Fukraine%2F\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "What Does it Mean to Be Poor in America?",
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"content": "\u003cp>While America is supposedly recovering from the Great Recession in 2008, the American household does not show the same type of growth. The U.S. Census Bureau released a series of 2012 income data that shows the average household income has not changed between 2011 and 2012. In both of these years, 15% of Americans were in poverty. Andy Warner, a graphic journalist, explains in a comic infograph why the household income is stagnant and what it means for struggling American families.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/10/Poverty_Trend_icon-300x252.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2013/10/07/poverty-explained/\">Infographic: What Does it Mean to Be Poor in America?\u003c/a>Infographic: What Does it Mean to Be Poor in America? Includes cartoon infographic By Andy Warner Earlier this month – back in the good ole’ days when our government was actually functioning (sort of) – the U.S.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>While America is supposedly recovering from the Great Recession in 2008, the American household does not show the same type of growth. The U.S. Census Bureau released a series of 2012 income data that shows the average household income has not changed between 2011 and 2012. In both of these years, 15% of Americans were in poverty. Andy Warner, a graphic journalist, explains in a comic infograph why the household income is stagnant and what it means for struggling American families.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/10/Poverty_Trend_icon-300x252.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2013/10/07/poverty-explained/\">Infographic: What Does it Mean to Be Poor in America?\u003c/a>Infographic: What Does it Mean to Be Poor in America? Includes cartoon infographic By Andy Warner Earlier this month – back in the good ole’ days when our government was actually functioning (sort of) – the U.S.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>From the Gulf War to the invasion of Afghanistan, the U.S Military has engaged in a number of military invasions. While it remains unclear whether or not the U.S will intervene in Syria, the deal between the U.S and Russia, which demands Syrian President Bashar al-Assad to eliminate their chemical weapons, has prevented another intervention for the moment. KQED’S \u003ca href=\"http://blogs.kqed.org/lowdown/\">The Lowdown\u003c/a> sheds light on past U.S Military conflicts and their outcomes through an interactive timeline.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/09/US_1stCavDiv_Fallujah_Nov_12_2004-300x247.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2013/09/21/10-u-s-military-interventions-in-the-last-25-years/\">Timeline: A Robust History of Recent U.S. Military Invasions\u003c/a>Timeline: A Robust History of Recent U.S. Military Invasions Includes interactive timeline Since the end of the Cold War, the U.S. military has had its hands full. Starting in 1990, we’ve fought three official wars, and been involved in no less than seven additional military interventions. It is still unclear whether the U.S.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/Election201221.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-3397\" title=\"Election2012\" src=\"http://ww2.kqed.org/education/files/2012/09/Election20122-1024x636.jpg\" alt=\"2012 Political Map Center\" width=\"640\" height=\"397\">\u003c/a>\u003c/p>\n\u003cp>Here are 7 great resources to engage students in Election 2012, including mutimedia election content produced by the PBS Newshour team. Get right to the heart of complex issues with a rage of great interactive maps, video clips and lesssons found in \u003ca href=\"www.ca.pbslearningmedia.org\">PBS LearningMedia\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/13ad49ad-ef87-4562-a3c5-c321bb24ee0c/\">2012 Political Map Center\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>This interactive map from PBS NewsHour features an electoral college calculator which includes historical data going back to the 1964 election, live election results for presidential primaries, evangelical Protestant adherents by state, ethnic data by county from the 2010 census, 2012 primary winners, unemployment data from February 2012, and 2008 general election results for president.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/7fd523a6-31b1-48b9-9490-da9817b05d15/\">Dollars & Votes: 2012 Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“the.News” Correspondent Thai da Silva investigates the fundraising landscape during the 2012 Presidential election in light of the most recent Supreme Court actions. Using the supporting language arts lesson plan, students will study campaign fundraising, analyze the development and influence of Super PACs and explain how Super PACS use rhetorical devices and persuasive appeals to persuade American citizens to vote for the candidates that the Super PACs are supporting. In the social studies lesson plan, students will complete activities to help understand the significance and impact of the 2012 Supreme Court Decision Citizens United v. Federal Election Commission.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/b650777d-0bcc-4c53-b325-4f7bd6c512d0/\">Analyzing the Candidates in the 2012 Presidential Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This lesson from PBS NewsHour examines the political process, the candidates and their platforms, and the ultimate outcome of the 2012 election. Students will: 1. 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It’s also more engaged in politics than are other generations. NPR’s series on generational politics, in collaboration with the Pew Research Center, examines the politics of those 66 to 83 years old.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/591e43db-e9ab-4f54-80b5-5851924b9d6b/\">Rich vs. Poor: How Wealth is Impacting the 2012 Elections\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In this PBS NewsHour lesson plan, students will: 1. Participate in a survey about social class in the U.S. and work as a group to calculate class results. 2. View a video clip and review articles and data related to socioeconomics and politics. 3. Record, analyze and discuss socioeconomic data and small groups and draw conclusions about how this might affect the outcome of elections in their area. 4. Participate in class discussions related to social class and the effects is has on the election process. 5. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“the.News” Correspondent Thai da Silva investigates the fundraising landscape during the 2012 Presidential election in light of the most recent Supreme Court actions. Using the supporting language arts lesson plan, students will study campaign fundraising, analyze the development and influence of Super PACs and explain how Super PACS use rhetorical devices and persuasive appeals to persuade American citizens to vote for the candidates that the Super PACs are supporting. In the social studies lesson plan, students will complete activities to help understand the significance and impact of the 2012 Supreme Court Decision Citizens United v. Federal Election Commission.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/b650777d-0bcc-4c53-b325-4f7bd6c512d0/\">Analyzing the Candidates in the 2012 Presidential Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This lesson from PBS NewsHour examines the political process, the candidates and their platforms, and the ultimate outcome of the 2012 election. Students will: 1. Work as a class to create a flow chart documenting the steps a candidate must take to be elected to the presidency. 2. Participate in a class discussion about the number of candidates, the reasons people seek to be president, and the election process. 3. Utilize research skills to create a profile of a specific candidate and his/her qualifications, point of view on various topics, and presidential campaign. 4. Present their candidate profile projects to classmates. 5. Monitor the progress of the presidential candidates and participate in classroom discussions about the success of the various campaigns.\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/5f550321-3739-4ddd-88fc-591db3927155\">Eight States That Will Shape 2012 Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cdiv>\n\u003cp>In this video from PBS NewsHour, Judy Woodruff talks with Stuart Rothenberg of the Rothenberg Political Report and NewsHour political editor Christina Bellantoni about the importance of “battleground states”, or “swing states” and the significance of eight of those states in the 2012 election.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/9b83f7a7-218b-45d7-a48b-683f4706b450/\">“Silent Generation” May Get Loud in 2012 Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In retirement, the “silent generation” is becoming increasingly conservative and angry. It’s also more engaged in politics than are other generations. NPR’s series on generational politics, in collaboration with the Pew Research Center, examines the politics of those 66 to 83 years old.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/591e43db-e9ab-4f54-80b5-5851924b9d6b/\">Rich vs. Poor: How Wealth is Impacting the 2012 Elections\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In this PBS NewsHour lesson plan, students will: 1. Participate in a survey about social class in the U.S. and work as a group to calculate class results. 2. View a video clip and review articles and data related to socioeconomics and politics. 3. Record, analyze and discuss socioeconomic data and small groups and draw conclusions about how this might affect the outcome of elections in their area. 4. Participate in class discussions related to social class and the effects is has on the election process. 5. Create and share a prioritized list of ideas related to addressing issues of social class.\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/eb61a746-eed6-4d11-9d1e-e3dfcf7448d3/\">Who’s Spending More: Candidates or Super PACs?\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>As presidential candidates raise and spend increasingly larger amounts of money each election season, new financial reports show what role Super PACs are playing. PBS NewsHour’s Gwen Ifill discusses how campaign finance is shaping up in the 2012 election year with John Dunbar of the Center for Public Integrity and Roll Call’s Eliza Newlin Carney.\u003c/p>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"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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},
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},
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1MDAyODE4NTgz",
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},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
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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.",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"source": "kqed",
"order": 9
},
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"meta": {
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},
"link": "/radio/program/freakonomics-radio",
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},
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"id": "fresh-air",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"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",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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