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"content": "\u003cp>America tosses out tons of old electronics every year from cell phones, laptops, TVs, and even coffeemakers. Basically, anything that can be plugged in or has a battery can be considered electronic waste, or e-waste, once it is broken or no longer in use. E-waste is tricky to recycle because there are so many different types that all contain a different mix of materials. What many folks don’t know is that a lot of that e-waste contains toxic chemicals, things like lead and mercury, which if they aren’t handled properly can contaminate the environment and cause serious health issues. Join Myles in investigating where our e-waste goes once we get rid of it to answer the question: How does e-waste impact the environment?\u003c/p>\n\u003cp>\u003cb>TEACHERS\u003c/b>\u003cspan style=\"font-weight: 400\">: Bring \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Above the Noise\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> into your middle or high school classroom with free lesson plans, viewing guides, transcripts, and more for all episodes on \u003c/span>\u003ca href=\"https://ca.pbslearningmedia.org/collection/above-the-noise-collection/\">\u003cb>PBS Learning Media\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>What is e-waste?\u003c/strong>\u003c/p>\n\u003cp>E-waste is basically anything with a plug or battery that you don’t want or need anymore. It’s your old electronics. Around 6.92 million tons in 2019 alone and a lot of that e-waste contains toxic chemicals, such as lead and mercury, and brominated flame retardants. If those are not handled properly, they can contaminate the environment and cause serious health issues. Smoke from burning e-waste is very toxic.\u003c/p>\n\u003cp>\u003cstrong>What happens to our old electronics? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you take your e-waste to a collection site or recycler, then those electronics are likely taken to a recycling facility and processed there. E-waste is tricky to recycle because there are so many different types that all contain a different mix of materials, some of which is toxic. At a recycling facility, it’s often sorted, and data is deleted from devices. Some devices or components can be refurbished or reused, while others will be processed. This can mean that parts like metals and plastics can be separated out, and then sold to smelters to go back into manufacturing. But, sometimes recyclers end up shipping old electronics overseas to developing countries– where they do not have strict environmental and safety standards. This exposes workers and the environment to those toxic substances, which has created massive environmental and health problems. The World Health Organization estimates that 18 million children work at these dangerous e-waste dump sites around the globe.\u003c/p>\n\u003cp>\u003cstrong>What should you do with your old electronics? \u003c/strong>\u003c/p>\n\u003cp>Dropping your electronics off at an e-stewards certified recycler is one of the best ways to ensure your e-waste won’t go overseas and will be handled responsibly. E-steward-certified recyclers have pledged to not ship their stuff overseas, and handle the waste in an environmentally sound way. They have surprise inspections to make sure they are doing so.\u003c/p>\n\u003cp>\u003cstrong>What is a circular economy? \u003c/strong>\u003c/p>\n\u003cp>A circular economy is an antithesis of designing for the dump. Instead of extracting raw materials from the earth, making something, and then dumping it when you’re done with it, you would reuse and recycle materials and use those materials in the manufacturing process so that you are generating less waste and extracting fewer raw materials from the earth. E-waste recycling is part of the circular economy.\u003c/p>\n\u003cp>\u003cstrong>SOURCE LIST\u003c/strong>\u003c/p>\n\u003cp>\u003cb>What is E-waste? (Global E-Waste Statistics Partnership) \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://globalewaste.org/what-is-e-waste/\">\u003cspan style=\"font-weight: 400\">article from Global E-Waste Statistics Partnerships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains the six different categories of e-waste.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Importance of Cell Phone Recycling (Repowered)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://globalewaste.org/what-is-e-waste/\">\u003cspan style=\"font-weight: 400\">article from Repowered\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains how improper cell phone disposal can impact the environment and human health.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Planned Obsolescence (Consumers International)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://globalewaste.org/what-is-e-waste/\">\u003cspan style=\"font-weight: 400\">blog from Consumers International\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains how planned obsolescence works in electronics and how folks are trying to stop it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Children and Digital Dumpsites (World Health Organization)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.who.int/publications/i/item/9789240023901\">\u003cspan style=\"font-weight: 400\">report from the World Health Organization\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains the health outcomes of children who are exposed to toxins found in e-waste dumpsites.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A New Circular Vision for Electronics (World Economic Forum)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www3.weforum.org/docs/WEF_A_New_Circular_Vision_for_Electronics.pdf\">\u003cspan style=\"font-weight: 400\">report from the World Economic Forum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains what e-waste is, and its impact on the environment and calls for action to properly recycle electronics so that they can be reused in a circular economy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Global Transboundary E-waste Flows 2022 (United Nations)\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://ewastemonitor.info/wp-content/uploads/2022/06/Global-TBM_webversion_june_2_pages.pdf\">\u003cspan style=\"font-weight: 400\">report from the United Nations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows the global transportation of e-waste and the impact it has on different regions and countries of the world.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If you take your e-waste to a collection site or recycler, then those electronics are likely taken to a recycling facility and processed there. E-waste is tricky to recycle because there are so many different types that all contain a different mix of materials, some of which is toxic. At a recycling facility, it’s often sorted, and data is deleted from devices. Some devices or components can be refurbished or reused, while others will be processed. This can mean that parts like metals and plastics can be separated out, and then sold to smelters to go back into manufacturing. But, sometimes recyclers end up shipping old electronics overseas to developing countries– where they do not have strict environmental and safety standards. This exposes workers and the environment to those toxic substances, which has created massive environmental and health problems. The World Health Organization estimates that 18 million children work at these dangerous e-waste dump sites around the globe.\u003c/p>\n\u003cp>\u003cstrong>What should you do with your old electronics? \u003c/strong>\u003c/p>\n\u003cp>Dropping your electronics off at an e-stewards certified recycler is one of the best ways to ensure your e-waste won’t go overseas and will be handled responsibly. E-steward-certified recyclers have pledged to not ship their stuff overseas, and handle the waste in an environmentally sound way. They have surprise inspections to make sure they are doing so.\u003c/p>\n\u003cp>\u003cstrong>What is a circular economy? \u003c/strong>\u003c/p>\n\u003cp>A circular economy is an antithesis of designing for the dump. Instead of extracting raw materials from the earth, making something, and then dumping it when you’re done with it, you would reuse and recycle materials and use those materials in the manufacturing process so that you are generating less waste and extracting fewer raw materials from the earth. E-waste recycling is part of the circular economy.\u003c/p>\n\u003cp>\u003cstrong>SOURCE LIST\u003c/strong>\u003c/p>\n\u003cp>\u003cb>What is E-waste? (Global E-Waste Statistics Partnership) \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://globalewaste.org/what-is-e-waste/\">\u003cspan style=\"font-weight: 400\">article from Global E-Waste Statistics Partnerships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains the six different categories of e-waste.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Importance of Cell Phone Recycling (Repowered)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://globalewaste.org/what-is-e-waste/\">\u003cspan style=\"font-weight: 400\">article from Repowered\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains how improper cell phone disposal can impact the environment and human health.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Planned Obsolescence (Consumers International)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://globalewaste.org/what-is-e-waste/\">\u003cspan style=\"font-weight: 400\">blog from Consumers International\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains how planned obsolescence works in electronics and how folks are trying to stop it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Children and Digital Dumpsites (World Health Organization)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www.who.int/publications/i/item/9789240023901\">\u003cspan style=\"font-weight: 400\">report from the World Health Organization\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains the health outcomes of children who are exposed to toxins found in e-waste dumpsites.\u003c/span>\u003c/p>\n\u003cp>\u003cb>A New Circular Vision for Electronics (World Economic Forum)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://www3.weforum.org/docs/WEF_A_New_Circular_Vision_for_Electronics.pdf\">\u003cspan style=\"font-weight: 400\">report from the World Economic Forum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains what e-waste is, and its impact on the environment and calls for action to properly recycle electronics so that they can be reused in a circular economy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Global Transboundary E-waste Flows 2022 (United Nations)\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This \u003c/span>\u003ca href=\"https://ewastemonitor.info/wp-content/uploads/2022/06/Global-TBM_webversion_june_2_pages.pdf\">\u003cspan style=\"font-weight: 400\">report from the United Nations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows the global transportation of e-waste and the impact it has on different regions and countries of the world.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Driver's Licenses for People in the U.S. Illegally: The Debate Explained",
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"content": "\u003cp>The driver’s license is often a symbol of freedom, especially if you’re a teen getting one for the first time. So PBS NewsHour student reporters from Northview High School in Southern California decided to investigate the debate happening around the country over whether people living in the U.S. illegally should be allowed to get driver’s licenses.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003cbr>\nKQED Learn: \u003ca href=\"https://learn.kqed.org/discussions/56\">htts://learn.kqed.org/discussions/56\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are the arguments for allowing people who are in the United States Illegally to get driver’s licenses?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of the main arguments for providing driver’s licenses include that it makes roads safer. Just because someone is not allowed to get a driver’s license doesn’t mean they aren’t driving anyway, so if you allow people who are already driving to apply for and get a license– that means that they have to pass a driving test, and they can buy car insurance. This policy has also been shown to reduce hit and run accidents. There are also moral arguments that people who are living here regardless of their immigration status still need access to basic needs, like school, doctors, and groceries– and in many places you need a car to access those things. There are also slight economic benefits to states by collecting more license and registration fees. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>What are some arguments against allowing people who are in the U.S. illegally to get driver’s licenses?\u003c/strong> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to several polls, granting driver’s licenses to people in the U.S. illegally is not very popular. Some people see it as rewarding illegal behavior, and it’s not fair to others who have gone through the proper legal process to live here. Additionally, there is concern that this type of legislation could lead to identity and voter fraud or that it could encourage more illegal immigration. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What states allow people in the U.S. illegally to apply for driver’s licenses?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are currently 13 states and DC that allow people who are here illegally to get a driver’s license. This type of driver’s license is different than REAL ID, and does not allow people to board planes, get into federal buildings or visit nuclear power plants. The states where you can get this ID include: California, Colorado, Connecticut, Delaware, Hawaii, Illinois, Maryland, Nevada, New Mexico, New York, Utah, Vermont, and Washington.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Selected Sources:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/07/12/how-pew-research-center-counts-unauthorized-immigrants-in-us/\">\u003cspan style=\"font-weight: 400\">Measuring illegal immigration: How Pew Research Center counts unauthorized immigrants in the U.S. (Pew Research Center) \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncsl.org/research/immigration/states-offering-driver-s-licenses-to-immigrants.aspx\">\u003cspan style=\"font-weight: 400\">State’s Offering Driver’s Licenses to Immigrants\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.pnas.org/content/early/2017/03/28/1618991114\">Providing driver’s licenses to unauthorized immigrants in California improves traffic safety (PNAS)\u003c/a> \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/articles/2015/09/10/impacts-of-licensing-unauthorized-immigrantsanalysis\">\u003cspan style=\"font-weight: 400\">Impacts of Licensing Unauthorized Immigrants An overview of available research (Pew Charitable Trusts) \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://harvardharrispoll.com/wp-content/uploads/2019/09/HHP_August2019_Topline_RegisteredVoters.pdf\">\u003cspan style=\"font-weight: 400\">August 2019 Harvard-Harris Poll\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.numbersusa.com/news/quinnipiac-voters-new-york-oppose-drivers-licenses-illegal-aliens\">\u003cspan style=\"font-weight: 400\">Quinnipiac: Voters in New York Oppose Drivers’ Licenses for Illegal Aliens \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brookings.edu/policy2020/votervital/how-many-undocumented-immigrants-are-in-the-united-states-and-who-are-they/\">\u003cspan style=\"font-weight: 400\">How many undocumented immigrants are in the United States and who are they? (Brookings Institute)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/resources-voter-fraud-claims\">\u003cspan style=\"font-weight: 400\">Resources on Voter Fraud Claims (Brennan Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.heritage.org/voterfraud\">\u003cspan style=\"font-weight: 400\">Election Fraud Cases from Across the United States\u003c/span>\u003c/a>\u003c/p>\n\n",
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"excerpt": "Allowing people who are living in the U.S. illegally to have a driver's license is a very controversial policy. Proponents say it is a public safety issue, and helps decrease uninsured drivers and hit and run accidents. Opponents say it rewards illegal behavior and could potentially lead to voter fraud. After watching the video and hearing from both sides -- what do YOU think? ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The driver’s license is often a symbol of freedom, especially if you’re a teen getting one for the first time. So PBS NewsHour student reporters from Northview High School in Southern California decided to investigate the debate happening around the country over whether people living in the U.S. illegally should be allowed to get driver’s licenses.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003cbr>\nKQED Learn: \u003ca href=\"https://learn.kqed.org/discussions/56\">htts://learn.kqed.org/discussions/56\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are the arguments for allowing people who are in the United States Illegally to get driver’s licenses?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of the main arguments for providing driver’s licenses include that it makes roads safer. Just because someone is not allowed to get a driver’s license doesn’t mean they aren’t driving anyway, so if you allow people who are already driving to apply for and get a license– that means that they have to pass a driving test, and they can buy car insurance. This policy has also been shown to reduce hit and run accidents. There are also moral arguments that people who are living here regardless of their immigration status still need access to basic needs, like school, doctors, and groceries– and in many places you need a car to access those things. There are also slight economic benefits to states by collecting more license and registration fees. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>What are some arguments against allowing people who are in the U.S. illegally to get driver’s licenses?\u003c/strong> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to several polls, granting driver’s licenses to people in the U.S. illegally is not very popular. Some people see it as rewarding illegal behavior, and it’s not fair to others who have gone through the proper legal process to live here. Additionally, there is concern that this type of legislation could lead to identity and voter fraud or that it could encourage more illegal immigration. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What states allow people in the U.S. illegally to apply for driver’s licenses?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are currently 13 states and DC that allow people who are here illegally to get a driver’s license. This type of driver’s license is different than REAL ID, and does not allow people to board planes, get into federal buildings or visit nuclear power plants. The states where you can get this ID include: California, Colorado, Connecticut, Delaware, Hawaii, Illinois, Maryland, Nevada, New Mexico, New York, Utah, Vermont, and Washington.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Selected Sources:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/07/12/how-pew-research-center-counts-unauthorized-immigrants-in-us/\">\u003cspan style=\"font-weight: 400\">Measuring illegal immigration: How Pew Research Center counts unauthorized immigrants in the U.S. (Pew Research Center) \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncsl.org/research/immigration/states-offering-driver-s-licenses-to-immigrants.aspx\">\u003cspan style=\"font-weight: 400\">State’s Offering Driver’s Licenses to Immigrants\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.pnas.org/content/early/2017/03/28/1618991114\">Providing driver’s licenses to unauthorized immigrants in California improves traffic safety (PNAS)\u003c/a> \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/articles/2015/09/10/impacts-of-licensing-unauthorized-immigrantsanalysis\">\u003cspan style=\"font-weight: 400\">Impacts of Licensing Unauthorized Immigrants An overview of available research (Pew Charitable Trusts) \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://harvardharrispoll.com/wp-content/uploads/2019/09/HHP_August2019_Topline_RegisteredVoters.pdf\">\u003cspan style=\"font-weight: 400\">August 2019 Harvard-Harris Poll\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.numbersusa.com/news/quinnipiac-voters-new-york-oppose-drivers-licenses-illegal-aliens\">\u003cspan style=\"font-weight: 400\">Quinnipiac: Voters in New York Oppose Drivers’ Licenses for Illegal Aliens \u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brookings.edu/policy2020/votervital/how-many-undocumented-immigrants-are-in-the-united-states-and-who-are-they/\">\u003cspan style=\"font-weight: 400\">How many undocumented immigrants are in the United States and who are they? (Brookings Institute)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/resources-voter-fraud-claims\">\u003cspan style=\"font-weight: 400\">Resources on Voter Fraud Claims (Brennan Center)\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.heritage.org/voterfraud\">\u003cspan style=\"font-weight: 400\">Election Fraud Cases from Across the United States\u003c/span>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Would Universal Healthcare Really Work in the U.S.?",
"headTitle": "Would Universal Healthcare Really Work in the U.S.? | KQED",
"content": "\u003cp>Almost every rich, developed nation on the planet has universal healthcare, EXCEPT for the U.S. Should we join them, or does our current healthcare system have advantages that we don’t want to lose?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/55?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">\u003cspan style=\"font-weight: 400\">Click to see this video and lesson plan on KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>How does healthcare work in the U.S.? \u003c/strong>\u003c/p>\n\u003cp>In the U.S., how you want to pay for healthcare is entirely up to you, as long as you have the money. Most people choose to buy health insurance. If you’re low income or over 65, you can get it from the government, but pretty much everyone else has to buy it from companies. You pay a set amount of money every month, and in return, the insurance company pays for most of your medical bills if you get sick or hurt. You can also choose to NOT buy insurance. If you’re young and healthy and never have to go to a doctor or a hospital, you’re gonna save money. But you’re at risk for paying a LOT of money if you DO have a medical emergency, like a car wreck or falling off your bike and breaking your arm. So, it’s a gamble.\u003c/p>\n\u003cp>\u003cstrong>So how does universal healthcare work?\u003c/strong>\u003c/p>\n\u003cp>There are a BUNCH of different ways to get universal healthcare, and every country does it a little bit differently. There’s SOCIALIZED MEDICINE, where the government owns the hospitals, and the doctors and nurses are government employees. There is SINGLE-PAYER, where doctors and hospitals are private businesses, but there is almost no private insurance. Instead, the government provides health insurance for everyone. It can also work with PRIVATE INSURANCE, where people buy it from companies, but it’s HEAVILY regulated by the government, which REQUIRES everyone to have health insurance.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are the pros with universal healthcare?\u003c/strong>\u003c/p>\n\u003cp>With universal healthcare, everyone is covered, your insurance isn’t tied to your job, and it would cost less\u003c/p>\n\u003cp>\u003cstrong>What are the cons?\u003c/strong>\u003c/p>\n\u003cp>Taxes would likely go up to pay for it, the quality of care might change, and the individual would have less choice.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">Single payer healthcare: Pluses, minuses, and what it means for you (Harvard Health Publishing) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fwww.health.harvard.edu%2Fblog%2Fsingle-payer-healthcare-pluses-minuses-means-201606279835&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://www.health.harvard.edu/blog/s…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">The Virtues and Vices of Single-Payer Health Care (New England Journal of Medicine) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fmfprac.com%2Fweb2019%2F07literature%2Fliterature%2FHealth_Costs%2FSinglePayer_Oberlander.pdf&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://mfprac.com/web2019/07literatu…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">International Health Care System Profiles (The Commonwealth Fund) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Finternational.commonwealthfund.org%2F&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://international.commonwealthfun…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">The Case Against Single-Payer Health Care (reason.com) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Freason.com%2F2018%2F11%2F14%2Fthe-case-against-single-payer-health-car%2F&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://reason.com/2018/11/14/the-cas…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">Why Single-Payer Would Make Health Care Worse for Americans (The Heritage Foundation) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fwww.heritage.org%2Fhealth-care-reform%2Fcommentary%2Fwhy-single-payer-would-make-health-care-worse-americans&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://www.heritage.org/health-care-…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">Medical Bankruptcy: Still Common Despite the Affordable Care Act (American Journal of Public Health) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fajph.aphapublications.org%2Fdoi%2F10.2105%2FAJPH.2018.304901%3FeType%3DEmailBlastContent%26amp%3BeId%3Da5697b7e-8ffc-4373-b9d2-3eb745d9debb%26amp%3B%3D%26&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://ajph.aphapublications.org/doi…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">How do US taxes compare internationally? (Tax Policy Center) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fwww.taxpolicycenter.org%2Fbriefing-book%2Fhow-do-us-taxes-compare-internationally&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://www.taxpolicycenter.org/brief…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">Health at a Glance: OECD Indicators (OECD) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fwww.oecd-ilibrary.org%2Fdocserver%2Fhealth_glance-2017-en.pdf%3Fexpires%3D1579647384%26id%3Did%26accname%3Dguest%26checksum%3DD94A583B4861DE116B6864868F3B14E6&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://www.oecd-ilibrary.org/docserv…\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">Health System Tracker (Peterson-Kaiser Family Foundation) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fwww.healthsystemtracker.org%2Fchart-collection%2Fhow-do-healthcare-prices-and-use-in-the-u-s-compare-to-other-countries%2F%23item-the-average-price-of-an-mri-in-the-u-s-is-significantly-higher-than-in-comparable-countries_2018&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://www.healthsystemtracker.org/c…\u003c/a>\u003c/p>\n\n",
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"excerpt": "Almost every rich, developed nation on the planet has universal healthcare, EXCEPT for the U.S. Should we join them, or does our current healthcare system have advantages that we don’t want to lose?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Almost every rich, developed nation on the planet has universal healthcare, EXCEPT for the U.S. Should we join them, or does our current healthcare system have advantages that we don’t want to lose?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/55?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">\u003cspan style=\"font-weight: 400\">Click to see this video and lesson plan on KQED Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>How does healthcare work in the U.S.? \u003c/strong>\u003c/p>\n\u003cp>In the U.S., how you want to pay for healthcare is entirely up to you, as long as you have the money. Most people choose to buy health insurance. If you’re low income or over 65, you can get it from the government, but pretty much everyone else has to buy it from companies. You pay a set amount of money every month, and in return, the insurance company pays for most of your medical bills if you get sick or hurt. You can also choose to NOT buy insurance. If you’re young and healthy and never have to go to a doctor or a hospital, you’re gonna save money. But you’re at risk for paying a LOT of money if you DO have a medical emergency, like a car wreck or falling off your bike and breaking your arm. So, it’s a gamble.\u003c/p>\n\u003cp>\u003cstrong>So how does universal healthcare work?\u003c/strong>\u003c/p>\n\u003cp>There are a BUNCH of different ways to get universal healthcare, and every country does it a little bit differently. There’s SOCIALIZED MEDICINE, where the government owns the hospitals, and the doctors and nurses are government employees. There is SINGLE-PAYER, where doctors and hospitals are private businesses, but there is almost no private insurance. Instead, the government provides health insurance for everyone. It can also work with PRIVATE INSURANCE, where people buy it from companies, but it’s HEAVILY regulated by the government, which REQUIRES everyone to have health insurance.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are the pros with universal healthcare?\u003c/strong>\u003c/p>\n\u003cp>With universal healthcare, everyone is covered, your insurance isn’t tied to your job, and it would cost less\u003c/p>\n\u003cp>\u003cstrong>What are the cons?\u003c/strong>\u003c/p>\n\u003cp>Taxes would likely go up to pay for it, the quality of care might change, and the individual would have less choice.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">Single payer healthcare: Pluses, minuses, and what it means for you (Harvard Health Publishing) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fwww.health.harvard.edu%2Fblog%2Fsingle-payer-healthcare-pluses-minuses-means-201606279835&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://www.health.harvard.edu/blog/s…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">The Virtues and Vices of Single-Payer Health Care (New England Journal of Medicine) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fmfprac.com%2Fweb2019%2F07literature%2Fliterature%2FHealth_Costs%2FSinglePayer_Oberlander.pdf&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://mfprac.com/web2019/07literatu…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">International Health Care System Profiles (The Commonwealth Fund) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Finternational.commonwealthfund.org%2F&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://international.commonwealthfun…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">The Case Against Single-Payer Health Care (reason.com) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Freason.com%2F2018%2F11%2F14%2Fthe-case-against-single-payer-health-car%2F&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://reason.com/2018/11/14/the-cas…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">Why Single-Payer Would Make Health Care Worse for Americans (The Heritage Foundation) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fwww.heritage.org%2Fhealth-care-reform%2Fcommentary%2Fwhy-single-payer-would-make-health-care-worse-americans&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://www.heritage.org/health-care-…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">Medical Bankruptcy: Still Common Despite the Affordable Care Act (American Journal of Public Health) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fajph.aphapublications.org%2Fdoi%2F10.2105%2FAJPH.2018.304901%3FeType%3DEmailBlastContent%26amp%3BeId%3Da5697b7e-8ffc-4373-b9d2-3eb745d9debb%26amp%3B%3D%26&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://ajph.aphapublications.org/doi…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">How do US taxes compare internationally? (Tax Policy Center) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fwww.taxpolicycenter.org%2Fbriefing-book%2Fhow-do-us-taxes-compare-internationally&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://www.taxpolicycenter.org/brief…\u003c/a>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">Health at a Glance: OECD Indicators (OECD) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fwww.oecd-ilibrary.org%2Fdocserver%2Fhealth_glance-2017-en.pdf%3Fexpires%3D1579647384%26id%3Did%26accname%3Dguest%26checksum%3DD94A583B4861DE116B6864868F3B14E6&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://www.oecd-ilibrary.org/docserv…\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan class=\"style-scope yt-formatted-string\" dir=\"auto\">Health System Tracker (Peterson-Kaiser Family Foundation) \u003c/span>\u003ca class=\"yt-simple-endpoint style-scope yt-formatted-string\" href=\"https://www.youtube.com/redirect?event=video_description&q=https%3A%2F%2Fwww.healthsystemtracker.org%2Fchart-collection%2Fhow-do-healthcare-prices-and-use-in-the-u-s-compare-to-other-countries%2F%23item-the-average-price-of-an-mri-in-the-u-s-is-significantly-higher-than-in-comparable-countries_2018&redir_token=218Q2jVSOg1prOfHZtEK0UvJGxt8MTU4MDA3MTkwNEAxNTc5OTg1NTA0&v=VmmirkyZBxY\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https://www.healthsystemtracker.org/c…\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Should Teachers Be Allowed To Carry Guns at School?",
"headTitle": "Should Teachers Be Allowed To Carry Guns at School? | KQED",
"content": "\u003cp>Traditionally thought of as gun-free zones, some schools are now allowing teachers to carry guns in classrooms— an effort that is meant to increase school safety, particularly when it comes to stopping school shootings. But this move is sparking controversy nationwide, as many opponents question whether arming teachers with guns would actually make schools safer.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/should-teachers-be-allowed-to-carry-guns-at-school/above-the-noise-video/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are the main arguments for allowing teachers to carry guns at school?\u003c/strong>\u003cbr>\nSome arguments in favor of arming teachers include that if teachers had guns, they would actually be able to defend against an attack — potentially minimizing deaths. Supporters often point to instances where armed bystanders have stopped shootings in other places. Additionally, arming teachers could act as a deterrent— if potential shooters knew teachers were armed, they may be less likely to carry out an attack.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments against allowing teachers to carry guns at school?\u003c/strong>\u003cbr>\nMany opponents worry that there’s too much potential for something to go wrong if you allow teachers to carry guns. What happens if a student gets ahold of a teacher’s gun, or if they accidentally shoot an innocent bystander. There’s also concern that a teacher could misinterpret a student’s actions and shoot at someone unnecessarily, and this is especially a concern for students of color— where research shows they are disproportionately disciplined more than white students. Could implicit racial bias lead to a teacher unnecessarily shooting at a student of color? There’s also concern that training and arming teachers is expensive and could take funding away from other academic or school safety resources.\u003c/p>\n\u003cp>\u003cstrong>SELECTED SOURCES:\u003c/strong>\u003cbr>\nShould Teachers Carry Guns? The Debate, Explained (EdWeek) \u003ca href=\"https://www.edweek.org/ew/issues/arming-teachers.html\">https://www.edweek.org/ew/issues/arming-teachers.html\u003c/a>\u003c/p>\n\u003cp>Arming Schoolteachers: What Do We Know? Where Do We Go From Here? (American Journal of Public Health) \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2018.304464\">https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2018.304464\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>School shootings are extraordinarily rare. Why is fear of them driving policy? (Washington Post) \u003ca href=\"https://www.washingtonpost.com/outlook/school-shootings-are-extraordinarily-rare-why-is-fear-of-them-driving-policy/2018/03/08/f4ead9f2-2247-11e8-94da-ebf9d112159c_story.html\">https://www.washingtonpost.com/outlook/school-shootings-are-extraordinarily-rare-why-is-fear-of-them-driving-policy/2018/03/08/f4ead9f2-2247-11e8-94da-ebf9d112159c_story.html\u003c/a>\u003c/p>\n\u003cp>10 years. 180 school shootings. 356 victims. (CNN) \u003ca href=\"https://www.cnn.com/interactive/2019/07/us/ten-years-of-school-shootings-trnd/\">https://www.cnn.com/interactive/2019/07/us/ten-years-of-school-shootings-trnd/\u003c/a>\u003c/p>\n\u003cp>Should teachers carry guns? In many rural school districts, they already are. (Pacific Standard) \u003ca href=\"https://psmag.com/education/should-teachers-carry-guns-in-many-rural-school-districts-they-already-are\">https://psmag.com/education/should-teachers-carry-guns-in-many-rural-school-districts-they-already-are\u003c/a>\u003c/p>\n\u003cp>Most U.S. Teachers Oppose Carrying Guns in Schools (Gallup) \u003ca href=\"https://news.gallup.com/poll/229808/teachers-oppose-carrying-guns-schools.aspx\">https://news.gallup.com/poll/229808/teachers-oppose-carrying-guns-schools.aspx\u003c/a>\u003c/p>\n\u003cp>U.S. Voters Oppose Steel, Aluminum Tariffs, Quinnipiac University National Poll Finds; Voters Oppose Armed Teachers, Back Armed Security 6-1 (Quinnipiac University Poll) \u003ca href=\"https://poll.qu.edu/national/release-detail?ReleaseID=2525\">https://poll.qu.edu/national/release-detail?ReleaseID=2525\u003c/a>\u003c/p>\n\u003cp>State and Local Law Enforcement Training Academies, 2013 (U.S. DOJ Bureau of Justice Statistics) \u003ca href=\"https://www.bjs.gov/content/pub/pdf/slleta13.pdf\">https://www.bjs.gov/content/pub/pdf/slleta13.pdf\u003c/a>\u003c/p>\n\u003cp>Gun-trained teacher accidentally discharges firearm in Calif. classroom, injuring student (Washington Post) \u003ca href=\"https://www.washingtonpost.com/news/morning-mix/wp/2018/03/14/teacher-accidentally-discharges-firearm-in-calif-classroom-he-was-trained-in-gun-use/\">https://www.washingtonpost.com/news/morning-mix/wp/2018/03/14/teacher-accidentally-discharges-firearm-in-calif-classroom-he-was-trained-in-gun-use/\u003c/a>\u003c/p>\n\u003cp>Black Students ‘Face Racial Bias’ In School Discipline (Forbes)\u003cbr>\n\u003ca href=\"https://www.forbes.com/sites/nickmorrison/2019/04/05/black-students-face-racial-bias-in-school-discipline/#62d323ec36d5\">https://www.forbes.com/sites/nickmorrison/2019/04/05/black-students-face-racial-bias-in-school-discipline/#62d323ec36d5\u003c/a>\u003c/p>\n\u003cp>After Ferguson, black men still face the highest risk of being killed by police (PBS NewsHour) \u003ca href=\"https://www.pbs.org/newshour/health/after-ferguson-black-men-and-boys-still-face-the-highest-risk-of-being-killed-by-police\">https://www.pbs.org/newshour/health/after-ferguson-black-men-and-boys-still-face-the-highest-risk-of-being-killed-by-police\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A History of Shootings at Military Installations in the U.S. (NBC 6 South Florida) \u003ca href=\"https://www.nbcmiami.com/news/national-international/A-History-of-Shootings-at-Military-Installations-in-the-US-223933651.html\">https://www.nbcmiami.com/news/national-international/A-History-of-Shootings-at-Military-Installations-in-the-US-223933651.html\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Traditionally thought of as gun-free zones, some schools are now allowing teachers to carry guns in classrooms— an effort that is meant to increase school safety, particularly when it comes to stopping school shootings. But this move is sparking controversy nationwide, as many opponents question whether arming teachers with guns would actually make schools safer.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/should-teachers-be-allowed-to-carry-guns-at-school/above-the-noise-video/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are the main arguments for allowing teachers to carry guns at school?\u003c/strong>\u003cbr>\nSome arguments in favor of arming teachers include that if teachers had guns, they would actually be able to defend against an attack — potentially minimizing deaths. Supporters often point to instances where armed bystanders have stopped shootings in other places. Additionally, arming teachers could act as a deterrent— if potential shooters knew teachers were armed, they may be less likely to carry out an attack.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments against allowing teachers to carry guns at school?\u003c/strong>\u003cbr>\nMany opponents worry that there’s too much potential for something to go wrong if you allow teachers to carry guns. What happens if a student gets ahold of a teacher’s gun, or if they accidentally shoot an innocent bystander. There’s also concern that a teacher could misinterpret a student’s actions and shoot at someone unnecessarily, and this is especially a concern for students of color— where research shows they are disproportionately disciplined more than white students. Could implicit racial bias lead to a teacher unnecessarily shooting at a student of color? There’s also concern that training and arming teachers is expensive and could take funding away from other academic or school safety resources.\u003c/p>\n\u003cp>\u003cstrong>SELECTED SOURCES:\u003c/strong>\u003cbr>\nShould Teachers Carry Guns? The Debate, Explained (EdWeek) \u003ca href=\"https://www.edweek.org/ew/issues/arming-teachers.html\">https://www.edweek.org/ew/issues/arming-teachers.html\u003c/a>\u003c/p>\n\u003cp>Arming Schoolteachers: What Do We Know? Where Do We Go From Here? (American Journal of Public Health) \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2018.304464\">https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2018.304464\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>School shootings are extraordinarily rare. Why is fear of them driving policy? (Washington Post) \u003ca href=\"https://www.washingtonpost.com/outlook/school-shootings-are-extraordinarily-rare-why-is-fear-of-them-driving-policy/2018/03/08/f4ead9f2-2247-11e8-94da-ebf9d112159c_story.html\">https://www.washingtonpost.com/outlook/school-shootings-are-extraordinarily-rare-why-is-fear-of-them-driving-policy/2018/03/08/f4ead9f2-2247-11e8-94da-ebf9d112159c_story.html\u003c/a>\u003c/p>\n\u003cp>10 years. 180 school shootings. 356 victims. (CNN) \u003ca href=\"https://www.cnn.com/interactive/2019/07/us/ten-years-of-school-shootings-trnd/\">https://www.cnn.com/interactive/2019/07/us/ten-years-of-school-shootings-trnd/\u003c/a>\u003c/p>\n\u003cp>Should teachers carry guns? In many rural school districts, they already are. (Pacific Standard) \u003ca href=\"https://psmag.com/education/should-teachers-carry-guns-in-many-rural-school-districts-they-already-are\">https://psmag.com/education/should-teachers-carry-guns-in-many-rural-school-districts-they-already-are\u003c/a>\u003c/p>\n\u003cp>Most U.S. Teachers Oppose Carrying Guns in Schools (Gallup) \u003ca href=\"https://news.gallup.com/poll/229808/teachers-oppose-carrying-guns-schools.aspx\">https://news.gallup.com/poll/229808/teachers-oppose-carrying-guns-schools.aspx\u003c/a>\u003c/p>\n\u003cp>U.S. Voters Oppose Steel, Aluminum Tariffs, Quinnipiac University National Poll Finds; Voters Oppose Armed Teachers, Back Armed Security 6-1 (Quinnipiac University Poll) \u003ca href=\"https://poll.qu.edu/national/release-detail?ReleaseID=2525\">https://poll.qu.edu/national/release-detail?ReleaseID=2525\u003c/a>\u003c/p>\n\u003cp>State and Local Law Enforcement Training Academies, 2013 (U.S. DOJ Bureau of Justice Statistics) \u003ca href=\"https://www.bjs.gov/content/pub/pdf/slleta13.pdf\">https://www.bjs.gov/content/pub/pdf/slleta13.pdf\u003c/a>\u003c/p>\n\u003cp>Gun-trained teacher accidentally discharges firearm in Calif. classroom, injuring student (Washington Post) \u003ca href=\"https://www.washingtonpost.com/news/morning-mix/wp/2018/03/14/teacher-accidentally-discharges-firearm-in-calif-classroom-he-was-trained-in-gun-use/\">https://www.washingtonpost.com/news/morning-mix/wp/2018/03/14/teacher-accidentally-discharges-firearm-in-calif-classroom-he-was-trained-in-gun-use/\u003c/a>\u003c/p>\n\u003cp>Black Students ‘Face Racial Bias’ In School Discipline (Forbes)\u003cbr>\n\u003ca href=\"https://www.forbes.com/sites/nickmorrison/2019/04/05/black-students-face-racial-bias-in-school-discipline/#62d323ec36d5\">https://www.forbes.com/sites/nickmorrison/2019/04/05/black-students-face-racial-bias-in-school-discipline/#62d323ec36d5\u003c/a>\u003c/p>\n\u003cp>After Ferguson, black men still face the highest risk of being killed by police (PBS NewsHour) \u003ca href=\"https://www.pbs.org/newshour/health/after-ferguson-black-men-and-boys-still-face-the-highest-risk-of-being-killed-by-police\">https://www.pbs.org/newshour/health/after-ferguson-black-men-and-boys-still-face-the-highest-risk-of-being-killed-by-police\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A History of Shootings at Military Installations in the U.S. (NBC 6 South Florida) \u003ca href=\"https://www.nbcmiami.com/news/national-international/A-History-of-Shootings-at-Military-Installations-in-the-US-223933651.html\">https://www.nbcmiami.com/news/national-international/A-History-of-Shootings-at-Military-Installations-in-the-US-223933651.html\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Climate Change: How Doomed ARE We?",
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"content": "\u003cp>Climate change is THE existential question that humanity is facing. But are we too late? Has climate change reached the point of no return? Are we doomed?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003cbr>\nKQED Learn: \u003ca href=\"https://learn.kqed.org/discussions/47\">https://learn.kqed.org/discussions/47\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What’s the state of climate change right now?\u003c/strong>\u003cbr>\nSince around 1880, the average global temperature of the earth has increased by 1 degree Celsius, or 1.8 degrees Fahrenheit. That increase is due almost entirely to humans burning fossil fuels, mostly from 1950 on. That might not sound like a big increase, but it is. It means sea level rise, shrinking polar ice caps, and increased extreme weather events like heat waves and monsoons.\u003c/p>\n\u003cp>That’s why a hundred and ninety-plus countries signed onto the Paris Climate Agreement. The goal is to limit the temperature increase to 1.5 degrees Celsius — or 2.7 degrees Fahrenheit — by the end of this century. Many scientists say that staying under 1.5 puts us near the upper limit of what’s tolerable. We’ll have droughts, sea level rise, and extreme weather, but chances are we can manage it.\u003c/p>\n\u003cp>\u003cstrong>What does climate change look like in the future?\u003c/strong>\u003cbr>\nThat’s why we have the IPCC. The IPCC is part of the United Nations, and it stands for the Intergovernmental Panel on Climate Change. It’s been the world’s top authority on climate science for the last 30 years. Thousands of climate scientists from around the world volunteer their time to analyze and summarize the latest and best climate science. According to these experts, if we keep burning fossil fuels like we are today, then we’re blowing past 1.5 degrees of warming by 2100. We’ll almost definitely hit 2 degrees, and might even reach 3 or even 4 degrees. That means longer and more intense heat waves. And stronger hurricanes and dangerous flooding.\u003c/p>\n\u003cp>\u003cstrong>How do we get climate change under control?\u003c/strong>\u003cbr>\nLet’s start with transportation. 95% of the vehicles on the planet burn fossil fuels. They’re responsible for almost ⅓ of all greenhouse gas emissions worldwide! It might sound like a pipe-dream to replace those gas-guzzlers with electric vehicles, but it might not be. In the last decade and a half electric vehicles that don’t have any pollution out of the tailpipe went from a dream to commonplace in places like California, China, Norway.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then we have the energy sector — think power plants. In 2016, 80% of the world’s energy came from fossil fuels, while only 5% came from renewables like solar and wind. But we’re seeing that change. Now solar is the cheapest form of energy in just two decades. That’s a huge change.\u003c/p>\n\u003cp>And then there’s how we use land. We’re cutting down WAY too many trees and using a lot of that land to raise livestock that we end up eating. The United Nations estimates that if the world stopped getting food from animal sources, greenhouse gas emissions could be cut by one-fourth.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\nClimate Change: How Do We Know? (NASA)\u003cbr>\n\u003ca href=\"https://climate.nasa.gov/evidence/\">https://climate.nasa.gov/evidence/\u003c/a>\u003c/p>\n\u003cp>Is it too late to prevent climate change? (NASA)\u003cbr>\n\u003ca href=\"https://climate.nasa.gov/faq/16/is-it-too-late-to-prevent-climate-change/\">https://climate.nasa.gov/faq/16/is-it-too-late-to-prevent-climate-change/\u003c/a>\u003c/p>\n\u003cp>Sea level rise (NASA)\u003cbr>\n\u003ca href=\"https://climate.nasa.gov/vital-signs/sea-level/\">https://climate.nasa.gov/vital-signs/sea-level/\u003c/a>\u003c/p>\n\u003cp>IPCC Special Report Global Warming of 1.5º C\u003cbr>\n\u003ca href=\"https://www.ipcc.ch/sr15/\">https://www.ipcc.ch/sr15/\u003c/a>\u003c/p>\n\u003cp>IPCC Special Report Climate Change and Land\u003cbr>\n\u003ca href=\"https://www.ipcc.ch/report/srccl/\">https://www.ipcc.ch/report/srccl/\u003c/a>\u003c/p>\n\u003cp>IPCC says limiting global warming to 1.5 °C will require drastic action (Nature)\u003cbr>\n\u003ca href=\"https://www.nature.com/articles/d41586-018-06876-2\">https://www.nature.com/articles/d41586-018-06876-2\u003c/a>\u003c/p>\n\u003cp>Eat less meat: UN climate-change report calls for change to human diet (Nature)\u003cbr>\n\u003ca href=\"https://www.nature.com/articles/d41586-019-02409-7\">https://www.nature.com/articles/d41586-019-02409-7\u003c/a>\u003c/p>\n\u003cp>Reducing food’s environmental impacts through producers and consumers (Science)\u003cbr>\n\u003ca href=\"https://science.sciencemag.org/content/360/6392/987\">https://science.sciencemag.org/content/360/6392/987\u003c/a>\u003c/p>\n\u003cp>Global Greenhouse Gas Emissions Data (EPA)\u003cbr>\n\u003ca href=\"https://www.epa.gov/ghgemissions/global-greenhouse-gas-emissions-data\">https://www.epa.gov/ghgemissions/global-greenhouse-gas-emissions-data\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Energy Consumption in the United States (U.S. Energy Information Administration)\u003cbr>\n\u003ca href=\"https://www.eia.gov/todayinenergy/detail.php?id=36612\">https://www.eia.gov/todayinenergy/detail.php?id=36612\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Climate change is THE existential question that humanity is facing. But are we too late? Has climate change reached the point of no return? Are we doomed?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003cbr>\nKQED Learn: \u003ca href=\"https://learn.kqed.org/discussions/47\">https://learn.kqed.org/discussions/47\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What’s the state of climate change right now?\u003c/strong>\u003cbr>\nSince around 1880, the average global temperature of the earth has increased by 1 degree Celsius, or 1.8 degrees Fahrenheit. That increase is due almost entirely to humans burning fossil fuels, mostly from 1950 on. That might not sound like a big increase, but it is. It means sea level rise, shrinking polar ice caps, and increased extreme weather events like heat waves and monsoons.\u003c/p>\n\u003cp>That’s why a hundred and ninety-plus countries signed onto the Paris Climate Agreement. The goal is to limit the temperature increase to 1.5 degrees Celsius — or 2.7 degrees Fahrenheit — by the end of this century. Many scientists say that staying under 1.5 puts us near the upper limit of what’s tolerable. We’ll have droughts, sea level rise, and extreme weather, but chances are we can manage it.\u003c/p>\n\u003cp>\u003cstrong>What does climate change look like in the future?\u003c/strong>\u003cbr>\nThat’s why we have the IPCC. The IPCC is part of the United Nations, and it stands for the Intergovernmental Panel on Climate Change. It’s been the world’s top authority on climate science for the last 30 years. Thousands of climate scientists from around the world volunteer their time to analyze and summarize the latest and best climate science. According to these experts, if we keep burning fossil fuels like we are today, then we’re blowing past 1.5 degrees of warming by 2100. We’ll almost definitely hit 2 degrees, and might even reach 3 or even 4 degrees. That means longer and more intense heat waves. And stronger hurricanes and dangerous flooding.\u003c/p>\n\u003cp>\u003cstrong>How do we get climate change under control?\u003c/strong>\u003cbr>\nLet’s start with transportation. 95% of the vehicles on the planet burn fossil fuels. They’re responsible for almost ⅓ of all greenhouse gas emissions worldwide! It might sound like a pipe-dream to replace those gas-guzzlers with electric vehicles, but it might not be. In the last decade and a half electric vehicles that don’t have any pollution out of the tailpipe went from a dream to commonplace in places like California, China, Norway.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then we have the energy sector — think power plants. In 2016, 80% of the world’s energy came from fossil fuels, while only 5% came from renewables like solar and wind. But we’re seeing that change. Now solar is the cheapest form of energy in just two decades. That’s a huge change.\u003c/p>\n\u003cp>And then there’s how we use land. We’re cutting down WAY too many trees and using a lot of that land to raise livestock that we end up eating. The United Nations estimates that if the world stopped getting food from animal sources, greenhouse gas emissions could be cut by one-fourth.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003cbr>\nClimate Change: How Do We Know? (NASA)\u003cbr>\n\u003ca href=\"https://climate.nasa.gov/evidence/\">https://climate.nasa.gov/evidence/\u003c/a>\u003c/p>\n\u003cp>Is it too late to prevent climate change? (NASA)\u003cbr>\n\u003ca href=\"https://climate.nasa.gov/faq/16/is-it-too-late-to-prevent-climate-change/\">https://climate.nasa.gov/faq/16/is-it-too-late-to-prevent-climate-change/\u003c/a>\u003c/p>\n\u003cp>Sea level rise (NASA)\u003cbr>\n\u003ca href=\"https://climate.nasa.gov/vital-signs/sea-level/\">https://climate.nasa.gov/vital-signs/sea-level/\u003c/a>\u003c/p>\n\u003cp>IPCC Special Report Global Warming of 1.5º C\u003cbr>\n\u003ca href=\"https://www.ipcc.ch/sr15/\">https://www.ipcc.ch/sr15/\u003c/a>\u003c/p>\n\u003cp>IPCC Special Report Climate Change and Land\u003cbr>\n\u003ca href=\"https://www.ipcc.ch/report/srccl/\">https://www.ipcc.ch/report/srccl/\u003c/a>\u003c/p>\n\u003cp>IPCC says limiting global warming to 1.5 °C will require drastic action (Nature)\u003cbr>\n\u003ca href=\"https://www.nature.com/articles/d41586-018-06876-2\">https://www.nature.com/articles/d41586-018-06876-2\u003c/a>\u003c/p>\n\u003cp>Eat less meat: UN climate-change report calls for change to human diet (Nature)\u003cbr>\n\u003ca href=\"https://www.nature.com/articles/d41586-019-02409-7\">https://www.nature.com/articles/d41586-019-02409-7\u003c/a>\u003c/p>\n\u003cp>Reducing food’s environmental impacts through producers and consumers (Science)\u003cbr>\n\u003ca href=\"https://science.sciencemag.org/content/360/6392/987\">https://science.sciencemag.org/content/360/6392/987\u003c/a>\u003c/p>\n\u003cp>Global Greenhouse Gas Emissions Data (EPA)\u003cbr>\n\u003ca href=\"https://www.epa.gov/ghgemissions/global-greenhouse-gas-emissions-data\">https://www.epa.gov/ghgemissions/global-greenhouse-gas-emissions-data\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Energy Consumption in the United States (U.S. Energy Information Administration)\u003cbr>\n\u003ca href=\"https://www.eia.gov/todayinenergy/detail.php?id=36612\">https://www.eia.gov/todayinenergy/detail.php?id=36612\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There have been five times in U.S. history where the person who became president lost the popular vote, but won the electoral vote. And two of those times were just in the last 20 years. This past electoral season, there has been a lot of chatter about the value of the Electoral College with critics asking: is it time to get rid of the this institution?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/is-the-electoral-college-killing-democracy-video/above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is the Electoral College?\u003c/strong>\u003cbr>\nThe Electoral College is the process we use to vote for our president here in America. When you go and cast your vote, you’re not really voting for the president, you’re actually voting for electors, who then go and vote for the president. There are a total of 538 electors. Each state (and the District of Columbia) gets at least three, and then the rest are based on the state’s population size, which is determined every 10 years by the U.S. census. In most states, it’s winner takes all. This means that the party that wins the state’s popular vote sends all of their electors to cast votes to elect the president. But there are two states, Nebraska and Maine, that divide up their electoral votes based on who won the popular vote in each congressional district.\u003c/p>\n\u003cp>\u003cstrong>Why does the U.S. have an Electoral College?\u003c/strong>\u003cbr>\nBack in 1787, the founding fathers met in Philadelphia at the constitutional convention to figure out the major laws for how the U.S. government was going to run. Out of that came the U.S. Constitution. One of the most hotly contested topics was how we elect our president. On the one hand you had the Federalists, who thought Congress should elect the president, and on the other you had those who thought the president should be elected by popular vote. But both were a little problematic. If Congress elected the president then Congress would have way too much power and be vulnerable to corruption. But if it was left up to purely the popular vote, there were fears about what would happen, considering there were a lot of people who couldn’t read or write and were uneducated. Their big compromise? The Electoral College.\u003c/p>\n\u003cp>\u003cstrong>Arguments for getting rid of the Electoral College\u003c/strong>\u003cbr>\nMany critics argue that the electoral college is outdated and doesn’t accurately represent the voice of the people. It’s the reason why people say votes in more populated states count less. People also argue that the Electoral College gives way too much power to people who live in swing states, and that the Electoral College makes it harder for third party candidates to win a presidential election.\u003c/p>\n\u003cp>\u003cstrong>Arguments for keeping the Electoral College\u003c/strong>\u003cbr>\nSupporters of this institution say that it is a fundamental part of America’s checks and balances on government power. They often say that the Electoral College is key to federalist philosophy — which divides power between the federal and state governments and helps avoid an overly strong central government. They also argue that this is the best way to ensure that politicians pay attention to the needs of people living in smaller, more rural states instead of only the most populated cities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SELECTED SOURCES:\u003c/strong>\u003cbr>\nWhat is the electoral college? (National Archives and Records Administration)\u003cbr>\n\u003ca href=\"https://www.archives.gov/federal-register/electoral-college/about.html\">https://www.archives.gov/federal-register/electoral-college/about.html\u003c/a>\u003c/p>\n\u003cp>Why was the electoral college created? (History.com)\u003cbr>\n\u003ca href=\"https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\">https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\u003c/a>\u003c/p>\n\u003cp>The Electoral College Top 3 Pro and Cons (ProCon.org)\u003cbr>\n\u003ca href=\"https://www.procon.org/headline.php?headlineID=005330\">https://www.procon.org/headline.php?headlineID=005330\u003c/a>\u003c/p>\n\u003cp>Opinion: Getting Rid of the Electoral College Isn’t Just About Trump (New York Times) \u003ca href=\"https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\">https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\u003c/a>\u003c/p>\n\u003cp>Opinion: A Case for the Electoral College (New York Times)\u003cbr>\n\u003ca href=\"https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\">https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\u003c/a>\u003c/p>\n\u003cp>America Isn’t Really Set Up For Third-Party Presidential Bids (FiveThirtyEight) \u003ca href=\"https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\">https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\u003c/a>\u003c/p>\n\u003cp>If Electoral Votes Were Weighted by State Population Alone: Trump 303, Clinton 235 (270towin)\u003cbr>\n\u003ca href=\"https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\">https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\u003c/a>\u003c/p>\n\u003cp>Agreement Among the States to Elect the President by National Popular Vote (National Popular Vote)\u003cbr>\n\u003ca href=\"https://www.nationalpopularvote.com/written-explanation\">https://www.nationalpopularvote.com/written-explanation\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Fuzzy Math: Wrong Way Reforms for Allocating Electoral Votes (FairVote) \u003ca href=\"https://www.fairvote.org/fuzzy-math\">https://www.fairvote.org/fuzzy-math\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There have been five times in U.S. history where the person who became president lost the popular vote, but won the electoral vote. And two of those times were just in the last 20 years. This past electoral season, there has been a lot of chatter about the value of the Electoral College with critics asking: is it time to get rid of the this institution?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/is-the-electoral-college-killing-democracy-video/above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is the Electoral College?\u003c/strong>\u003cbr>\nThe Electoral College is the process we use to vote for our president here in America. When you go and cast your vote, you’re not really voting for the president, you’re actually voting for electors, who then go and vote for the president. There are a total of 538 electors. Each state (and the District of Columbia) gets at least three, and then the rest are based on the state’s population size, which is determined every 10 years by the U.S. census. In most states, it’s winner takes all. This means that the party that wins the state’s popular vote sends all of their electors to cast votes to elect the president. But there are two states, Nebraska and Maine, that divide up their electoral votes based on who won the popular vote in each congressional district.\u003c/p>\n\u003cp>\u003cstrong>Why does the U.S. have an Electoral College?\u003c/strong>\u003cbr>\nBack in 1787, the founding fathers met in Philadelphia at the constitutional convention to figure out the major laws for how the U.S. government was going to run. Out of that came the U.S. Constitution. One of the most hotly contested topics was how we elect our president. On the one hand you had the Federalists, who thought Congress should elect the president, and on the other you had those who thought the president should be elected by popular vote. But both were a little problematic. If Congress elected the president then Congress would have way too much power and be vulnerable to corruption. But if it was left up to purely the popular vote, there were fears about what would happen, considering there were a lot of people who couldn’t read or write and were uneducated. Their big compromise? The Electoral College.\u003c/p>\n\u003cp>\u003cstrong>Arguments for getting rid of the Electoral College\u003c/strong>\u003cbr>\nMany critics argue that the electoral college is outdated and doesn’t accurately represent the voice of the people. It’s the reason why people say votes in more populated states count less. People also argue that the Electoral College gives way too much power to people who live in swing states, and that the Electoral College makes it harder for third party candidates to win a presidential election.\u003c/p>\n\u003cp>\u003cstrong>Arguments for keeping the Electoral College\u003c/strong>\u003cbr>\nSupporters of this institution say that it is a fundamental part of America’s checks and balances on government power. They often say that the Electoral College is key to federalist philosophy — which divides power between the federal and state governments and helps avoid an overly strong central government. They also argue that this is the best way to ensure that politicians pay attention to the needs of people living in smaller, more rural states instead of only the most populated cities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SELECTED SOURCES:\u003c/strong>\u003cbr>\nWhat is the electoral college? (National Archives and Records Administration)\u003cbr>\n\u003ca href=\"https://www.archives.gov/federal-register/electoral-college/about.html\">https://www.archives.gov/federal-register/electoral-college/about.html\u003c/a>\u003c/p>\n\u003cp>Why was the electoral college created? (History.com)\u003cbr>\n\u003ca href=\"https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\">https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\u003c/a>\u003c/p>\n\u003cp>The Electoral College Top 3 Pro and Cons (ProCon.org)\u003cbr>\n\u003ca href=\"https://www.procon.org/headline.php?headlineID=005330\">https://www.procon.org/headline.php?headlineID=005330\u003c/a>\u003c/p>\n\u003cp>Opinion: Getting Rid of the Electoral College Isn’t Just About Trump (New York Times) \u003ca href=\"https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\">https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\u003c/a>\u003c/p>\n\u003cp>Opinion: A Case for the Electoral College (New York Times)\u003cbr>\n\u003ca href=\"https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\">https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\u003c/a>\u003c/p>\n\u003cp>America Isn’t Really Set Up For Third-Party Presidential Bids (FiveThirtyEight) \u003ca href=\"https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\">https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\u003c/a>\u003c/p>\n\u003cp>If Electoral Votes Were Weighted by State Population Alone: Trump 303, Clinton 235 (270towin)\u003cbr>\n\u003ca href=\"https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\">https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\u003c/a>\u003c/p>\n\u003cp>Agreement Among the States to Elect the President by National Popular Vote (National Popular Vote)\u003cbr>\n\u003ca href=\"https://www.nationalpopularvote.com/written-explanation\">https://www.nationalpopularvote.com/written-explanation\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Fuzzy Math: Wrong Way Reforms for Allocating Electoral Votes (FairVote) \u003ca href=\"https://www.fairvote.org/fuzzy-math\">https://www.fairvote.org/fuzzy-math\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "7 Certified Educators to Watch",
"headTitle": "7 Certified Educators to Watch | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">They’re growing personally and expanding professionally while making a difference in the lives of their students. \u003c/span>These certified \u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are all taking innovative approaches to helping young people gain essential media analysis and creation skills. W\u003c/span>\u003cspan style=\"font-weight: 400\">e asked them to share some of the things that excite them most about teaching media literacy.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Johanna Mustacchi\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532815 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Johanna-Mustacchi-crop-160x183.jpg\" alt=\"Photo of Johanna Mustacchi\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Johanna-Mustacchi-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Johanna-Mustacchi-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://sites.google.com/chufsd.org/pvcmediaclass/home?authuser=0\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Johanna Mustacchi\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a media and communications teacher at Pierre Van Cortlandt Middle School in Croton-on-Hudson, New York, emphasizes the importance of preparing her students to be media analysts and makers.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">“As a media literacy teacher, I feel a commitment to helping them navigate that world by showing them the tools they will need to be critical thinkers, to grow their awareness and no longer take the onslaught of messages as blind truth. What is both exciting and daunting at the same time is to guide them into becoming the participants and media makers of a much more responsible media of tomorrow… No matter what field any of my students pursue in their future, the media will become integral, in small or large part.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johanna uses photography to encourage her students to explore production choices. In her seventh grade curriculum, she focuses on how media narratives influence culture. Her students investigate how composition and framing can convey story, emotion and information before launching into their own media-making. \u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Heather Duhamel\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532813 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop-160x182.jpg\" alt=\"Photo of Heather Duhamel\" width=\"160\" height=\"182\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop-160x182.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Heather Duhamel\u003c/strong> is our newest certified PBS Media Literacy Educator. A homeschool teacher and educational consultant for \u003ca href=\"https://www.vermontpbs.org/kids/learn/\" target=\"_blank\" rel=\"noopener noreferrer\">Vermont PBS\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, Heather focuses on early childhood as a particularly important age.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m inspired by ways that digital resources can enhance educational experiences for young children. Storytelling through photography, audio and video supports can be a powerful resource for young children. Early appropriate access to digital, including interactive tools, is so important! It’s beautiful to understand that the best way to use technology in preschool is through valuable shared experiences with a teacher, family member or mentor!”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like many of us, Heather also has a soft spot for the man behind “Mr. Rogers.” She recommends the work of the\u003c/span>\u003cspan style=\"font-weight: 400\"> Fred Roger Center for Early Learning and Children’s Media\u003c/span>\u003cspan style=\"font-weight: 400\">, noting that “Fred Rogers continues to be a beacon for ways to integrate technology through relationship.”\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Mariana Garcia Serrato\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532816 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop-160x183.jpg\" alt=\"Photo of Mariana Garcia Serrato\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/MarianaGSerrato\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Mariana Garcia Serrato\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a middle school STEM teacher in San Jose, California, who’s committed to supporting her students in developing media analysis skills.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">“I love helping students think critically about the media they are exposed to every day. When my students are able to interpret media and how it affects them, they’re better able to make their own decisions about the media messages they receive.” \u003c/span>\u003c/p>\n\u003cp>Media-making is another passion of Mariana’s.\u003c/p>\n\u003cp>“I love how making media myself and helping students make media opens the door to creative endeavors. Gone are the days when we had to rely on others making the ‘perfect’ media I needed to teach a specific topic for my class. Now I can make it myself or have students make it for me!”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Dr. Aspen Mock\u003c/b>\u003c/span>\u003c/h4>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532811 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop-160x182.jpg\" alt=\"Photo of Aspen Mock\" width=\"160\" height=\"182\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop-160x182.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/AB_Mock\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Dr. Aspen Mock\u003c/b>\u003c/a>, who teaches high school composition and literature in Sidman, Pennsylvania, has a unique perspective on media literacy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Media literacy is the study of lived contemporary moments; from moment to moment you’re required to think critically and derive meaning-making from cultural artifacts in real-time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aspen connects youth voice to civic engagement when she writes:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Creativity is fostered through students making media artifacts as cultural contributions that reflect their own thoughts and provide them with the opportunity to shape their voices as mindful and literate citizens.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This Pennsylvania educator also has a favorite tool: \u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>KQED Learn\u003c/b>\u003c/a>. She values the way it “connects students with a national community of learners, and students are able to grapple with in-depth topics by writing claims and responses, as well as creating media with the Make & Share option.”\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Stacey Cler\u003c/b>\u003c/span>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532817 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop-160x183.jpg\" alt=\"Photo of Stacey Cler\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/ClerStacey\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Stacey Cler\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school literature teacher in Cupertino, California, shares her views on why she believes student media-making is so important:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Through the creation of media, students are able to express what’s important to them in society today while connecting with content being taught in the classroom. In addition, the creation of media through the teaching of digital literacy allows for building stronger connections between students, which contributes to an overall more cohesive, positive and communal classroom environment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacey, a forward-thinker, is excited about using digital portfolios to capture the learning process of her students.\u003c/span>\u003c/p>\n\u003cp>“Last year I created an assignment on podcasting as a bridge for narrative writing and asked my students to create a digital portfolio using Google sites to illustrate the creative process of not only making the podcast but also creating the personal narrative. As an educator, I felt that all-too-often I was focused on the end product, but the incorporation of a digital portfolio into the assignment allowed both myself and my students to be reflective about the steps it to to create the end product.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Gail Desler\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532812 size-full alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Gail-Desler-crop.png\" alt=\"Photo of Gail Desler\" width=\"150\" height=\"150\">\u003ca href=\"http://twitter.com/GailDesler\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Gail Desler\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a technology integration specialist in Elk Grove, California, notes that “media literacy” is a constantly changing topic that teachers need to stay on top of.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Media literacy is the fastest changing subject in a teacher’s digital citizenship toolkit, which is both exciting and challenging. Providing students with multiple opportunities to create their own media builds an awareness of how easy it is to spread misinformation and why they need to become active fact checkers. As content creators, students also come to recognize the power and impact of using media to promote kindness, social justice and a positive school climate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gail is also very concerned about online privacy for her students. This is why she recommends \u003c/span>\u003ca href=\"https://privacy.commonsense.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Common Sense’s privacy resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which help parents and teachers make smarter choices about websites and online tools they use with their young people.\u003cbr>\n\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Jennifer Swift-Kramer\u003c/b>\u003c/span>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532814 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop-160x183.png\" alt=\"Photo of Jennifer Swift Kramer\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop-160x183.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop.png 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cb>Jennifer Swift-Kramer\u003c/b>\u003cspan style=\"font-weight: 400\">, a women’s and gender studies professor at William Paterson University, focuses on digital citizenship and critical media analysis with her students.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">“I want to prepare them for the 2020 American election — whether they plan to vote or not and regardless of their political leanings — by showing how their media feeds can be manipulated. I encourage them to become aware of their blind spots by showing them mine.”\u003c/p>\n\u003cp>We hope these seven media literacy educators inspire you as much as they do us!\u003c/p>\n\u003chr>\n\u003cp>\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531270 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png\" alt=\"PBS Media Literacy Educator Certification badge\" width=\"164\" height=\"164\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png 302w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-128x128.png 128w\" sizes=\"(max-width: 164px) 100vw, 164px\">\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification \u003c/span>\u003c/a>is a free program created by PBS and KQED to provide educators (in all roles, subjects and grade levels) a step-by-step path to validating your media literacy skills and earning recognition. Certification is earned through attaining competency-based micro-credentials, at your own speed. No seat time or workshops required. \u003cstrong>\u003ci>Discover more at \u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">kqed.org/certification\u003c/a> or email me at \u003ca href=\"mailto:rpanganiban@kqed.org\" target=\"_blank\" rel=\"noopener noreferrer\">rpanganiban@kqed.org\u003c/a>.\u003c/i>\u003c/strong>\u003c/p>\n\n",
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"description": "They’re growing personally and expanding professionally while making a difference in the lives of their students. These certified PBS Media Literacy Educators are all taking innovative approaches to helping young people gain essential media analysis and creation skills. We asked them to share some of the things that excite them most about teaching media literacy. Johanna",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">They’re growing personally and expanding professionally while making a difference in the lives of their students. \u003c/span>These certified \u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are all taking innovative approaches to helping young people gain essential media analysis and creation skills. W\u003c/span>\u003cspan style=\"font-weight: 400\">e asked them to share some of the things that excite them most about teaching media literacy.\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Johanna Mustacchi\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532815 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Johanna-Mustacchi-crop-160x183.jpg\" alt=\"Photo of Johanna Mustacchi\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Johanna-Mustacchi-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Johanna-Mustacchi-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"https://sites.google.com/chufsd.org/pvcmediaclass/home?authuser=0\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Johanna Mustacchi\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a media and communications teacher at Pierre Van Cortlandt Middle School in Croton-on-Hudson, New York, emphasizes the importance of preparing her students to be media analysts and makers.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">“As a media literacy teacher, I feel a commitment to helping them navigate that world by showing them the tools they will need to be critical thinkers, to grow their awareness and no longer take the onslaught of messages as blind truth. What is both exciting and daunting at the same time is to guide them into becoming the participants and media makers of a much more responsible media of tomorrow… No matter what field any of my students pursue in their future, the media will become integral, in small or large part.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johanna uses photography to encourage her students to explore production choices. In her seventh grade curriculum, she focuses on how media narratives influence culture. Her students investigate how composition and framing can convey story, emotion and information before launching into their own media-making. \u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Heather Duhamel\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532813 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop-160x182.jpg\" alt=\"Photo of Heather Duhamel\" width=\"160\" height=\"182\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop-160x182.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Heather-Duhamel-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Heather Duhamel\u003c/strong> is our newest certified PBS Media Literacy Educator. A homeschool teacher and educational consultant for \u003ca href=\"https://www.vermontpbs.org/kids/learn/\" target=\"_blank\" rel=\"noopener noreferrer\">Vermont PBS\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, Heather focuses on early childhood as a particularly important age.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m inspired by ways that digital resources can enhance educational experiences for young children. Storytelling through photography, audio and video supports can be a powerful resource for young children. Early appropriate access to digital, including interactive tools, is so important! It’s beautiful to understand that the best way to use technology in preschool is through valuable shared experiences with a teacher, family member or mentor!”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like many of us, Heather also has a soft spot for the man behind “Mr. Rogers.” She recommends the work of the\u003c/span>\u003cspan style=\"font-weight: 400\"> Fred Roger Center for Early Learning and Children’s Media\u003c/span>\u003cspan style=\"font-weight: 400\">, noting that “Fred Rogers continues to be a beacon for ways to integrate technology through relationship.”\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Mariana Garcia Serrato\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532816 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop-160x183.jpg\" alt=\"Photo of Mariana Garcia Serrato\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Mariana-Garcia-Serrato-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/MarianaGSerrato\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Mariana Garcia Serrato\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a middle school STEM teacher in San Jose, California, who’s committed to supporting her students in developing media analysis skills.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">“I love helping students think critically about the media they are exposed to every day. When my students are able to interpret media and how it affects them, they’re better able to make their own decisions about the media messages they receive.” \u003c/span>\u003c/p>\n\u003cp>Media-making is another passion of Mariana’s.\u003c/p>\n\u003cp>“I love how making media myself and helping students make media opens the door to creative endeavors. Gone are the days when we had to rely on others making the ‘perfect’ media I needed to teach a specific topic for my class. Now I can make it myself or have students make it for me!”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Dr. Aspen Mock\u003c/b>\u003c/span>\u003c/h4>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532811 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop-160x182.jpg\" alt=\"Photo of Aspen Mock\" width=\"160\" height=\"182\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop-160x182.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Aspen-Mock-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/AB_Mock\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Dr. Aspen Mock\u003c/b>\u003c/a>, who teaches high school composition and literature in Sidman, Pennsylvania, has a unique perspective on media literacy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Media literacy is the study of lived contemporary moments; from moment to moment you’re required to think critically and derive meaning-making from cultural artifacts in real-time.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aspen connects youth voice to civic engagement when she writes:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Creativity is fostered through students making media artifacts as cultural contributions that reflect their own thoughts and provide them with the opportunity to shape their voices as mindful and literate citizens.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This Pennsylvania educator also has a favorite tool: \u003ca href=\"https://learn.kqed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>KQED Learn\u003c/b>\u003c/a>. She values the way it “connects students with a national community of learners, and students are able to grapple with in-depth topics by writing claims and responses, as well as creating media with the Make & Share option.”\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Stacey Cler\u003c/b>\u003c/span>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532817 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop-160x183.jpg\" alt=\"Photo of Stacey Cler\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop-160x183.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/Stacey-Cler-crop.jpg 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003ca href=\"http://twitter.com/ClerStacey\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Stacey Cler\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school literature teacher in Cupertino, California, shares her views on why she believes student media-making is so important:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Through the creation of media, students are able to express what’s important to them in society today while connecting with content being taught in the classroom. In addition, the creation of media through the teaching of digital literacy allows for building stronger connections between students, which contributes to an overall more cohesive, positive and communal classroom environment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacey, a forward-thinker, is excited about using digital portfolios to capture the learning process of her students.\u003c/span>\u003c/p>\n\u003cp>“Last year I created an assignment on podcasting as a bridge for narrative writing and asked my students to create a digital portfolio using Google sites to illustrate the creative process of not only making the podcast but also creating the personal narrative. As an educator, I felt that all-too-often I was focused on the end product, but the incorporation of a digital portfolio into the assignment allowed both myself and my students to be reflective about the steps it to to create the end product.”\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cb>Gail Desler\u003cbr>\n\u003c/b>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532812 size-full alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/Gail-Desler-crop.png\" alt=\"Photo of Gail Desler\" width=\"150\" height=\"150\">\u003ca href=\"http://twitter.com/GailDesler\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cb>Gail Desler\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">, a technology integration specialist in Elk Grove, California, notes that “media literacy” is a constantly changing topic that teachers need to stay on top of.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Media literacy is the fastest changing subject in a teacher’s digital citizenship toolkit, which is both exciting and challenging. Providing students with multiple opportunities to create their own media builds an awareness of how easy it is to spread misinformation and why they need to become active fact checkers. As content creators, students also come to recognize the power and impact of using media to promote kindness, social justice and a positive school climate.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gail is also very concerned about online privacy for her students. This is why she recommends \u003c/span>\u003ca href=\"https://privacy.commonsense.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Common Sense’s privacy resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which help parents and teachers make smarter choices about websites and online tools they use with their young people.\u003cbr>\n\u003c/span>\u003c/p>\n\u003ch4 style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">\u003cb>Jennifer Swift-Kramer\u003c/b>\u003c/span>\u003c/h4>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-532814 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop-160x183.png\" alt=\"Photo of Jennifer Swift Kramer\" width=\"160\" height=\"183\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop-160x183.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/10/jennifer-swift-kramer-crop.png 350w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cb>Jennifer Swift-Kramer\u003c/b>\u003cspan style=\"font-weight: 400\">, a women’s and gender studies professor at William Paterson University, focuses on digital citizenship and critical media analysis with her students.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">“I want to prepare them for the 2020 American election — whether they plan to vote or not and regardless of their political leanings — by showing how their media feeds can be manipulated. I encourage them to become aware of their blind spots by showing them mine.”\u003c/p>\n\u003cp>We hope these seven media literacy educators inspire you as much as they do us!\u003c/p>\n\u003chr>\n\u003cp>\u003ca href=\"https://edu-landing.kqed.org/certification/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531270 alignleft\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png\" alt=\"PBS Media Literacy Educator Certification badge\" width=\"164\" height=\"164\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final.png 302w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-32x32.png 32w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-50x50.png 50w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-64x64.png 64w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-96x96.png 96w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/03/medialiteracyeducator-final-128x128.png 128w\" sizes=\"(max-width: 164px) 100vw, 164px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBS Media Literacy Educator Certification \u003c/span>\u003c/a>is a free program created by PBS and KQED to provide educators (in all roles, subjects and grade levels) a step-by-step path to validating your media literacy skills and earning recognition. Certification is earned through attaining competency-based micro-credentials, at your own speed. No seat time or workshops required. \u003cstrong>\u003ci>Discover more at \u003ca href=\"http://kqed.org/certification\" target=\"_blank\" rel=\"noopener noreferrer\">kqed.org/certification\u003c/a> or email me at \u003ca href=\"mailto:rpanganiban@kqed.org\" target=\"_blank\" rel=\"noopener noreferrer\">rpanganiban@kqed.org\u003c/a>.\u003c/i>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>What do you get when you mix car stunts, youth culture, and Oakland? Sideshows! Sideshows have become big in Oakland, where drivers will block major intersections to perform car stunts like donuts and figure eights, while large crowds gather to watch. But here’s the catch– they can be real dangerous and because of that they are totally illegal. And chances are in some way or another there’s a clash between youth and car culture and cops near you too. In Oakland, they are creating a huge divide in the community, where many supporters say sideshows are part of Oakland culture and are calling for legal safe venues. While many opponents view sideshows as a dangerous public nuisance and are calling for harsher legal penalties. So students in the PBS NewsHour Student Reporting Labs program at Oakland Military Institute in Oakland, California are asking: what should Oakland do about sideshows? And chances are there’s a clash between youth, car culture and cops near you too.\u003c/p>\n\u003cp>\u003cstrong>What are sideshows in Oakland?\u003c/strong>\u003c/p>\n\u003cp>In Oakland California sideshows are events where drivers perform car stunts like donuts and figure eights, as large crowds gather to watch. They often block major intersections, bridges or highways.\u003c/p>\n\u003cp>\u003cstrong>Are Sideshows in Oakland dangerous?\u003c/strong>\u003c/p>\n\u003cp>Sideshows in Oakland can be dangerous. Sometimes drivers doing stunts can lose control of their cars and hit people in the crowds. Additionally, crowds can get rowdy and fights can break out, and guns get pulled. When police are called to the scene– sometimes there can be car chases and there have been reports of tear gas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are the arguments for legalizing sideshows and creating safe venues for car stunts?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that sideshows are an important part of Oakland culture and should not be criminalized. If legal safe venues were created, then the number of dangerous illegal sideshows would decrease. It would also create a business opportunity for Oakland. Instead of spending money on policing these illegal events, the city could charge admission fees to legal safe venues which would generate income, and provide economic opportunity to the drivers.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://abc7news.com/archive/7070018/\">ABC7: 3 Killed in Sideshow Crash in Oakland\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/crime/article/Person-injured-in-fall-from-highway-ramp-during-13437877.php\">SF Chronicle: Person Injured in Fall From Highway Ramp During Crokett Sideshow\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://abc30.com/richmond-officer-trying-to-stop-sideshow-hit-by-car/3001412/\">ABC30: Richmond Police Officer Hit By Car While Trying to Breakup Sideshow\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/arts/13824571/oakland-sideshows-legalize-macarthur\">KQED: Make Sideshows an Opportunity in Oakland, Not a Problem\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://bayarea.blogs.nytimes.com/2009/10/27/the-idea-of-decriminalizing-oakland-sideshows/\">NY Times: The Idea of Decriminalizing Oakland ‘Sideshows’\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://money.cnn.com/2005/07/18/Autos/funonwheels/sixfigs_fourteen_prodriver/index.htm\">CNN: Six Figure Job: Stunt Drivers\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What do you get when you mix car stunts, youth culture, and Oakland? Sideshows! Sideshows have become big in Oakland, where drivers will block major intersections to perform car stunts like donuts and figure eights, while large crowds gather to watch. But here’s the catch– they can be real dangerous and because of that they are totally illegal. And chances are in some way or another there’s a clash between youth and car culture and cops near you too. In Oakland, they are creating a huge divide in the community, where many supporters say sideshows are part of Oakland culture and are calling for legal safe venues. While many opponents view sideshows as a dangerous public nuisance and are calling for harsher legal penalties. So students in the PBS NewsHour Student Reporting Labs program at Oakland Military Institute in Oakland, California are asking: what should Oakland do about sideshows? And chances are there’s a clash between youth, car culture and cops near you too.\u003c/p>\n\u003cp>\u003cstrong>What are sideshows in Oakland?\u003c/strong>\u003c/p>\n\u003cp>In Oakland California sideshows are events where drivers perform car stunts like donuts and figure eights, as large crowds gather to watch. They often block major intersections, bridges or highways.\u003c/p>\n\u003cp>\u003cstrong>Are Sideshows in Oakland dangerous?\u003c/strong>\u003c/p>\n\u003cp>Sideshows in Oakland can be dangerous. Sometimes drivers doing stunts can lose control of their cars and hit people in the crowds. Additionally, crowds can get rowdy and fights can break out, and guns get pulled. When police are called to the scene– sometimes there can be car chases and there have been reports of tear gas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are the arguments for legalizing sideshows and creating safe venues for car stunts?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that sideshows are an important part of Oakland culture and should not be criminalized. If legal safe venues were created, then the number of dangerous illegal sideshows would decrease. It would also create a business opportunity for Oakland. Instead of spending money on policing these illegal events, the city could charge admission fees to legal safe venues which would generate income, and provide economic opportunity to the drivers.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://abc7news.com/archive/7070018/\">ABC7: 3 Killed in Sideshow Crash in Oakland\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/crime/article/Person-injured-in-fall-from-highway-ramp-during-13437877.php\">SF Chronicle: Person Injured in Fall From Highway Ramp During Crokett Sideshow\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://abc30.com/richmond-officer-trying-to-stop-sideshow-hit-by-car/3001412/\">ABC30: Richmond Police Officer Hit By Car While Trying to Breakup Sideshow\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/arts/13824571/oakland-sideshows-legalize-macarthur\">KQED: Make Sideshows an Opportunity in Oakland, Not a Problem\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://bayarea.blogs.nytimes.com/2009/10/27/the-idea-of-decriminalizing-oakland-sideshows/\">NY Times: The Idea of Decriminalizing Oakland ‘Sideshows’\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://money.cnn.com/2005/07/18/Autos/funonwheels/sixfigs_fourteen_prodriver/index.htm\">CNN: Six Figure Job: Stunt Drivers\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "School Dress Codes: When Do They Go Too Far?",
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"content": "\u003cp>With #dresscoded and #Imnotadistraction, school dress codes are coming under fire from students who say these policies can be sexist and racist. But many argue strict dress codes are necessary for a safe learning environment. So, how should schools decide on dress code policies?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1copyBH7KaLD0BwT9zUNtXYVdMPcZA9yQY_TSvP3lYi0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/183zNdq6SlR0Wkij4zWPbq2_oMKnGHdxJlr788YbGGZg/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1iJ6GqWmrwSGVn92mXM3iRot5ZKe7cojqrd7NIISUFSE/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1oIJz-tlCHVjeOIyNh9jUrXlda65vHilP4AYdm0Kskg4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are school dress codes?\u003c/strong>\u003c/p>\n\u003cp>School dress codes are policies that mandate how students should dress in school. They vary from school to school, district to district.\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes sexist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target women since most of the items that are banned are items that women would wear, like certain types of skirts and tops. Many also argue that school dress codes can be unfairly enforced based on body type, where more developed women or heavier women are punished more frequently compared to less developed or thinner women. Critics say that this sends the wrong message to young women about their bodies and contributes to the sexualization of young women.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes racist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target people of color by banning things that may wear like durags, hair wraps, braids, and dreadlocks. Critics argue this criminalizes culture, and can lead to a system where students of color are getting disciplined more for dress code violations.\u003c/p>\n\u003cp>\u003cstrong>What are advantages of dress codes?\u003c/strong>\u003c/p>\n\u003cp>Many proponents of dress codes feel that dress codes contribute to a safe learning environment. Dress codes that prohibit gang related clothing or clothing that others may find offensive or distracting helps create an environment where students can focus on their education rather than distracting or dangerous clothes. Many also feel that strict dress codes help prepare students for work life after school, since many jobs require employees to dress a certain way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://pudding.cool/2019/02/dress-code-sexualization/\">Pudding: The sexualized Messages Dress Codes Are Sending to Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/the-goods/2018/9/13/17847542/students-waging-war-sexist-racist-school-dress-codes\">Vox: Students are waging war on sexist and racist school dress codes — and they’re winning\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/do-school-dress-codes-discrimate-against-girls.html\">Ed Week: Do School Dress Dodes Discriminate Against Girls?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kappanonline.org/pavlakis-roegman-dress-codes-gender-race-discrimination/\">Phi Delta Kappan: How dress codes criminalize males and sexualize females of color\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">NPR: When Black Hair Violates the Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/parents-outraged-over-school-s-discriminatory-racist-dress-code-n759821\">NBC News: Parents Outraged Over School’s ‘Discriminatory,’ ‘Racist’ Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.thedailybeast.com/aclu-naacp-take-on-florida-schools-discriminatory-hair-policy-after-boy-banned-for-having-locs\">The Daily Beast: ‘Discriminatory’: ACLU, NAACP Go After Florida School That Banned Child for Dreadlocks\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/louisiana-girl-sent-home-school-over-braided-hair-extensions-n902811\">NBC News: Louisiana girl sent home from school over braided hair extensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/Alameda-schools-new-dress-code-Tube-tops-are-13167331.php\">SF Chronicle: Alameda schools’ new dress code: Tube tops are in, shaming girls is out\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://alamedausd-ca.schoolloop.com/file/1514016404908/1376459767278/4266656840010053803.pdf\">An Introduction to AUSD’s Revised Dress Code:\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With #dresscoded and #Imnotadistraction, school dress codes are coming under fire from students who say these policies can be sexist and racist. But many argue strict dress codes are necessary for a safe learning environment. So, how should schools decide on dress code policies?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1copyBH7KaLD0BwT9zUNtXYVdMPcZA9yQY_TSvP3lYi0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/183zNdq6SlR0Wkij4zWPbq2_oMKnGHdxJlr788YbGGZg/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1iJ6GqWmrwSGVn92mXM3iRot5ZKe7cojqrd7NIISUFSE/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1oIJz-tlCHVjeOIyNh9jUrXlda65vHilP4AYdm0Kskg4/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are school dress codes?\u003c/strong>\u003c/p>\n\u003cp>School dress codes are policies that mandate how students should dress in school. They vary from school to school, district to district.\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes sexist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target women since most of the items that are banned are items that women would wear, like certain types of skirts and tops. Many also argue that school dress codes can be unfairly enforced based on body type, where more developed women or heavier women are punished more frequently compared to less developed or thinner women. Critics say that this sends the wrong message to young women about their bodies and contributes to the sexualization of young women.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Are school dress codes racist?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that some school dress code policies unfairly target people of color by banning things that may wear like durags, hair wraps, braids, and dreadlocks. Critics argue this criminalizes culture, and can lead to a system where students of color are getting disciplined more for dress code violations.\u003c/p>\n\u003cp>\u003cstrong>What are advantages of dress codes?\u003c/strong>\u003c/p>\n\u003cp>Many proponents of dress codes feel that dress codes contribute to a safe learning environment. Dress codes that prohibit gang related clothing or clothing that others may find offensive or distracting helps create an environment where students can focus on their education rather than distracting or dangerous clothes. Many also feel that strict dress codes help prepare students for work life after school, since many jobs require employees to dress a certain way.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://pudding.cool/2019/02/dress-code-sexualization/\">Pudding: The sexualized Messages Dress Codes Are Sending to Students\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/the-goods/2018/9/13/17847542/students-waging-war-sexist-racist-school-dress-codes\">Vox: Students are waging war on sexist and racist school dress codes — and they’re winning\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/ew/articles/2018/09/05/do-school-dress-codes-discrimate-against-girls.html\">Ed Week: Do School Dress Dodes Discriminate Against Girls?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kappanonline.org/pavlakis-roegman-dress-codes-gender-race-discrimination/\">Phi Delta Kappan: How dress codes criminalize males and sexualize females of color\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2017/07/17/534448313/when-black-hair-violates-the-dress-code\">NPR: When Black Hair Violates the Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/parents-outraged-over-school-s-discriminatory-racist-dress-code-n759821\">NBC News: Parents Outraged Over School’s ‘Discriminatory,’ ‘Racist’ Dress Code:\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.thedailybeast.com/aclu-naacp-take-on-florida-schools-discriminatory-hair-policy-after-boy-banned-for-having-locs\">The Daily Beast: ‘Discriminatory’: ACLU, NAACP Go After Florida School That Banned Child for Dreadlocks\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nbcnews.com/news/nbcblk/louisiana-girl-sent-home-school-over-braided-hair-extensions-n902811\">NBC News: Louisiana girl sent home from school over braided hair extensions\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/Alameda-schools-new-dress-code-Tube-tops-are-13167331.php\">SF Chronicle: Alameda schools’ new dress code: Tube tops are in, shaming girls is out\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://alamedausd-ca.schoolloop.com/file/1514016404908/1376459767278/4266656840010053803.pdf\">An Introduction to AUSD’s Revised Dress Code:\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
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"renewalDate": null,
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}
]
},
"authModal": {
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"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
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"restaurantData": []
},
"location": {
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}
}
