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"content": "\u003cp>The day after \u003ca href=\"https://ww2.kqed.org/news/tag/las-vegas-shooting/\">a shooter in Las Vegas massacred 58 people and wounded hundreds of others at a country music festival\u003c/a>, San Francisco dad Brad Porter braced for a conversation with his teen son about the news.\u003c/p>\n\u003cp>\"We are probably discussing it later tonight,\" said Porter earlier this week. \"You got to have an open dialogue or it can get worse in the mindset of the child, you know?\"\u003c/p>\n\u003cp>Porter was keenly aware of how news about tragedies can cause fear and anxiety in kids. In 2015, Porter was working at a UPS facility just blocks away from the site of \u003ca href=\"https://ww2.kqed.org/news/2015/12/04/authorities-release-names-of-the-14-people-killed-in-san-bernardino-shooting/\">an attack that killed 14 people at a Christmas party\u003c/a> in San Bernardino.\u003c/p>\n\u003cp>His son Marco, a sixth grader at the time, was very worried for his dad's safety. So when Porter returned home, he and his wife sat down to answer their son's questions as honestly as they could, and at the same time reassure him their family was safe.\u003c/p>\n\u003cp>\"It was hard to explain, but he just needed to understand what was happening,\" said Porter, 39, a former substitute teacher. \"It's not about being fearful. It's about being aware.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sticking to the facts—mass public shootings in the U.S. are still quite rare—and answering kids' questions in words they can understand is a good strategy for caregivers to help children cope with news of tragedies and avoid becoming unnecessarily fearful, according to psychologists.\u003c/p>\n\u003cp>\"Let your children's questions be your guide,\" said Dr. Stephen Brock, a psychology professor at California State University, Sacramento. \"As children grow and mature, it is appropriate to engage them in more sophisticated and direct conversations.\"\u003c/p>\n\u003cp>Parents can first check-in with their kids to gauge the extent that an event is frightening or confusing to them. Questions such as 'Have you heard about....?' or 'What are your friends saying about...?' should help parents assess how much information kids need and are ready for, said Brock.\u003c/p>\n\u003cp>\"But don't force the conversation,\" said Brock, who helped develop a National Association of School Psychologists\u003ca href=\"https://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis/talking-to-children-about-violence-tips-for-parents-and-teachers\" target=\"_blank\" rel=\"noopener\"> tip sheet\u003c/a> on talking to children about violence.\u003c/p>\n\u003cp>\"If you ask a child if they've heard about Las Vegas and they say no, just tell them 'OK, if you hear anything let me know. Happy to answer questions for you,'\" he said. \"And then don't push it.\"\u003c/p>\n\u003cp>Still, starting those conversations can be incredibly hard, said Dr. Robin Gurwitch, a psychiatry professor at Duke University who has worked with communities after the Sandy Hook Elementary School shooting and hurricane Katrina.\u003c/p>\n\u003cp>\"We have to take a deep breath and give ourselves a little pep talk to start it,\" said Gurwitch. \"Not talking to children can make things harder for them. \u003cspan style=\"font-weight: 400\">In today's day and age, it is unusual for children to not hear about an event,\u003c/span>\u003cb> \u003c/b>particularly as they get older.\"\u003c/p>\n\u003cp>Gurwitch remembers having to tell her young daughter she was going back to work in the aftermath of the Oklahoma City bombing in 1995, which killed 168 people. Gurwitch and her family lived in the city at the time.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"She just knew that mommy was going to help. And in her five-year-old mind, she knew I would be safe because I had my cell phone and she could stay connected to me no matter where I was,\" said Gurwitch. \"But it was important to have that conversation with her in words that she could understand about what happened.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing this difficult subject will help children and teens feel that they can be open with their caregivers about other challenges in their lives, said Gurwitch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Everything from feeling bullied at school to other events that touch our children's lives, they'll know that 'Gosh, my parents can talk about the tough stuff, so I can talk to them about anything,'\" said Gurwitch.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Gurwitch also recommends limiting young children's news media exposure, in particular. Last but not least, caregivers should take care of themselves and manage their own stress levels so they can be effective in supporting their kids, she said.\u003c/p>\n\u003cp>\"T\u003cspan style=\"font-weight: 400\">aking our own breaks from media reports, getting sleep, finding things that you enjoy, whether it's taking a walk or playing with your pets,\" she said. \"All that can help us \u003c/span>\u003cspan style=\"font-weight: 400\">when we are feeling stress.\"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Gurwitch recommends these additional resources from the American Psychological Association and the National Child Traumatic Stress Network:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://www.apa.org/helpcenter/talking-to-children.aspx\" target=\"_blank\" rel=\"noopener\">How to talk to children about difficult news\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://www.nctsn.org/sites/default/files/assets/pdfs/parents_guidelines_for_helping_teens_after_the_recent_attacks.pdf\" target=\"_blank\" rel=\"noopener\">Parent guidelines for helping youth after the latest shooting\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://www.apa.org/helpcenter/mass-shooting.aspx?utm_content=1506951022&utm_medium=social&utm_source=twitter\" target=\"_blank\" rel=\"noopener\">Managing your distress is the aftermath of a shooting\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The day after \u003ca href=\"https://ww2.kqed.org/news/tag/las-vegas-shooting/\">a shooter in Las Vegas massacred 58 people and wounded hundreds of others at a country music festival\u003c/a>, San Francisco dad Brad Porter braced for a conversation with his teen son about the news.\u003c/p>\n\u003cp>\"We are probably discussing it later tonight,\" said Porter earlier this week. \"You got to have an open dialogue or it can get worse in the mindset of the child, you know?\"\u003c/p>\n\u003cp>Porter was keenly aware of how news about tragedies can cause fear and anxiety in kids. In 2015, Porter was working at a UPS facility just blocks away from the site of \u003ca href=\"https://ww2.kqed.org/news/2015/12/04/authorities-release-names-of-the-14-people-killed-in-san-bernardino-shooting/\">an attack that killed 14 people at a Christmas party\u003c/a> in San Bernardino.\u003c/p>\n\u003cp>His son Marco, a sixth grader at the time, was very worried for his dad's safety. So when Porter returned home, he and his wife sat down to answer their son's questions as honestly as they could, and at the same time reassure him their family was safe.\u003c/p>\n\u003cp>\"It was hard to explain, but he just needed to understand what was happening,\" said Porter, 39, a former substitute teacher. \"It's not about being fearful. It's about being aware.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sticking to the facts—mass public shootings in the U.S. are still quite rare—and answering kids' questions in words they can understand is a good strategy for caregivers to help children cope with news of tragedies and avoid becoming unnecessarily fearful, according to psychologists.\u003c/p>\n\u003cp>\"Let your children's questions be your guide,\" said Dr. Stephen Brock, a psychology professor at California State University, Sacramento. \"As children grow and mature, it is appropriate to engage them in more sophisticated and direct conversations.\"\u003c/p>\n\u003cp>Parents can first check-in with their kids to gauge the extent that an event is frightening or confusing to them. Questions such as 'Have you heard about....?' or 'What are your friends saying about...?' should help parents assess how much information kids need and are ready for, said Brock.\u003c/p>\n\u003cp>\"But don't force the conversation,\" said Brock, who helped develop a National Association of School Psychologists\u003ca href=\"https://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis/talking-to-children-about-violence-tips-for-parents-and-teachers\" target=\"_blank\" rel=\"noopener\"> tip sheet\u003c/a> on talking to children about violence.\u003c/p>\n\u003cp>\"If you ask a child if they've heard about Las Vegas and they say no, just tell them 'OK, if you hear anything let me know. Happy to answer questions for you,'\" he said. \"And then don't push it.\"\u003c/p>\n\u003cp>Still, starting those conversations can be incredibly hard, said Dr. Robin Gurwitch, a psychiatry professor at Duke University who has worked with communities after the Sandy Hook Elementary School shooting and hurricane Katrina.\u003c/p>\n\u003cp>\"We have to take a deep breath and give ourselves a little pep talk to start it,\" said Gurwitch. \"Not talking to children can make things harder for them. \u003cspan style=\"font-weight: 400\">In today's day and age, it is unusual for children to not hear about an event,\u003c/span>\u003cb> \u003c/b>particularly as they get older.\"\u003c/p>\n\u003cp>Gurwitch remembers having to tell her young daughter she was going back to work in the aftermath of the Oklahoma City bombing in 1995, which killed 168 people. Gurwitch and her family lived in the city at the time.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"She just knew that mommy was going to help. And in her five-year-old mind, she knew I would be safe because I had my cell phone and she could stay connected to me no matter where I was,\" said Gurwitch. \"But it was important to have that conversation with her in words that she could understand about what happened.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing this difficult subject will help children and teens feel that they can be open with their caregivers about other challenges in their lives, said Gurwitch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Everything from feeling bullied at school to other events that touch our children's lives, they'll know that 'Gosh, my parents can talk about the tough stuff, so I can talk to them about anything,'\" said Gurwitch.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Gurwitch also recommends limiting young children's news media exposure, in particular. Last but not least, caregivers should take care of themselves and manage their own stress levels so they can be effective in supporting their kids, she said.\u003c/p>\n\u003cp>\"T\u003cspan style=\"font-weight: 400\">aking our own breaks from media reports, getting sleep, finding things that you enjoy, whether it's taking a walk or playing with your pets,\" she said. \"All that can help us \u003c/span>\u003cspan style=\"font-weight: 400\">when we are feeling stress.\"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Gurwitch recommends these additional resources from the American Psychological Association and the National Child Traumatic Stress Network:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://www.apa.org/helpcenter/talking-to-children.aspx\" target=\"_blank\" rel=\"noopener\">How to talk to children about difficult news\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://www.nctsn.org/sites/default/files/assets/pdfs/parents_guidelines_for_helping_teens_after_the_recent_attacks.pdf\" target=\"_blank\" rel=\"noopener\">Parent guidelines for helping youth after the latest shooting\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://www.apa.org/helpcenter/mass-shooting.aspx?utm_content=1506951022&utm_medium=social&utm_source=twitter\" target=\"_blank\" rel=\"noopener\">Managing your distress is the aftermath of a shooting\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Years After Tragedy, Fresno's Hmong Seek Cultural Understanding for Next Generation",
"title": "Years After Tragedy, Fresno's Hmong Seek Cultural Understanding for Next Generation",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>At 15, Sarah Vang is a confident leader. With her big, persistent smile, she runs her high school Hmong Club meeting with ease, spreading enthusiasm even to the most reluctant participants.\u003c/p>\n\u003cp>She founded the club last year as a sophomore. And as president, she takes it upon herself to look out for new Hmong students.\u003c/p>\n\u003cp>“There’s a lot of Hmong freshman,” she says, “and I just want to tell them, 'Join the Hmong Club! I’m so happy you’re Hmong!' I feel like I’m the mother of all Hmong people. I love my community so much.”\u003c/p>\n\u003cp>But that love came only after years of wrestling with her identity. Sarah didn’t speak much Hmong growing up, and she didn’t really talk with her parents about their life in Laos or why they came to the United States.\u003c/p>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/tcrmag/2017/10/tcrmag20171006Hmong.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Hmong-dual-immersion-3-1180x885.jpg\" Title=\"Years After Tragedy, Fresno's Hmong Seek Cultural Understanding for Next Generation\" program=\"The California Report\"]\u003c/p>\n\u003cp>In elementary school, kids tormented her with racist taunts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It made me want to diminish all Asian or Hmong aspects of me,” she says. “I did not want to associate with any Hmong people. I really hated Hmong people.”\u003c/p>\n\u003cp>She felt that way for years. Then eventually, as a teen, she started wanting to know more about her culture. Around the same time, her high school introduced its first Hmong language and history class, and Sarah enrolled. Now every high school in the Fresno Unified School District offers these classes.\u003c/p>\n\u003cp>One day her teacher showed the class a documentary about the Hmong in Fresno. It included a tragic episode in the community's history -- the suicides of eight teenagers between 1998 and 2001.\u003c/p>\n\u003caside class=\"pullquote alignright\">'These kids didn't have an identity. They don't know who they are, where they came from, why their parents were involved in the war.'\u003ccite>Peter Vang, Hmong survivor of the Vietnam War\u003c/cite>\u003c/aside>\n\u003cp>“Once I saw my brother’s face, I started crying,” Sarah says.\u003c/p>\n\u003cp>Sarah’s brother was one of those teenagers. He died before she was born.\u003c/p>\n\u003cp>“My teacher didn’t know that that was my brother, or that the person they were interviewing was my dad,” she says.\u003c/p>\n\u003cp>After her brother’s death, Sarah’s dad, Peter Vang, talked to the families and friends of the other teens who had killed themselves.\u003c/p>\n\u003cp>“I cannot save my son anymore because he’s gone,” Vang says, “but I want to make sure other parents save their kids.”\u003c/p>\n\u003cp>Vang learned the kids all had distinct troubles, but he found a common theme: “These kids didn’t have an identity,” he says. “They don’t know who they are, where they came from, why their parents were involved in the war.”\u003c/p>\n\u003cfigure id=\"attachment_11620673\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-large wp-image-11620673\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1020x765.jpg\" alt=\"Teacher Thae Xiong reads students a book in Hmong.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Thae Xiong reads students a book in Hmong. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Vang says that for kids to have a better sense of their identity, they need to learn about that war -- the so-called \u003ca href=\"https://www.nytimes.com/2015/05/28/opinion/heirs-of-the-secret-war-in-laos.html\" target=\"_blank\" rel=\"noopener\">secret war\u003c/a> in which the CIA recruited Hmong fighters to help stop the spread of communism in Laos during the Vietnam War. At least 30,000 Hmong died.\u003c/p>\n\u003cp>After the war, many Hmong ended up in the Central Valley, home to the second-largest Hmong community in the United States. Vang says that when his son was in school, this story wasn’t told.\u003c/p>\n\u003cp>“There’s nothing in history books,” he says. \"So schools, when they talked about Vietnam War, the Hmong did not exist.”\u003c/p>\n\u003cp>So Vang and others in the community successfully advocated for California legislation that encouraged schools to teach students about the role of the Hmong in the Vietnam War. And they began pushing for Hmong language and history classes at Fresno schools, like the one Vang’s daughter, Sarah, took for the first time last year. In that class, the secret war got a lot of attention.\u003c/p>\n\u003cp>“At first we were like, 'Why are we learning about this?' We didn’t understand,” Sarah says. “But once we got into depth about it, we realized Hmong people went through a lot of hardships trying to get here. That’s when I started to ask my dad, ‘So tell me a little about the war.’ ”\u003c/p>\n\u003cp>[contextly_sidebar id=\"G1xagEdRDJkUC617msXn4Mg8RjTmi9W1\"]\u003c/p>\n\u003cp>Vang grew up in the war. As a 4-year-old, he remembers the screeching sound of rockets flying through the air, the sight of body parts strewn across the ground, and the stacks of body bags. At one point, his house was destroyed.\u003c/p>\n\u003cp>“I thought my parents were dead,” he says. “I realized they were still alive after all the smoke cleared.” Vang’s father fought with the CIA and was injured more than once. He lost multiple fingers to a grenade.\u003c/p>\n\u003cp>Hearing these stories had a big impact on Sarah.\u003c/p>\n\u003cp>“It really hit home. It made me appreciate everything the elders did,” she says. “Because of them we are here.”\u003c/p>\n\u003cp>After more than a decade, the work of Peter Vang and other community members is paying off: This year Sarah’s school offered a more advanced Hmong class for the first time, and last year \u003ca href=\"https://www.fresnostate.edu/catalog/subjects/linguistics/hmong-mn.html\" target=\"_blank\" rel=\"noopener noreferrer\">Fresno State University introduced a minor in Hmong\u003c/a>.\u003c/p>\n\u003cp>Fresno Unified has something else in the works, too. It’s testing out a dual immersion class for kindergartners so that kids like 6-year-old Logan can learn Hmong.\u003c/p>\n\u003cp>“I know how to read English,” he says, while looking through a children’s book written in Hmong. “I don’t know how to read Hmong. It’s hard.”\u003c/p>\n\u003cfigure id=\"attachment_11618123\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11618123 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Hmong-dual-immersion-3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Doua Vu works with students Isaac and Cassidy in Fresno Unified School District's Hmong-English dual-immersion pilot class. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Misty Her oversees the new dual-language program. She says the biggest challenge is developing the curriculum.\u003c/p>\n\u003cp>“There’s really nothing, nothing out there for us,\" she says in terms of models. \"But what’s exciting is we get to build it from the ground up.”\u003c/p>\n\u003cp>Her says there are very few Hmong dual-immersion programs, and there aren't a lot of Hmong written texts out there to work with.\u003c/p>\n\u003cp>“Our written language only happened about the last 60, 70 years,” she says.\u003c/p>\n\u003cp>The kids are just a couple of weeks into the after-school class, but Fresno Unified is already planning to offer regular Hmong dual immersion at elementary schools as early as next year. It will be the first in Fresno, and one of\u003ca href=\"http://www.scusd.edu/program/susan-b-anthony-hmong-dual-language-program\" target=\"_blank\" rel=\"noopener noreferrer\"> just a couple in California\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The Hmong who fled their homeland since the Vietnam War hope this generation -- and those to come -- will walk through the world with confidence. They hope that by knowing their language, their history and exactly where they came from, younger Hmong can decide who they want to be.\u003c/p>\n\n",
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"excerpt": "Almost two decades ago a spate of teen suicides shook Fresno's Hmong community. Something had to change.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At 15, Sarah Vang is a confident leader. With her big, persistent smile, she runs her high school Hmong Club meeting with ease, spreading enthusiasm even to the most reluctant participants.\u003c/p>\n\u003cp>She founded the club last year as a sophomore. And as president, she takes it upon herself to look out for new Hmong students.\u003c/p>\n\u003cp>“There’s a lot of Hmong freshman,” she says, “and I just want to tell them, 'Join the Hmong Club! I’m so happy you’re Hmong!' I feel like I’m the mother of all Hmong people. I love my community so much.”\u003c/p>\n\u003cp>But that love came only after years of wrestling with her identity. Sarah didn’t speak much Hmong growing up, and she didn’t really talk with her parents about their life in Laos or why they came to the United States.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In elementary school, kids tormented her with racist taunts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It made me want to diminish all Asian or Hmong aspects of me,” she says. “I did not want to associate with any Hmong people. I really hated Hmong people.”\u003c/p>\n\u003cp>She felt that way for years. Then eventually, as a teen, she started wanting to know more about her culture. Around the same time, her high school introduced its first Hmong language and history class, and Sarah enrolled. Now every high school in the Fresno Unified School District offers these classes.\u003c/p>\n\u003cp>One day her teacher showed the class a documentary about the Hmong in Fresno. It included a tragic episode in the community's history -- the suicides of eight teenagers between 1998 and 2001.\u003c/p>\n\u003caside class=\"pullquote alignright\">'These kids didn't have an identity. They don't know who they are, where they came from, why their parents were involved in the war.'\u003ccite>Peter Vang, Hmong survivor of the Vietnam War\u003c/cite>\u003c/aside>\n\u003cp>“Once I saw my brother’s face, I started crying,” Sarah says.\u003c/p>\n\u003cp>Sarah’s brother was one of those teenagers. He died before she was born.\u003c/p>\n\u003cp>“My teacher didn’t know that that was my brother, or that the person they were interviewing was my dad,” she says.\u003c/p>\n\u003cp>After her brother’s death, Sarah’s dad, Peter Vang, talked to the families and friends of the other teens who had killed themselves.\u003c/p>\n\u003cp>“I cannot save my son anymore because he’s gone,” Vang says, “but I want to make sure other parents save their kids.”\u003c/p>\n\u003cp>Vang learned the kids all had distinct troubles, but he found a common theme: “These kids didn’t have an identity,” he says. “They don’t know who they are, where they came from, why their parents were involved in the war.”\u003c/p>\n\u003cfigure id=\"attachment_11620673\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-large wp-image-11620673\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1020x765.jpg\" alt=\"Teacher Thae Xiong reads students a book in Hmong.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Thae Xiong reads students a book in Hmong. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Vang says that for kids to have a better sense of their identity, they need to learn about that war -- the so-called \u003ca href=\"https://www.nytimes.com/2015/05/28/opinion/heirs-of-the-secret-war-in-laos.html\" target=\"_blank\" rel=\"noopener\">secret war\u003c/a> in which the CIA recruited Hmong fighters to help stop the spread of communism in Laos during the Vietnam War. At least 30,000 Hmong died.\u003c/p>\n\u003cp>After the war, many Hmong ended up in the Central Valley, home to the second-largest Hmong community in the United States. Vang says that when his son was in school, this story wasn’t told.\u003c/p>\n\u003cp>“There’s nothing in history books,” he says. \"So schools, when they talked about Vietnam War, the Hmong did not exist.”\u003c/p>\n\u003cp>So Vang and others in the community successfully advocated for California legislation that encouraged schools to teach students about the role of the Hmong in the Vietnam War. And they began pushing for Hmong language and history classes at Fresno schools, like the one Vang’s daughter, Sarah, took for the first time last year. In that class, the secret war got a lot of attention.\u003c/p>\n\u003cp>“At first we were like, 'Why are we learning about this?' We didn’t understand,” Sarah says. “But once we got into depth about it, we realized Hmong people went through a lot of hardships trying to get here. That’s when I started to ask my dad, ‘So tell me a little about the war.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Vang grew up in the war. As a 4-year-old, he remembers the screeching sound of rockets flying through the air, the sight of body parts strewn across the ground, and the stacks of body bags. At one point, his house was destroyed.\u003c/p>\n\u003cp>“I thought my parents were dead,” he says. “I realized they were still alive after all the smoke cleared.” Vang’s father fought with the CIA and was injured more than once. He lost multiple fingers to a grenade.\u003c/p>\n\u003cp>Hearing these stories had a big impact on Sarah.\u003c/p>\n\u003cp>“It really hit home. It made me appreciate everything the elders did,” she says. “Because of them we are here.”\u003c/p>\n\u003cp>After more than a decade, the work of Peter Vang and other community members is paying off: This year Sarah’s school offered a more advanced Hmong class for the first time, and last year \u003ca href=\"https://www.fresnostate.edu/catalog/subjects/linguistics/hmong-mn.html\" target=\"_blank\" rel=\"noopener noreferrer\">Fresno State University introduced a minor in Hmong\u003c/a>.\u003c/p>\n\u003cp>Fresno Unified has something else in the works, too. It’s testing out a dual immersion class for kindergartners so that kids like 6-year-old Logan can learn Hmong.\u003c/p>\n\u003cp>“I know how to read English,” he says, while looking through a children’s book written in Hmong. “I don’t know how to read Hmong. It’s hard.”\u003c/p>\n\u003cfigure id=\"attachment_11618123\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11618123 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Hmong-dual-immersion-3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Doua Vu works with students Isaac and Cassidy in Fresno Unified School District's Hmong-English dual-immersion pilot class. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Misty Her oversees the new dual-language program. She says the biggest challenge is developing the curriculum.\u003c/p>\n\u003cp>“There’s really nothing, nothing out there for us,\" she says in terms of models. \"But what’s exciting is we get to build it from the ground up.”\u003c/p>\n\u003cp>Her says there are very few Hmong dual-immersion programs, and there aren't a lot of Hmong written texts out there to work with.\u003c/p>\n\u003cp>“Our written language only happened about the last 60, 70 years,” she says.\u003c/p>\n\u003cp>The kids are just a couple of weeks into the after-school class, but Fresno Unified is already planning to offer regular Hmong dual immersion at elementary schools as early as next year. It will be the first in Fresno, and one of\u003ca href=\"http://www.scusd.edu/program/susan-b-anthony-hmong-dual-language-program\" target=\"_blank\" rel=\"noopener noreferrer\"> just a couple in California\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Hmong who fled their homeland since the Vietnam War hope this generation -- and those to come -- will walk through the world with confidence. They hope that by knowing their language, their history and exactly where they came from, younger Hmong can decide who they want to be.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Here's What You Could Buy With the Estimated $800k Cal Spent on Milo Yiannopolous",
"title": "Here's What You Could Buy With the Estimated $800k Cal Spent on Milo Yiannopolous",
"headTitle": "News Fix | KQED News",
"content": "\u003cp>UC Berkeley was bracing for protests over a series of inflammatory speakers who planned to visit campus during a four-day period at the end of September. The event fizzled, but the school still spent an estimated $800,000 on security.\u003c/p>\n\u003cp>In the end, only Milo Yiannopoulos (with a small contingent, including Pamela Geller) made it to campus. He didn't speak that much on Sept. 24 but had many photos taken. UC Berkeley spokesman Dan Mogulof said, “It feels a little bit like probably the most expensive photo op in the university’s history.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'It feels a little bit like probably the most expensive photo op in the university’s history.' \u003ccite>UC spokesman Dan Mogulof\u003c/cite>\u003c/aside>\n\u003cp>UC Berkeley usually sets aside about $200,000 a year for protest response and demonstration management. This one event is estimated to have cost the university four times that amount.\u003c/p>\n\u003cp>All this got us thinking: What else could we do with $800,000?\u003c/p>\n\u003cp>School supplies. You could buy 8 million pencils. Or 800 MacBook Airs. Or 133,333 paperback copies of \u003ca href=\"https://www.amazon.com/Complete-Works-William-Shakespeare/dp/1974346099/ref=sr_1_2?ie=UTF8&qid=1506980381&sr=8-2&keywords=complete+works+of+william+shakespeare\">William Shakespeare’s collected works.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11620502\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620502\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-520x390.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">That's 200 pencils for every Berkeley student. At the rate people use pencils these days, they'd probably be set for life. \u003ccite>(Nevit Dilmen/Wikimedia Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Need caffeine? You could purchase 188,235 cappuccinos at $4.25 a whack.\u003c/p>\n\u003cfigure id=\"attachment_11620490\" class=\"wp-caption aligncenter\" style=\"max-width: 674px\">\u003cimg class=\"size-full wp-image-11620490\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/Cappuccino_big.jpg\" alt=\"\" width=\"674\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big.jpg 674w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-160x157.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-240x236.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-375x368.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-520x511.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-64x64.jpg 64w\" sizes=\"(max-width: 674px) 100vw, 674px\">\u003cfigcaption class=\"wp-caption-text\">When did we start agreeing to pay over $4 for a cup of coffee? \u003ccite>(https://commons.wikimedia.org/wiki/File:Cappuccino_big.jpg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But seriously. With $800,000, Berkeley could cover the yearly costs for 23 in-state students. That includes tuition, housing, supplies — everything.\u003c/p>\n\u003cfigure id=\"attachment_11620497\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620497\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-800x562.jpg\" alt=\"\" width=\"800\" height=\"562\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-800x562.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-160x112.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1020x717.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1920x1350.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1180x830.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-960x675.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-240x169.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-375x264.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-520x366.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">With $800K most of the kids in this picture could go to college for free for one year \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The school could give its roughly 547 custodians a one-time $1,462 bonus. That’s almost 4 percent of their average income.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Or, Berkeley could hire 40 more graduate students instructors like William Callison. He teaches political science and makes $20,000 a year, pretax.\u003c/p>\n\u003cp>Forget about UC Berkeley. With that money you could buy eight Tesla Roadsters.\u003c/p>\n\u003cfigure id=\"attachment_11620486\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620486\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/GettyImages-80957524-800x534.jpg\" alt=\"\" width=\"800\" height=\"534\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1920x1281.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">These puppies go for around 100 grand a pop \u003ccite>(Vince Bucci/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>You could acquire this little house in Berkeley.\u003c/p>\n\u003cp>https://www.zillow.com/homes/for_sale/24838112_zpid/800000-800000_price/2952-2952_mp/san-francisco-_att/globalrelevanceex_sort/37.982904,-122.187538,37.616135,-122.633171_rect/10_zm/\u003c/p>\n\u003cp>And if you just really needed to get out of the Bay Area, you could fly to New York last-minute. You could do that a lot. About 1,700 times.\u003c/p>\n\u003cfigure id=\"attachment_11620477\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11620477 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-800x451.jpeg\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-800x451.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1020x575.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1920x1082.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1180x665.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-960x541.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-240x135.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-375x211.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-520x293.jpeg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A couple hundred bucks will get you a last-minute, one-way ticket away from UC Berkeley and all the way to the Big Apple \u003ccite>(Nicolas Halftermeyer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the end, only Yiannopoulos actually came to UC Berkeley for what was supposed to be a four-day \"Free Speech Week\" event with numerous speakers. He didn't stay long, just about 20 minutes. If you break that down, the security cost for him was $40,000 a minute.\u003c/p>\n\u003cp>The total UC Berkeley budget deficit is projected to be about $110 million. At a rate of $40,000 a minute, the school could pay off its deficit in just under 46 hours.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What would you do with 800 grand?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>UC Berkeley was bracing for protests over a series of inflammatory speakers who planned to visit campus during a four-day period at the end of September. The event fizzled, but the school still spent an estimated $800,000 on security.\u003c/p>\n\u003cp>In the end, only Milo Yiannopoulos (with a small contingent, including Pamela Geller) made it to campus. He didn't speak that much on Sept. 24 but had many photos taken. UC Berkeley spokesman Dan Mogulof said, “It feels a little bit like probably the most expensive photo op in the university’s history.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'It feels a little bit like probably the most expensive photo op in the university’s history.' \u003ccite>UC spokesman Dan Mogulof\u003c/cite>\u003c/aside>\n\u003cp>UC Berkeley usually sets aside about $200,000 a year for protest response and demonstration management. This one event is estimated to have cost the university four times that amount.\u003c/p>\n\u003cp>All this got us thinking: What else could we do with $800,000?\u003c/p>\n\u003cp>School supplies. You could buy 8 million pencils. Or 800 MacBook Airs. Or 133,333 paperback copies of \u003ca href=\"https://www.amazon.com/Complete-Works-William-Shakespeare/dp/1974346099/ref=sr_1_2?ie=UTF8&qid=1506980381&sr=8-2&keywords=complete+works+of+william+shakespeare\">William Shakespeare’s collected works.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11620502\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620502\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-520x390.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">That's 200 pencils for every Berkeley student. At the rate people use pencils these days, they'd probably be set for life. \u003ccite>(Nevit Dilmen/Wikimedia Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Need caffeine? You could purchase 188,235 cappuccinos at $4.25 a whack.\u003c/p>\n\u003cfigure id=\"attachment_11620490\" class=\"wp-caption aligncenter\" style=\"max-width: 674px\">\u003cimg class=\"size-full wp-image-11620490\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/Cappuccino_big.jpg\" alt=\"\" width=\"674\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big.jpg 674w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-160x157.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-240x236.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-375x368.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-520x511.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-64x64.jpg 64w\" sizes=\"(max-width: 674px) 100vw, 674px\">\u003cfigcaption class=\"wp-caption-text\">When did we start agreeing to pay over $4 for a cup of coffee? \u003ccite>(https://commons.wikimedia.org/wiki/File:Cappuccino_big.jpg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But seriously. With $800,000, Berkeley could cover the yearly costs for 23 in-state students. That includes tuition, housing, supplies — everything.\u003c/p>\n\u003cfigure id=\"attachment_11620497\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620497\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-800x562.jpg\" alt=\"\" width=\"800\" height=\"562\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-800x562.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-160x112.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1020x717.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1920x1350.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1180x830.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-960x675.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-240x169.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-375x264.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-520x366.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">With $800K most of the kids in this picture could go to college for free for one year \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The school could give its roughly 547 custodians a one-time $1,462 bonus. That’s almost 4 percent of their average income.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Or, Berkeley could hire 40 more graduate students instructors like William Callison. He teaches political science and makes $20,000 a year, pretax.\u003c/p>\n\u003cp>Forget about UC Berkeley. With that money you could buy eight Tesla Roadsters.\u003c/p>\n\u003cfigure id=\"attachment_11620486\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620486\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/GettyImages-80957524-800x534.jpg\" alt=\"\" width=\"800\" height=\"534\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1920x1281.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">These puppies go for around 100 grand a pop \u003ccite>(Vince Bucci/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>You could acquire this little house in Berkeley.\u003c/p>\n\u003cp>https://www.zillow.com/homes/for_sale/24838112_zpid/800000-800000_price/2952-2952_mp/san-francisco-_att/globalrelevanceex_sort/37.982904,-122.187538,37.616135,-122.633171_rect/10_zm/\u003c/p>\n\u003cp>And if you just really needed to get out of the Bay Area, you could fly to New York last-minute. You could do that a lot. About 1,700 times.\u003c/p>\n\u003cfigure id=\"attachment_11620477\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11620477 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-800x451.jpeg\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-800x451.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1020x575.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1920x1082.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1180x665.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-960x541.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-240x135.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-375x211.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-520x293.jpeg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A couple hundred bucks will get you a last-minute, one-way ticket away from UC Berkeley and all the way to the Big Apple \u003ccite>(Nicolas Halftermeyer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the end, only Yiannopoulos actually came to UC Berkeley for what was supposed to be a four-day \"Free Speech Week\" event with numerous speakers. He didn't stay long, just about 20 minutes. If you break that down, the security cost for him was $40,000 a minute.\u003c/p>\n\u003cp>The total UC Berkeley budget deficit is projected to be about $110 million. At a rate of $40,000 a minute, the school could pay off its deficit in just under 46 hours.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What would you do with 800 grand?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Fifty years ago, a program started at San Francisco State University that since has spread throughout much of the California State University system. \u003ca href=\"http://asi.sfsu.edu/asprograms/project-rebound/\">Project Rebound\u003c/a>, which helps formerly incarcerated people attend college, celebrated its anniversary this week with a commemorative dinner and the opening of an art exhibition featuring students and alumni.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s easy for people to say, ‘You know, get out of prison, get out of jail, go do the right thing,’ \" says Jason Bell, the program’s regional director. \"But what does that right thing look like if there are not places designed to receive people who are doing the right thing?”\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project Rebound opened up education as an option for Bell, even though he never saw himself as “college material” growing up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That all changed when he began writing to the program from San Quentin State Prison after finding old informational brochures. Bell had spent nearly all of his 20s behind bars. Just two months shy of his 30th birthday, he was released from prison with a plan for his future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bell and many others, the program offers an alternate path to the \u003ca href=\"https://www.justice.gov/sites/default/files/usao-ndga/legacy/2014/12/12/Reentry%20Fact%20Sheet%20_FINAL.pdf\">revolving door of the criminal justice system\u003c/a> by providing a supportive educational experience.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ninety-five percent of formerly incarcerated people who seek education stay out of prison, according to data from S.F. State and the \u003ca href=\"https://uiowa.edu/higheredandsuccessfulreentry/sites/uiowa.edu.higheredandsuccessfulreentry/files/esperian.pdf\">Journal of Correctional Education\u003c/a>, while the rate for those who don’t seek education is 30 percent.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11619947\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619947\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Project Rebound celebrates its 50th anniversary by opening an art exhibition featuring students and alumni at San Francisco State University on Thursday, Sept. 28, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>50 Years of Prison-Building\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For fifty years, this country has embarked on this madness of building more and more prisons and locking up more and more people in harsher and harsher conditions,” said author and Yale Law School professor James Forman Jr., during the anniversary celebration. “But the question is, how are we going to move from some chatter to actual meaningful change? And I think that's where the people in this room come in.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project Rebound students are successful when it comes to actually graduating. The program boasts an 86 percent six-year graduation rate, compared with a 59 percent rate for all other CSU students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s been so successful because they have a lot of staff that are passionate about the work that they do,” said Tangela Griffin, a Project Rebound student and artist featured in the exhibition. “Now that I realize that I do have a second chance, Project Rebound has given me the tools that I need to keep the path going. If it wasn’t for them, I don’t know where I’d be today.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After helping students enroll in the CSU system, the program serves as a liaison to supportive services on campus and links students with food vouchers, mental health support, textbook money, counseling, \u003ca href=\"https://sociology.sfsu.edu/content/dr-john-irwin-memorial-scholarship\">scholarships\u003c/a> and employment connections, to name a few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I found personally that it helps having a support system with men and women who have been through some of the same experiences that I have, in terms of being adversely impacted by the criminal justice system,” said Curtis Penn, S.F. State’s Project Rebound director.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, 150 Project Rebound students have graduated, and the number of graduates per year has been steadily increasing since the early 2000s. Since 2011, there has been an average of 11 graduates per year through the program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the future of Project Rebound did not always look so bright.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program began in 1967 when the only open space in the sociology department at S.F. State -- a storage closet -- was converted into the project's first office.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There were some times where it was really rough on us, and there were some people who were trying to get rid of us,” Bell said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11619948\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619948\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Project Rebound regional director Jason Bell and S.F. State President Leslie Wong sit among the audience at the 50th anniversary celebration of the program at San Francisco State University on Thursday, Sept. 28, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The man who started it all, John Irwin, had served a five-year sentence at Soledad State Prison and earned college credits through a university extension program. After he was released, he earned his bachelor's at UCLA and his Ph.D. at UC Berkeley, eventually becoming a professor at S.F. State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He founded Project Rebound to help give formerly incarcerated individuals the same opportunity for higher education that he had received. The program later expanded and became part of Associated Students, a group of services and program dedicated to students at S.F. State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He is no longer with us, but we continue his legacy,” Penn said about Irwin, who died in 2010.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program has been implemented at nine CSUs to date and plans to expand to seven more over the next three years, according to Bell. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Fifty years ago, a program started at San Francisco State University that since has spread throughout much of the California State University system. \u003ca href=\"http://asi.sfsu.edu/asprograms/project-rebound/\">Project Rebound\u003c/a>, which helps formerly incarcerated people attend college, celebrated its anniversary this week with a commemorative dinner and the opening of an art exhibition featuring students and alumni.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s easy for people to say, ‘You know, get out of prison, get out of jail, go do the right thing,’ \" says Jason Bell, the program’s regional director. \"But what does that right thing look like if there are not places designed to receive people who are doing the right thing?”\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project Rebound opened up education as an option for Bell, even though he never saw himself as “college material” growing up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That all changed when he began writing to the program from San Quentin State Prison after finding old informational brochures. Bell had spent nearly all of his 20s behind bars. Just two months shy of his 30th birthday, he was released from prison with a plan for his future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bell and many others, the program offers an alternate path to the \u003ca href=\"https://www.justice.gov/sites/default/files/usao-ndga/legacy/2014/12/12/Reentry%20Fact%20Sheet%20_FINAL.pdf\">revolving door of the criminal justice system\u003c/a> by providing a supportive educational experience.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ninety-five percent of formerly incarcerated people who seek education stay out of prison, according to data from S.F. State and the \u003ca href=\"https://uiowa.edu/higheredandsuccessfulreentry/sites/uiowa.edu.higheredandsuccessfulreentry/files/esperian.pdf\">Journal of Correctional Education\u003c/a>, while the rate for those who don’t seek education is 30 percent.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11619947\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619947\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Project Rebound celebrates its 50th anniversary by opening an art exhibition featuring students and alumni at San Francisco State University on Thursday, Sept. 28, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>50 Years of Prison-Building\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For fifty years, this country has embarked on this madness of building more and more prisons and locking up more and more people in harsher and harsher conditions,” said author and Yale Law School professor James Forman Jr., during the anniversary celebration. “But the question is, how are we going to move from some chatter to actual meaningful change? And I think that's where the people in this room come in.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project Rebound students are successful when it comes to actually graduating. The program boasts an 86 percent six-year graduation rate, compared with a 59 percent rate for all other CSU students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s been so successful because they have a lot of staff that are passionate about the work that they do,” said Tangela Griffin, a Project Rebound student and artist featured in the exhibition. “Now that I realize that I do have a second chance, Project Rebound has given me the tools that I need to keep the path going. If it wasn’t for them, I don’t know where I’d be today.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After helping students enroll in the CSU system, the program serves as a liaison to supportive services on campus and links students with food vouchers, mental health support, textbook money, counseling, \u003ca href=\"https://sociology.sfsu.edu/content/dr-john-irwin-memorial-scholarship\">scholarships\u003c/a> and employment connections, to name a few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I found personally that it helps having a support system with men and women who have been through some of the same experiences that I have, in terms of being adversely impacted by the criminal justice system,” said Curtis Penn, S.F. State’s Project Rebound director.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, 150 Project Rebound students have graduated, and the number of graduates per year has been steadily increasing since the early 2000s. Since 2011, there has been an average of 11 graduates per year through the program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the future of Project Rebound did not always look so bright.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program began in 1967 when the only open space in the sociology department at S.F. State -- a storage closet -- was converted into the project's first office.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There were some times where it was really rough on us, and there were some people who were trying to get rid of us,” Bell said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11619948\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619948\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Project Rebound regional director Jason Bell and S.F. State President Leslie Wong sit among the audience at the 50th anniversary celebration of the program at San Francisco State University on Thursday, Sept. 28, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The man who started it all, John Irwin, had served a five-year sentence at Soledad State Prison and earned college credits through a university extension program. After he was released, he earned his bachelor's at UCLA and his Ph.D. at UC Berkeley, eventually becoming a professor at S.F. State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He founded Project Rebound to help give formerly incarcerated individuals the same opportunity for higher education that he had received. The program later expanded and became part of Associated Students, a group of services and program dedicated to students at S.F. State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He is no longer with us, but we continue his legacy,” Penn said about Irwin, who died in 2010.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program has been implemented at nine CSUs to date and plans to expand to seven more over the next three years, according to Bell. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Campuses Cautious as They Adjust to New Sexual Assault Guidelines",
"headTitle": "Campuses Cautious as They Adjust to New Sexual Assault Guidelines | KQED",
"content": "\u003cp>New federal guidelines for handling allegations of sexual assault are prompting a range of reactions from school administrators. While many are expressing concerns and vowing to maintain current policy, others are breathing a sigh of relief or scratching their heads in confusion.\u003c/p>\n\u003cp>Education Secretary Betsy DeVos officially \u003ca href=\"http://www.npr.org/sections/ed/2017/09/07/549197971/betsy-devos-signals-a-pullback-on-campus-sex-misconduct-enforcement\" target=\"_blank\" rel=\"noopener\">rescinded Obama-era rules\u003c/a> last week, replacing them with interim guideline, until new permanent rules can be implemented. The Department of Education’s new “\u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/qa-title-ix-201709.pdf\" target=\"_blank\" rel=\"noopener\">Q&A on Campus Sexual Misconduct\u003c/a>” may change everything, from how much evidence should be required to prove allegations to how accused students can cross-examine witnesses.\u003c/p>\n\u003cp>Universities are “scrambling right now” to figure out what it all means, says Kristi Branham, associate professor and director of gender and women’s studies at Western Kentucky University, who serves on a committee that works on education, training and awareness around sexual assault. “This is a tricky area.”\u003c/p>\n\u003cp>“We’re reading the new guidance carefully,” says Kathleen Salvaty, systemwide Title IX coordinator for the University of California. “I definitely have some questions.”\u003c/p>\n\u003cp>For example, Salvaty says that according to the new guidance, applying “special procedures” in sexual misconduct cases “suggests a discriminatory purpose, and should be avoided.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m not sure what that means,” Salvaty says. Schools have lots of special procedures for sexual misconduct cases, she says, precisely because they \u003cem>are\u003c/em> different from cases of plagiarism, for example. And many of those are required by federal regulations. Schools are also unclear whether new language in the new guidance means that Title IX rules would no longer apply off campus — at a fraternity, for example.\u003c/p>\n\u003cp>“That is causing some concern and confusion,” Salvaty says. “We’re just not sure what to do.”\u003c/p>\n\u003cp>Others have raised concerns that the new interim guidance contradicts a 2001 directive that was not among those rescinded by DeVos. John Clune, an attorney with Hutchinson Black and Cook LLC, says “the whole purpose of the 2001 guidance is that grievance procedures be prompt and equitable.” But, he says, the new guidance removes time limits on investigations, allows schools to offer an appeal option exclusively to accused students, and permits schools to raise the evidentiary bar from “preponderance of the evidence” to a “clear and convincing” standard, making allegations harder to prove.\u003c/p>\n\u003cp>“That discriminates against complainants,” Clune says. “It certainly undermines the concept … that the proceedings be prompt and equitable.”\u003c/p>\n\u003cp>Many schools say they are also confused by mixed signals on whether schools can try informal resolution methods, like mediation; the new guidance allows it, but the 2001 guidance bars it.\u003c/p>\n\u003cp>Skidmore College sociology professor David Karp says he hopes it signals a new opportunity for an alternative process he has been promoting known as restorative justice, a nonadversarial model that focuses on a victim’s healing, and how offenders can contribute to that. Schools have refrained from trying the idea for fear it would be seen as a form of mediation.\u003c/p>\n\u003cp>“I do think this is a green light that hasn’t existed before,” Karp says. He cautions that more guidance and training is needed, because “if badly implemented, [RJ] can backfire and cause further harm.” But “I think schools will feel like they have more latitude to explore this as an additional option,” he says.\u003c/p>\n\u003cp>Oklahoma Wesleyan University is one school feeling freed up by DeVos’ decision to rescind the Obama-era guidance, which OKWU President Everett Piper calls “nothing short of a disaster.”\u003c/p>\n\u003cp>Last year, the university sued the Department of Education, arguing that those guidelines resulted in a “growing number of innocent students being trampled [by the] ‘shoot first, ask questions later’ approach.”\u003c/p>\n\u003cp>Piper says he is relieved now that OKWU will no longer feel pressure to “compromise … students’ rights” and can now “operate … without threat of government intrusion and overreach.” But OKWU has not yet announced any specific change in policies or practices.\u003c/p>\n\u003cp>Indeed, most schools appear to be holding off on any immediate action. Officials from schools including Harvard, Cornell, the University of Missouri and the University of Michigan say they are still reviewing the new guidance to see what, if any, changes need to be made. And many more have announced they are simply staying the course.\u003c/p>\n\u003cp>“All of us are continuing as usual,” says Sarah Berg, deputy Title IX coordinator of prevention, training and outreach at the University of Colorado, Denver and the Anschutz Medical Campus.\u003c/p>\n\u003cp>A letter to the Yale University community says the school has “no plans to deviate” from current Obama-era policies. California State University, Northridge says “Regardless of this new DOE action … we will not waver in our commitment to Title IX and its protections.” Similarly, Washington University in St. Louis says “regardless of decisions at the federal level, we have no intention of turning back on our commitment or resolve.”\u003c/p>\n\u003cp>While that kind of resolve is reassuring to some, it’s frustrating to others.\u003c/p>\n\u003cp>“It is disappointing, but not surprising,” says Joe Cohn, legislative and policy director for the Foundation for Individual Rights in Education, a group that has criticized previous policies as unfair to the accused. Many schools see the new guidance as “designed to go back to the Stone Age,” he says. “But really this is about an adjustment to make sure that both sides’ needs are met, because that wasn’t happening before.”\u003c/p>\n\u003cp>Attorney Andrew Miltenberg of Nesenoff & Miltenberg LLP, who represents dozens of accused students, says the “pushback” from universities is unfortunate. “It’s a stubborn ‘we’re still going to do it our way,’ ” he says.\u003c/p>\n\u003cp>While the interim guidance is technically just a recommendation, not a binding rule, Miltenberg says schools that stick to old policies do so at their own peril. He says DeVos’ recent comments, and her decision to rescind the old guidance, will be a big boost to accused students’ lawsuits.\u003c/p>\n\u003cp>“It’s a significant acknowledgement that there is a problem in [that] process,” says Miltenberg. “It’s a great thing to say to a judge that ‘before last week, you didn’t have to believe that there might be inherent bias throughout the process, but now those arguments carry much more weight. The secretary of the Department of Education publicly announced those very things.’ ”\u003c/p>\n\u003cp>Miltenberg rejects the notion that the new guidance causes chaos or confusion, or even what he calls the “false hysteria” that the new guidance represents a setback for rape victims.\u003c/p>\n\u003cp>“This constant refrain is an attempt to create a … big lie,” he says. “It’s like if you say it loud enough and often enough, people will believe it.”\u003c/p>\n\u003cp>Ultimately, Miltenberg says, real change will require not only new policies but also a shift in who is administering them on campuses.\u003c/p>\n\u003cp>“The reality is that most of the people that I’ve come in contact with as part of any school’s Title IX apparatus have some sort of victimcentric view, or previous work history, or something in their lives that I think makes them unable to be as impartial and objective as someone should be,” Miltenberg says.\u003c/p>\n\u003cp>Title IX administrators deny any bias in their work, but they don’t dispute how fervently they want to maintain current policies. “Everyone I know who does this work … wants to hold on to this process, because we’ve really put our careers into this,” says Berg. “We’re really proud of where we’ve gotten. So to have someone essentially gut that policy would be really painful.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>New federal guidelines for handling allegations of sexual assault are prompting a range of reactions from school administrators. While many are expressing concerns and vowing to maintain current policy, others are breathing a sigh of relief or scratching their heads in confusion.\u003c/p>\n\u003cp>Education Secretary Betsy DeVos officially \u003ca href=\"http://www.npr.org/sections/ed/2017/09/07/549197971/betsy-devos-signals-a-pullback-on-campus-sex-misconduct-enforcement\" target=\"_blank\" rel=\"noopener\">rescinded Obama-era rules\u003c/a> last week, replacing them with interim guideline, until new permanent rules can be implemented. The Department of Education’s new “\u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/qa-title-ix-201709.pdf\" target=\"_blank\" rel=\"noopener\">Q&A on Campus Sexual Misconduct\u003c/a>” may change everything, from how much evidence should be required to prove allegations to how accused students can cross-examine witnesses.\u003c/p>\n\u003cp>Universities are “scrambling right now” to figure out what it all means, says Kristi Branham, associate professor and director of gender and women’s studies at Western Kentucky University, who serves on a committee that works on education, training and awareness around sexual assault. “This is a tricky area.”\u003c/p>\n\u003cp>“We’re reading the new guidance carefully,” says Kathleen Salvaty, systemwide Title IX coordinator for the University of California. “I definitely have some questions.”\u003c/p>\n\u003cp>For example, Salvaty says that according to the new guidance, applying “special procedures” in sexual misconduct cases “suggests a discriminatory purpose, and should be avoided.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m not sure what that means,” Salvaty says. Schools have lots of special procedures for sexual misconduct cases, she says, precisely because they \u003cem>are\u003c/em> different from cases of plagiarism, for example. And many of those are required by federal regulations. Schools are also unclear whether new language in the new guidance means that Title IX rules would no longer apply off campus — at a fraternity, for example.\u003c/p>\n\u003cp>“That is causing some concern and confusion,” Salvaty says. “We’re just not sure what to do.”\u003c/p>\n\u003cp>Others have raised concerns that the new interim guidance contradicts a 2001 directive that was not among those rescinded by DeVos. John Clune, an attorney with Hutchinson Black and Cook LLC, says “the whole purpose of the 2001 guidance is that grievance procedures be prompt and equitable.” But, he says, the new guidance removes time limits on investigations, allows schools to offer an appeal option exclusively to accused students, and permits schools to raise the evidentiary bar from “preponderance of the evidence” to a “clear and convincing” standard, making allegations harder to prove.\u003c/p>\n\u003cp>“That discriminates against complainants,” Clune says. “It certainly undermines the concept … that the proceedings be prompt and equitable.”\u003c/p>\n\u003cp>Many schools say they are also confused by mixed signals on whether schools can try informal resolution methods, like mediation; the new guidance allows it, but the 2001 guidance bars it.\u003c/p>\n\u003cp>Skidmore College sociology professor David Karp says he hopes it signals a new opportunity for an alternative process he has been promoting known as restorative justice, a nonadversarial model that focuses on a victim’s healing, and how offenders can contribute to that. Schools have refrained from trying the idea for fear it would be seen as a form of mediation.\u003c/p>\n\u003cp>“I do think this is a green light that hasn’t existed before,” Karp says. He cautions that more guidance and training is needed, because “if badly implemented, [RJ] can backfire and cause further harm.” But “I think schools will feel like they have more latitude to explore this as an additional option,” he says.\u003c/p>\n\u003cp>Oklahoma Wesleyan University is one school feeling freed up by DeVos’ decision to rescind the Obama-era guidance, which OKWU President Everett Piper calls “nothing short of a disaster.”\u003c/p>\n\u003cp>Last year, the university sued the Department of Education, arguing that those guidelines resulted in a “growing number of innocent students being trampled [by the] ‘shoot first, ask questions later’ approach.”\u003c/p>\n\u003cp>Piper says he is relieved now that OKWU will no longer feel pressure to “compromise … students’ rights” and can now “operate … without threat of government intrusion and overreach.” But OKWU has not yet announced any specific change in policies or practices.\u003c/p>\n\u003cp>Indeed, most schools appear to be holding off on any immediate action. Officials from schools including Harvard, Cornell, the University of Missouri and the University of Michigan say they are still reviewing the new guidance to see what, if any, changes need to be made. And many more have announced they are simply staying the course.\u003c/p>\n\u003cp>“All of us are continuing as usual,” says Sarah Berg, deputy Title IX coordinator of prevention, training and outreach at the University of Colorado, Denver and the Anschutz Medical Campus.\u003c/p>\n\u003cp>A letter to the Yale University community says the school has “no plans to deviate” from current Obama-era policies. California State University, Northridge says “Regardless of this new DOE action … we will not waver in our commitment to Title IX and its protections.” Similarly, Washington University in St. Louis says “regardless of decisions at the federal level, we have no intention of turning back on our commitment or resolve.”\u003c/p>\n\u003cp>While that kind of resolve is reassuring to some, it’s frustrating to others.\u003c/p>\n\u003cp>“It is disappointing, but not surprising,” says Joe Cohn, legislative and policy director for the Foundation for Individual Rights in Education, a group that has criticized previous policies as unfair to the accused. Many schools see the new guidance as “designed to go back to the Stone Age,” he says. “But really this is about an adjustment to make sure that both sides’ needs are met, because that wasn’t happening before.”\u003c/p>\n\u003cp>Attorney Andrew Miltenberg of Nesenoff & Miltenberg LLP, who represents dozens of accused students, says the “pushback” from universities is unfortunate. “It’s a stubborn ‘we’re still going to do it our way,’ ” he says.\u003c/p>\n\u003cp>While the interim guidance is technically just a recommendation, not a binding rule, Miltenberg says schools that stick to old policies do so at their own peril. He says DeVos’ recent comments, and her decision to rescind the old guidance, will be a big boost to accused students’ lawsuits.\u003c/p>\n\u003cp>“It’s a significant acknowledgement that there is a problem in [that] process,” says Miltenberg. “It’s a great thing to say to a judge that ‘before last week, you didn’t have to believe that there might be inherent bias throughout the process, but now those arguments carry much more weight. The secretary of the Department of Education publicly announced those very things.’ ”\u003c/p>\n\u003cp>Miltenberg rejects the notion that the new guidance causes chaos or confusion, or even what he calls the “false hysteria” that the new guidance represents a setback for rape victims.\u003c/p>\n\u003cp>“This constant refrain is an attempt to create a … big lie,” he says. “It’s like if you say it loud enough and often enough, people will believe it.”\u003c/p>\n\u003cp>Ultimately, Miltenberg says, real change will require not only new policies but also a shift in who is administering them on campuses.\u003c/p>\n\u003cp>“The reality is that most of the people that I’ve come in contact with as part of any school’s Title IX apparatus have some sort of victimcentric view, or previous work history, or something in their lives that I think makes them unable to be as impartial and objective as someone should be,” Miltenberg says.\u003c/p>\n\u003cp>Title IX administrators deny any bias in their work, but they don’t dispute how fervently they want to maintain current policies. “Everyone I know who does this work … wants to hold on to this process, because we’ve really put our careers into this,” says Berg. “We’re really proud of where we’ve gotten. So to have someone essentially gut that policy would be really painful.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A new framework for teaching history and social science is encouraging California teachers to ditch the longtime tradition of building miniature missions in fourth grade.\u003c/p>\n\u003cp>Instead, the state’s new framework is encouraging teachers to move their lessons toward a more contextual understanding of the missions’ place in California history and effects on Native Americans.\u003c/p>\n\u003cp>“Building missions from sugar cubes or popsicle sticks does not help students understand the period and is offensive to many,” \u003ca href=\"http://www.cde.ca.gov/ci/hs/cf/sbedrafthssfw.asp\">reads the framework\u003c/a>, which state officials adopted last year and is being rolled out in classrooms this year.\u003c/p>\n\u003cp>Those who find the project offensive think that it glorifies or celebrates the colonization of indigenous people, without discussing the effects on them and their environment. It also can be expensive to execute well, and some parents complain they end up doing more of the project than their children do.\u003c/p>\n\u003cp>“Instead, students should have access to multiple sources that identify and help children understand the lives of different groups of people who lived in and around missions, so that students can place them in a comparative context,” the framework reads.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of those groups? Native Americans.\u003c/p>\n\u003cp>“For example, we might not have students build a plantation or a internment camp,” says Lisa Hutton, director of the California State University, Dominguez Hills site of the \u003ca href=\"http://chssp.ucdavis.edu/blog/mission\">California History-Social Science Project,\u003c/a> which helped develop the curriculum framework. “In the same way, I think building the mission for some students is not respectful of their past.”\u003c/p>\n\u003cp>https://twitter.com/csleeter/status/905923646870372352\u003c/p>\n\u003cp>Angela Castelli has taught fourth grade for three years. When she gets to the section about the missions, she chooses to not assign mission-building projects for her students.\u003c/p>\n\u003cp>Not only does the project make her uncomfortable personally, she says, but she was also concerned about the cost to her students and their families.\u003c/p>\n\u003cp>“To ask my students who can barely afford to bring a pencil or even their lunch every single day … to go to Michael’s or to another craft store and create something that really is just going to go in the trash the week after it’s graded — it seems pretty unfortunate to ask something like that,” she said.\u003c/p>\n\u003cp>But just because she isn’t doing the project doesn’t mean she’s not teaching about the missions at all. Instead, she introduces the missions, and let students’ curiosity guide the conversation.\u003c/p>\n\u003cp>“They ask a lot of questions like, ‘Oh, the California Indians were enslaved, what does that mean?’ and, ‘What does ‘indigenous peoples’ mean?'” Castelli explained.\u003c/p>\n\u003cp>The students use their research and questions to create “lapbooks,” little books collecting their discoveries and reflections.\u003c/p>\n\u003cp>Hutton, from the California History-Social Science Project, says that’s the goal of the new framework as a whole: inquiry-based learning and — in the case of the missions — challenging teachers to come up with other interactive projects that students and families can do.\u003c/p>\n\u003cp>https://twitter.com/suckboyDrew/status/903435198238384129\u003c/p>\n\u003cp>“We want students who are able to think. We want them to be able to read multiple perspectives and think about: Where did that source come from? Who wrote it? What’s the perspective of that source, and hold it up against other sources and think about how they are the same and different,” Hutton said.\u003c/p>\n\u003cp>And the mission project alone just wasn’t accomplishing that.\u003c/p>\n\u003cp>“We don’t want the only thing they remember about history is building that mission,” Hutton said.\u003c/p>\n\u003cp>Tongvan educator Craig Torres said he’s glad to see the changes to how the history of the missions and how they affected indigenous people — including the Tongva — are taught, even if they obviously won’t undo the effects of colonization on his ancestors and on him.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“At least it’ll give people a perspective, and it’ll start to open up their eyes to how this is really affected us to this day,” he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A new framework for teaching history and social science is encouraging California teachers to ditch the longtime tradition of building miniature missions in fourth grade.\u003c/p>\n\u003cp>Instead, the state’s new framework is encouraging teachers to move their lessons toward a more contextual understanding of the missions’ place in California history and effects on Native Americans.\u003c/p>\n\u003cp>“Building missions from sugar cubes or popsicle sticks does not help students understand the period and is offensive to many,” \u003ca href=\"http://www.cde.ca.gov/ci/hs/cf/sbedrafthssfw.asp\">reads the framework\u003c/a>, which state officials adopted last year and is being rolled out in classrooms this year.\u003c/p>\n\u003cp>Those who find the project offensive think that it glorifies or celebrates the colonization of indigenous people, without discussing the effects on them and their environment. It also can be expensive to execute well, and some parents complain they end up doing more of the project than their children do.\u003c/p>\n\u003cp>“Instead, students should have access to multiple sources that identify and help children understand the lives of different groups of people who lived in and around missions, so that students can place them in a comparative context,” the framework reads.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of those groups? Native Americans.\u003c/p>\n\u003cp>“For example, we might not have students build a plantation or a internment camp,” says Lisa Hutton, director of the California State University, Dominguez Hills site of the \u003ca href=\"http://chssp.ucdavis.edu/blog/mission\">California History-Social Science Project,\u003c/a> which helped develop the curriculum framework. “In the same way, I think building the mission for some students is not respectful of their past.”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Angela Castelli has taught fourth grade for three years. When she gets to the section about the missions, she chooses to not assign mission-building projects for her students.\u003c/p>\n\u003cp>Not only does the project make her uncomfortable personally, she says, but she was also concerned about the cost to her students and their families.\u003c/p>\n\u003cp>“To ask my students who can barely afford to bring a pencil or even their lunch every single day … to go to Michael’s or to another craft store and create something that really is just going to go in the trash the week after it’s graded — it seems pretty unfortunate to ask something like that,” she said.\u003c/p>\n\u003cp>But just because she isn’t doing the project doesn’t mean she’s not teaching about the missions at all. Instead, she introduces the missions, and let students’ curiosity guide the conversation.\u003c/p>\n\u003cp>“They ask a lot of questions like, ‘Oh, the California Indians were enslaved, what does that mean?’ and, ‘What does ‘indigenous peoples’ mean?'” Castelli explained.\u003c/p>\n\u003cp>The students use their research and questions to create “lapbooks,” little books collecting their discoveries and reflections.\u003c/p>\n\u003cp>Hutton, from the California History-Social Science Project, says that’s the goal of the new framework as a whole: inquiry-based learning and — in the case of the missions — challenging teachers to come up with other interactive projects that students and families can do.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>“We want students who are able to think. We want them to be able to read multiple perspectives and think about: Where did that source come from? Who wrote it? What’s the perspective of that source, and hold it up against other sources and think about how they are the same and different,” Hutton said.\u003c/p>\n\u003cp>And the mission project alone just wasn’t accomplishing that.\u003c/p>\n\u003cp>“We don’t want the only thing they remember about history is building that mission,” Hutton said.\u003c/p>\n\u003cp>Tongvan educator Craig Torres said he’s glad to see the changes to how the history of the missions and how they affected indigenous people — including the Tongva — are taught, even if they obviously won’t undo the effects of colonization on his ancestors and on him.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“At least it’ll give people a perspective, and it’ll start to open up their eyes to how this is really affected us to this day,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Dozens of University of California students were in or near Mexico City when a 7.1 earthquake devastated the capital last week. After their initial shock, many took it upon themselves to raise money or buy supplies for victims.\u003c/p>\n\u003cp>Gemma Urena, a 22-year-old exchange student from UC Santa Cruz, says she and her roommates felt helpless after the quake.\u003c/p>\n\u003cp>“We were seeing a lot of organizations raising money, but we wanted to do something more proactive and see something more direct,” Urena said.\u003c/p>\n\u003cp>The group decided to ask friends and family back home in California to donate money to their Venmo accounts, which they used to buy medical supplies, baby formula and other aid for quake victims. In all, the three UC students received $1,200 — most of it, they say, from Latinos living in California.\u003c/p>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/tcr/2017/09/UCMexicosegment.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Gemma-Urena-L_Jennifer-Zepeda-R-e1506547183262-800x599.jpg\" Title=\"UC Exchange Students Pitch In to Help Mexico Quake Victims\" program=\"The California Report\"]\u003c/p>\n\u003cp>Jennifer Zepeda, another UC Santa Cruz student who helped Urena raise money, says donors “wanted to see their money being used appropriately.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Zepeda, 22, says many Latinos are skeptical of giving money to the Mexican government or to established groups like the Red Cross that have come under fire for how they spend donations.\u003c/p>\n\u003cp>The people who gave money, she says, were comforted by the fact that she and Urena could send them photos of how they spent the donation.\u003c/p>\n\u003cp>“A lot of people of were like, thank you so much for letting us send you money so you can buy this stuff there,” Zepeda said.\u003c/p>\n\u003cp>There are 44 UC exchange students studying in Mexico. Most attend the Mexico City campus of National Autonomous University of Mexico, while others are doing field research.\u003c/p>\n\u003cp>Donations raised from UC students for Mexico’s earthquake victims totaled over $9,000, with some giving their own money.\u003c/p>\n\u003cfigure id=\"attachment_11619466\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Jason-Barajas_Brieanna-Martin-800x600.jpg\" alt=\"Jason Barajas and Brieanna Martin are University of California exchange students studying in Mexico City. KQED/Emily Green\" width=\"800\" height=\"600\" class=\"size-medium wp-image-11619466\">\u003cfigcaption class=\"wp-caption-text\">Jason Barajas and Brieanna Martin are University of California exchange students studying in Mexico City. \u003ccite>(Emily Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Twenty-year-old Jason Barajas was doing research at an HIV/AIDS clinic in Mexico City when the earthquake hit. He says that in the days following the quake, he felt anxious and depressed.\u003c/p>\n\u003cp>“When I get anxious I get cold sores, so that’s how I know,” Barajas said. “The city just felt really sad in general.”\u003c/p>\n\u003cp>The day after the earthquake hit, he and his roommates bought canned tuna, milk and other food and supplies to donate. Barajas says it made him feel better, but his mom urged him to return home to Los Angeles. She was scared.\u003c/p>\n\u003cp>“I told her I just can’t leave yet,” Barajas said. “I came here for a reason, and I’m not leaving until I finish what I came here for.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That was the sentiment of several UC exchange students in Mexico. Not even a deadly earthquake could send them packing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dozens of University of California students were in or near Mexico City when a 7.1 earthquake devastated the capital last week. After their initial shock, many took it upon themselves to raise money or buy supplies for victims.\u003c/p>\n\u003cp>Gemma Urena, a 22-year-old exchange student from UC Santa Cruz, says she and her roommates felt helpless after the quake.\u003c/p>\n\u003cp>“We were seeing a lot of organizations raising money, but we wanted to do something more proactive and see something more direct,” Urena said.\u003c/p>\n\u003cp>The group decided to ask friends and family back home in California to donate money to their Venmo accounts, which they used to buy medical supplies, baby formula and other aid for quake victims. In all, the three UC students received $1,200 — most of it, they say, from Latinos living in California.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Zepeda, 22, says many Latinos are skeptical of giving money to the Mexican government or to established groups like the Red Cross that have come under fire for how they spend donations.\u003c/p>\n\u003cp>The people who gave money, she says, were comforted by the fact that she and Urena could send them photos of how they spent the donation.\u003c/p>\n\u003cp>“A lot of people of were like, thank you so much for letting us send you money so you can buy this stuff there,” Zepeda said.\u003c/p>\n\u003cp>There are 44 UC exchange students studying in Mexico. Most attend the Mexico City campus of National Autonomous University of Mexico, while others are doing field research.\u003c/p>\n\u003cp>Donations raised from UC students for Mexico’s earthquake victims totaled over $9,000, with some giving their own money.\u003c/p>\n\u003cfigure id=\"attachment_11619466\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Jason-Barajas_Brieanna-Martin-800x600.jpg\" alt=\"Jason Barajas and Brieanna Martin are University of California exchange students studying in Mexico City. KQED/Emily Green\" width=\"800\" height=\"600\" class=\"size-medium wp-image-11619466\">\u003cfigcaption class=\"wp-caption-text\">Jason Barajas and Brieanna Martin are University of California exchange students studying in Mexico City. \u003ccite>(Emily Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Twenty-year-old Jason Barajas was doing research at an HIV/AIDS clinic in Mexico City when the earthquake hit. He says that in the days following the quake, he felt anxious and depressed.\u003c/p>\n\u003cp>“When I get anxious I get cold sores, so that’s how I know,” Barajas said. “The city just felt really sad in general.”\u003c/p>\n\u003cp>The day after the earthquake hit, he and his roommates bought canned tuna, milk and other food and supplies to donate. Barajas says it made him feel better, but his mom urged him to return home to Los Angeles. She was scared.\u003c/p>\n\u003cp>“I told her I just can’t leave yet,” Barajas said. “I came here for a reason, and I’m not leaving until I finish what I came here for.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That was the sentiment of several UC exchange students in Mexico. Not even a deadly earthquake could send them packing.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "San Francisco Schools Aim for a Zero Carbon Footprint by 2040",
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"content": "\u003cp>The San Francisco Board of Education voted unanimously Tuesday night in favor of a plan to achieve carbon neutrality -- the phasing out of fossil fuel use entirely -- by 2040. Board officials say the San Francisco Unified School District now has in place the nation's most aggressive carbon reduction goal of its kind.\u003c/p>\n\u003cp>“The old mantra of sustainability is, 'How can we be more efficient? How can we be slightly better?' \" says Nik Kaestner, the district’s sustainability director. “The new mantra is, 'How can we get to zero? How can we do it in a way that, in the end, we won’t have anything else to improve upon?\"\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that we always tell our students in our schools is: Lead by example.'\u003ccite>Matt Haney, S.F. Board of Education\u003c/cite>\u003c/aside>\n\u003cp>The plan aims to reduce fossil fuel use in two major areas: school buildings and the district’s fleet. Schools will be designed or retrofitted to generate enough energy to cover demand, and to collect enough rainwater to meet half of water demand. SFUSD aims to reduce its natural gas use by half by 2030 and stop burning natural gas entirely by 2040. All district-owned vehicles are scheduled to be emission-free by 2030, and buses will switch to renewable diesel over the next three years.\u003c/p>\n\u003cfigure id=\"attachment_11619242\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619242\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg\" alt=\"The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings. \u003ccite>(Dana Cronin/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>SFUSD claims it has already cut its energy use by 22 percent and its water use by 29 percent.\u003c/p>\n\u003cp>“One of the things that we always tell our students in our schools is, ‘Lead by example,’ ” the resolution’s co-author, Matt Haney, told a Tuesday gathering at John Yehall Chin Elementary School, a World War I-era building that has been extensively retrofitted for energy efficiency. “That is something that we’re trying to do here today with this policy.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>District officials say the money will come from already existing school bonds.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The San Francisco Board of Education voted unanimously Tuesday night in favor of a plan to achieve carbon neutrality -- the phasing out of fossil fuel use entirely -- by 2040. Board officials say the San Francisco Unified School District now has in place the nation's most aggressive carbon reduction goal of its kind.\u003c/p>\n\u003cp>“The old mantra of sustainability is, 'How can we be more efficient? How can we be slightly better?' \" says Nik Kaestner, the district’s sustainability director. “The new mantra is, 'How can we get to zero? How can we do it in a way that, in the end, we won’t have anything else to improve upon?\"\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that we always tell our students in our schools is: Lead by example.'\u003ccite>Matt Haney, S.F. Board of Education\u003c/cite>\u003c/aside>\n\u003cp>The plan aims to reduce fossil fuel use in two major areas: school buildings and the district’s fleet. Schools will be designed or retrofitted to generate enough energy to cover demand, and to collect enough rainwater to meet half of water demand. SFUSD aims to reduce its natural gas use by half by 2030 and stop burning natural gas entirely by 2040. All district-owned vehicles are scheduled to be emission-free by 2030, and buses will switch to renewable diesel over the next three years.\u003c/p>\n\u003cfigure id=\"attachment_11619242\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619242\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg\" alt=\"The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings. \u003ccite>(Dana Cronin/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>SFUSD claims it has already cut its energy use by 22 percent and its water use by 29 percent.\u003c/p>\n\u003cp>“One of the things that we always tell our students in our schools is, ‘Lead by example,’ ” the resolution’s co-author, Matt Haney, told a Tuesday gathering at John Yehall Chin Elementary School, a World War I-era building that has been extensively retrofitted for energy efficiency. “That is something that we’re trying to do here today with this policy.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>District officials say the money will come from already existing school bonds.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Student Organizers Cancel 'Free Speech Week' Events at UC Berkeley",
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"content": "\u003cp>Organizers of the controversial \"Free Speech Week\" on the UC Berkeley campus tell KQED that the event has been canceled.\u003c/p>\n\u003cp>\u003ca href=\"https://www.vanityfair.com/news/2017/09/milo-yiannopouloss-berkeley-fyre-festival-for-the-right\">Reports\u003c/a> say that conservative author Milo Yiannopoulos will \u003ca href=\"https://www.mediaite.com/online/milos-berkeley-free-speech-week-has-completely-fallen-apart-and-he-refuses-to-admit-it/\">hold a press conference\u003c/a> on Saturday publicly canceling the four-day event, which was scheduled to start Sunday and was set to feature a long list of right-wing speakers, including former White House Chief Strategist Steve Bannon.\u003c/p>\n\u003cp>A representative for Yiannopoulos, Zachary LeCompte-Goble, told KQED he \"couldn't confirm\" the event would continue.\u003c/p>\n\u003cp>\"It'll be explained in the press conference,\" he said.\u003c/p>\n\u003cp>University spokesman Dan Mogulof released a statement on Saturday that the student group organizing the event says it's not happening.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Representatives of the Berkeley Patriot student organization have informed UC Berkeley’s administration that all of the events scheduled for the coming week have been cancelled,\" Mogulof said in a statement. \"It is extremely unfortunate that this announcement was made at the last minute, even as the University was in the process of spending significant sums of money and preparing for substantial disruption of campus life in order to provide the needed security for these events.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The university had geared up, planning to dispatch police troops in riot gear. The cost for security was estimated to top $1 million.\u003c/p>\n\u003cp>Mogulof said in the statement that the university is deeply committed to free speech and would continue to work with student groups in the future to bring speakers to campus.\u003c/p>\n\u003cp>The debate and back-and-forth over speech on campus goes back decades, but was inflamed again at the beginning of this year when a student group called the \u003ca href=\"https://www.berkeleycollegerepublicans.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Berkeley College Republicans\u003c/a> invited former Breitbart News columnist\u003ca href=\"https://www.facebook.com/myiannopoulos/\" target=\"_blank\" rel=\"noopener noreferrer\"> Yiannopoulos\u003c/a> to speak on campus.\u003c/p>\n\u003cp>Left-wing protesters shut down the Feb. 1 event before it even started. Clashes on \u003ca href=\"http://www.berkeley.edu/map?sproulPlaza\" target=\"_blank\" rel=\"noopener noreferrer\">Sproul Plaza\u003c/a>, the heart of UC Berkeley’s campus and the birthplace of the country’s \u003ca href=\"http://bancroft.berkeley.edu/CalHistory/60s.html\" target=\"_blank\" rel=\"noopener noreferrer\">Free Speech Movement during the 1960s\u003c/a>, scared liberals and conservatives alike. And now some students on the right say this liberal academic bastion is squelching conservative speech.\u003c/p>\n\u003cp>“It is scary to be on this campus these days,” says Mike Wright, a Berkeley College Republican. “Ever since Trump’s election, it’s been intense. And the university has done nothing for us.”\u003c/p>\n\u003cp>Outside conservative groups like the \u003ca href=\"http://www.yaf.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Young America's Foundation\u003c/a> are stepping in and using Berkeley to test the thresholds of free speech. These outside organizations are reported to have helped another student group, \u003ca href=\"http://www.californiapatriot.org/magazine/\" target=\"_blank\" rel=\"noopener noreferrer\">the Berkeley Patriot\u003c/a>, pay for and organize “Free Speech Week\" before it was canceled.\u003c/p>\n\u003cp>Leading up to the four-day event, student organizers and even some of the speakers had been battling with university officials over logistical details, including the use of on-campus venues, the cost of those venues, and which speakers have been confirmed.\u003c/p>\n\u003cp>Some say it was the university’s way of blocking this from taking place, but \u003ca href=\"https://chancellor.berkeley.edu/chancellor-christ/biography\" target=\"_blank\" rel=\"noopener noreferrer\">UC Berkeley’s Chancellor Carol Christ\u003c/a> says it’s about campus security.\u003c/p>\n\u003cp>She says the speakers have the right to speak their mind at this public university.\u003c/p>\n\u003cp>“The United States Constitution guarantees free speech in an extraordinarily broad range,” Christ says. “It only limits free speech where there is direct physical harm from that speech. It doesn’t protect from emotional harm, though emotional harm is real.”\u003c/p>\n\u003cp>Many faculty members don't approve of Christ’s stance, and called on students and faculty to take part in a\u003ca href=\"https://docs.google.com/document/d/1ISjcd8Suc-Nxs61HxsGiu5NnAPOo8KyK9Zso1MsQ1Rg/edit\" target=\"_blank\" rel=\"noopener noreferrer\"> university boycott\u003c/a> and not show up to class during the four-day event.\u003c/p>\n\u003cp>African-American Studies associate professor Leigh Raiford says these speakers are simply rebranding hate speech as free speech.\u003c/p>\n\u003cp>“The idea that feminism is a cancer or that black people are biologically inferior, these are ideas that we, rightfully, have banished to the margins of our thinking,” she says. “I really don’t believe they have any place in an institution of higher learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Organizers, however, continue to insist it’s important to hear all points of view and that students can’t learn in an echo chamber.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Organizers of the controversial \"Free Speech Week\" on the UC Berkeley campus tell KQED that the event has been canceled.\u003c/p>\n\u003cp>\u003ca href=\"https://www.vanityfair.com/news/2017/09/milo-yiannopouloss-berkeley-fyre-festival-for-the-right\">Reports\u003c/a> say that conservative author Milo Yiannopoulos will \u003ca href=\"https://www.mediaite.com/online/milos-berkeley-free-speech-week-has-completely-fallen-apart-and-he-refuses-to-admit-it/\">hold a press conference\u003c/a> on Saturday publicly canceling the four-day event, which was scheduled to start Sunday and was set to feature a long list of right-wing speakers, including former White House Chief Strategist Steve Bannon.\u003c/p>\n\u003cp>A representative for Yiannopoulos, Zachary LeCompte-Goble, told KQED he \"couldn't confirm\" the event would continue.\u003c/p>\n\u003cp>\"It'll be explained in the press conference,\" he said.\u003c/p>\n\u003cp>University spokesman Dan Mogulof released a statement on Saturday that the student group organizing the event says it's not happening.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Representatives of the Berkeley Patriot student organization have informed UC Berkeley’s administration that all of the events scheduled for the coming week have been cancelled,\" Mogulof said in a statement. \"It is extremely unfortunate that this announcement was made at the last minute, even as the University was in the process of spending significant sums of money and preparing for substantial disruption of campus life in order to provide the needed security for these events.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The university had geared up, planning to dispatch police troops in riot gear. The cost for security was estimated to top $1 million.\u003c/p>\n\u003cp>Mogulof said in the statement that the university is deeply committed to free speech and would continue to work with student groups in the future to bring speakers to campus.\u003c/p>\n\u003cp>The debate and back-and-forth over speech on campus goes back decades, but was inflamed again at the beginning of this year when a student group called the \u003ca href=\"https://www.berkeleycollegerepublicans.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Berkeley College Republicans\u003c/a> invited former Breitbart News columnist\u003ca href=\"https://www.facebook.com/myiannopoulos/\" target=\"_blank\" rel=\"noopener noreferrer\"> Yiannopoulos\u003c/a> to speak on campus.\u003c/p>\n\u003cp>Left-wing protesters shut down the Feb. 1 event before it even started. Clashes on \u003ca href=\"http://www.berkeley.edu/map?sproulPlaza\" target=\"_blank\" rel=\"noopener noreferrer\">Sproul Plaza\u003c/a>, the heart of UC Berkeley’s campus and the birthplace of the country’s \u003ca href=\"http://bancroft.berkeley.edu/CalHistory/60s.html\" target=\"_blank\" rel=\"noopener noreferrer\">Free Speech Movement during the 1960s\u003c/a>, scared liberals and conservatives alike. And now some students on the right say this liberal academic bastion is squelching conservative speech.\u003c/p>\n\u003cp>“It is scary to be on this campus these days,” says Mike Wright, a Berkeley College Republican. “Ever since Trump’s election, it’s been intense. And the university has done nothing for us.”\u003c/p>\n\u003cp>Outside conservative groups like the \u003ca href=\"http://www.yaf.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Young America's Foundation\u003c/a> are stepping in and using Berkeley to test the thresholds of free speech. These outside organizations are reported to have helped another student group, \u003ca href=\"http://www.californiapatriot.org/magazine/\" target=\"_blank\" rel=\"noopener noreferrer\">the Berkeley Patriot\u003c/a>, pay for and organize “Free Speech Week\" before it was canceled.\u003c/p>\n\u003cp>Leading up to the four-day event, student organizers and even some of the speakers had been battling with university officials over logistical details, including the use of on-campus venues, the cost of those venues, and which speakers have been confirmed.\u003c/p>\n\u003cp>Some say it was the university’s way of blocking this from taking place, but \u003ca href=\"https://chancellor.berkeley.edu/chancellor-christ/biography\" target=\"_blank\" rel=\"noopener noreferrer\">UC Berkeley’s Chancellor Carol Christ\u003c/a> says it’s about campus security.\u003c/p>\n\u003cp>She says the speakers have the right to speak their mind at this public university.\u003c/p>\n\u003cp>“The United States Constitution guarantees free speech in an extraordinarily broad range,” Christ says. “It only limits free speech where there is direct physical harm from that speech. It doesn’t protect from emotional harm, though emotional harm is real.”\u003c/p>\n\u003cp>Many faculty members don't approve of Christ’s stance, and called on students and faculty to take part in a\u003ca href=\"https://docs.google.com/document/d/1ISjcd8Suc-Nxs61HxsGiu5NnAPOo8KyK9Zso1MsQ1Rg/edit\" target=\"_blank\" rel=\"noopener noreferrer\"> university boycott\u003c/a> and not show up to class during the four-day event.\u003c/p>\n\u003cp>African-American Studies associate professor Leigh Raiford says these speakers are simply rebranding hate speech as free speech.\u003c/p>\n\u003cp>“The idea that feminism is a cancer or that black people are biologically inferior, these are ideas that we, rightfully, have banished to the margins of our thinking,” she says. “I really don’t believe they have any place in an institution of higher learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Organizers, however, continue to insist it’s important to hear all points of view and that students can’t learn in an echo chamber.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Education Duel, Foes Fight to a Draw in Sacramento",
"title": "In Education Duel, Foes Fight to a Draw in Sacramento",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>The sun was already sinking below the horizon on the final night of the lawmaking year as nearly two dozen lobbyists stalked the Capitol’s brightly lit hallways, making sure lawmakers didn’t approve a new math and science school for disadvantaged students.\u003c/p>\n\u003cp>Supporters, including billionaire philanthropist Eli Broad, had pitched the school as a slingshot from poor communities to the state’s most prestigious universities. But the state’s most powerful teachers union saw it as a dangerous effort to siphon away taxpayer money for a private operation with little public oversight.\u003c/p>\n\u003cp>By the time lawmakers finished their work at close to 3 a.m., the California Teachers Association had won; the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1217\" target=\"_blank\" rel=\"noopener noreferrer\">proposal\u003c/a> had never come up for a vote.\u003c/p>\n\u003cp>It was the last piece of education legislation to \u003ca href=\"http://laschoolreport.com/plans-for-state-run-stem-school-in-downtown-la-die-as-bill-fails-to-win-support/\" target=\"_blank\" rel=\"noopener noreferrer\">die\u003c/a> in a year when the teachers union and its ascendant adversary, the California Charter Schools Association, fought to a stalemate while trying to shape the future of the state’s public schools. Both groups successfully halted virtually all the legislation they opposed.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Rather than address huge issues like our achievement gaps, these groups are working hard to protect their short-term self-interests.'\u003ccite>Bruce Fuller, UC Berkeley\u003c/cite>\u003c/aside>\n\u003cp>The union stopped more than two dozen bills, including proposals to \u003ca href=\"http://www.capradio.org/articles/2017/07/11/teacher-tenure-debate-returns-to-california-legislature/\" target=\"_blank\" rel=\"noopener noreferrer\">extend\u003c/a> the length of time teachers must work before gaining lifetime job protection and to \u003ca href=\"https://edsource.org/2017/to-retain-teachers-lawmakers-push-to-exempt-them-from-state-income-tax/578841\" target=\"_blank\" rel=\"noopener noreferrer\">address\u003c/a> a \u003ca href=\"https://calmatters.org/articles/lawmakers-ease-california-teacher-shortage/\" target=\"_blank\" rel=\"noopener noreferrer\">shortage\u003c/a> of educators in some hard-to-staff areas. The charter advocates killed half a dozen proposals, including some that would have \u003ca href=\"http://www.latimes.com/local/education/la-essential-education-updates-southern-la-teachers-union-unveils-bill-to-1489711203-htmlstory.html\" target=\"_blank\" rel=\"noopener noreferrer\">forced\u003c/a> their schools to hold public meetings and \u003ca href=\"https://calmatters.org/articles/california-bills-aim-crack-profit-charter-schools/\" target=\"_blank\" rel=\"noopener noreferrer\">banned\u003c/a> schools run by for-profit companies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With lawmakers focused on the state’s shortage of affordable \u003ca href=\"https://calmatters.org/articles/california-legislature-final-bills-governor-brown/\" target=\"_blank\" rel=\"noopener noreferrer\">housing\u003c/a> and its crumbling \u003ca href=\"https://calmatters.org/articles/california-democrats-struggling-keep-party-unity/\" target=\"_blank\" rel=\"noopener noreferrer\">roads\u003c/a>, education policymaking this year took a back seat. The losers, some experts say, are California’s low-income students, whose persistently low achievement hasn’t budged in decades amid the opponents’ charged policy battles.\u003c/p>\n\u003cp>“Rather than come around the table to address huge issues like our achievement gaps, these groups are working hard to protect their short-term self-interests,” said Bruce Fuller, an education policy professor at UC Berkeley. “California rags on Washington politicians for thinking this way. If we looked in the mirror, we’d see we’re doing the same thing when it comes to our education politics.”\u003c/p>\n\u003cp>The back-and-forth wears on lawmakers, too.\u003c/p>\n\u003cp>Sen. Ben Allen, a Democrat from Santa Monica who leads the Senate Education Committee, said he recites the serenity prayer before most hearings: God grant me the serenity to accept the things I cannot change ...\u003c/p>\n\u003cp>“No one wants this job. It’s a tough committee,” he said. “The work can be very discouraging.”\u003c/p>\n\u003cfigure id=\"attachment_11618326\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11618326\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/EricHeins-800x811.jpg\" alt=\"Eric Heins, president of the California Teachers Association.\" width=\"800\" height=\"811\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-800x811.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-1020x1034.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-1180x1197.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-960x974.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-240x243.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-375x380.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-520x527.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-96x96.jpg 96w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eric Heins, president of the California Teachers Association. \u003ccite>(California Teachers Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California Teachers Association President Eric Heins applauded the union’s record.\u003c/p>\n\u003cp>“We’re obviously happy when the things we oppose get stalled,” said Heins, whose group blocked or persuaded lawmakers to change all but one of the 30 bills it opposed this year. Many of those proposals stalled in the Legislature’s secretive appropriations committees.\u003c/p>\n\u003cp>The only \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1194\" target=\"_blank\" rel=\"noopener noreferrer\">measure\u003c/a> going to Gov. Jerry Brown for consideration without the union’s stamp of approval would require municipalities to disclose the tax rate required to fund bond measures, including school bonds.\u003c/p>\n\u003cp>The two groups did reach a \u003ca href=\"http://www.scpr.org/news/2017/05/25/72181/kicked-out-of-a-charter-school-deal-struck-in-sacr/\" target=\"_blank\" rel=\"noopener noreferrer\">compromise\u003c/a> on a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billCompareClient.xhtml?bill_id=201720180AB1360\" target=\"_blank\" rel=\"noopener noreferrer\">bill\u003c/a> that strengthens charter school discipline and dismissal policies. But the charter association’s chief advocate, Carlos Marquez, acknowledged how rare such agreements are. He called his group’s tension with the union a “regrettable state of affairs.”\u003c/p>\n\u003cp>“Where do we go from here?” said Marquez, the group’s senior vice president for government affairs. “Honestly, I don’t know. This work requires us to take the long view.”\u003c/p>\n\u003cp>The association didn’t take a formal position on the proposal to create a state-run STEM school for about 800 Los Angeles-area students, but it might as well have. Broad, one of the group’s wealthy benefactors and one of the union’s biggest foes, had been pushing for it since January.\u003c/p>\n\u003cp>His involvement was bound to draw union opposition.\u003c/p>\n\u003cp>Last year, Broad was among a small group of donors who banded together to \u003ca href=\"http://www.scpr.org/news/2016/11/11/66059/flood-of-spending-by-charter-advocates-leads-to-el/\" target=\"_blank\" rel=\"noopener noreferrer\">invest\u003c/a> nearly $20 million in campaigns that sent Democrats to Sacramento who support charter schools. This year, many of those donors, including Netflix CEO Reed Hastings, \u003ca href=\"http://www.latimes.com/local/la-me-edu-school-election-money-20170521-htmlstory.html\" target=\"_blank\" rel=\"noopener noreferrer\">put another $10 million\u003c/a> into Los Angeles school board races and helped elect candidates who view charters favorably.\u003c/p>\n\u003cfigure id=\"attachment_11618330\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11618330\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/EliBroad-800x858.jpg\" alt=\"Charter schools advocate Eli Broad.\" width=\"800\" height=\"858\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-800x858.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-160x172.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-1020x1094.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-1180x1266.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-960x1030.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-240x258.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-375x402.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-520x558.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Charter schools advocate Eli Broad. \u003ccite>(Michael Buckner/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By comparison, the union used only about $2 million from its political war chest for 2016 legislative races and backed mostly losing candidates with independent spending. It invested considerably more in ballot-measure battles. That imbalance led to speculation that the union’s prospects for a successful legislative year would dim, but that didn’t pan out.\u003c/p>\n\u003cp>Broad said the nonprofit STEM school would seek to serve low-income and other high-need students—foster youth, homeless children, English learners—and “ensure they have the opportunity and the skill set to become leaders.”\u003c/p>\n\u003cp>He also pledged to support the school financially. That generosity fueled criticism by the union and their allies that Broad might seek to profit from the public school. A union lobbyist even doctored editorial cartoons on other topics to make them seem as though they’d been drawn to make that point.\u003c/p>\n\u003cp>A spokeswoman for the union called that move a “poor choice” and said the union doesn’t condone the lobbyist’s behavior.\u003c/p>\n\u003cp>A spokeswoman for Broad said neither he nor any of the more than 40 organizations that endorsed the school proposal wanted to make money from it or could have done so.\u003c/p>\n\u003cp>The vast sums of cash the union and charter groups have spent to influence policy helps explain their success in halting legislation they oppose.\u003c/p>\n\u003cp>During the first half of this year, according to the most recent reports, the union spent about $1.5 million on lobbying, while the charter schools association and EdVoice, another group that supports charters, together spent about $800,000. Both camps rank in the top 10 among the state’s lobbyist employers for money spent.\u003c/p>\n\u003cp>[EducationDuel]\u003c/p>\n\u003cp>Marquez helped the association defeat all six proposals it opposed, including \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1478\" target=\"_blank\" rel=\"noopener noreferrer\">one\u003c/a> that would have forced charters to follow the state’s open records and public meetings laws, and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180SB808\" target=\"_blank\" rel=\"noopener noreferrer\">another\u003c/a> to dismantle the system of appeals that applicants seeking to open a school may use when their petitions are denied.\u003c/p>\n\u003cp>Charter schools have been operating in California since the early 1990s, but some state lawmakers still know relatively little about them, Marquez said. Helping to elect charter-friendly legislators has made his work easier. What makes it harder, he said, are the union’s lobbying tactics.\u003c/p>\n\u003cp>He pointed to a flier the union distributed ahead of a vote on a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1220\" target=\"_blank\" rel=\"noopener noreferrer\">measure\u003c/a> to make teachers work longer before winning tenure. The flier compared the proposal’s author, Democratic Assemblywoman \u003ca href=\"https://calmatters.org/articles/shirley-weber-sharecroppers-daughter-fierce-california-lawmaker/\" target=\"_blank\" rel=\"noopener noreferrer\">Shirley Weber\u003c/a> of San Diego, to President Trump and urged legislators to vote no.\u003c/p>\n\u003cp>“If they’re willing to put stuff out there about Dr. Weber that any reasonable person would conclude is a lie, you have to ask yourself some hard questions about the claims they put out there on the charter sector and about a lot of other arguments they advance,” Marquez said.\u003c/p>\n\u003cp>Weber’s bill is unique among proposals the union opposed this year. Several union members helped her craft the bill, which \u003ca href=\"https://edsource.org/2017/author-shelves-teacher-tenure-bill-union-backed-alternative-emerges/584760\" target=\"_blank\" rel=\"noopener noreferrer\">stalled\u003c/a> in the Senate after clearing that tough vote in the Assembly.\u003c/p>\n\u003cp>Heins, the union president, was dismissive of the \u003ca href=\"https://e4e.org/blog-news/press-release/educators-excellence-los-angeles-statement-introduction-teacher-and-0\" target=\"_blank\" rel=\"noopener noreferrer\">teachers\u003c/a> who worked on the legislation. He said they don’t speak for his roughly 325,000 members, whose jobs, wages and working conditions are his duty to protect.\u003c/p>\n\u003cp>That “people power” is the real source of the union’s might in Sacramento, said Jack Pitney, a political scientist at Claremont McKenna College.\u003c/p>\n\u003cp>“They don’t have to run on all cylinders in every election because everyone knows what they could do if they had to,” Pitney said. “They have members in every single community in California. They’re well organized, and if they needed to they could organize en masse very quickly.”\u003c/p>\n\u003cp>“These teachers,” he added, “are awfully hard to beat.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>CALmatters.org is a nonprofit, nonpartisan media venture explaining California policies and politics.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The sun was already sinking below the horizon on the final night of the lawmaking year as nearly two dozen lobbyists stalked the Capitol’s brightly lit hallways, making sure lawmakers didn’t approve a new math and science school for disadvantaged students.\u003c/p>\n\u003cp>Supporters, including billionaire philanthropist Eli Broad, had pitched the school as a slingshot from poor communities to the state’s most prestigious universities. But the state’s most powerful teachers union saw it as a dangerous effort to siphon away taxpayer money for a private operation with little public oversight.\u003c/p>\n\u003cp>By the time lawmakers finished their work at close to 3 a.m., the California Teachers Association had won; the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1217\" target=\"_blank\" rel=\"noopener noreferrer\">proposal\u003c/a> had never come up for a vote.\u003c/p>\n\u003cp>It was the last piece of education legislation to \u003ca href=\"http://laschoolreport.com/plans-for-state-run-stem-school-in-downtown-la-die-as-bill-fails-to-win-support/\" target=\"_blank\" rel=\"noopener noreferrer\">die\u003c/a> in a year when the teachers union and its ascendant adversary, the California Charter Schools Association, fought to a stalemate while trying to shape the future of the state’s public schools. Both groups successfully halted virtually all the legislation they opposed.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Rather than address huge issues like our achievement gaps, these groups are working hard to protect their short-term self-interests.'\u003ccite>Bruce Fuller, UC Berkeley\u003c/cite>\u003c/aside>\n\u003cp>The union stopped more than two dozen bills, including proposals to \u003ca href=\"http://www.capradio.org/articles/2017/07/11/teacher-tenure-debate-returns-to-california-legislature/\" target=\"_blank\" rel=\"noopener noreferrer\">extend\u003c/a> the length of time teachers must work before gaining lifetime job protection and to \u003ca href=\"https://edsource.org/2017/to-retain-teachers-lawmakers-push-to-exempt-them-from-state-income-tax/578841\" target=\"_blank\" rel=\"noopener noreferrer\">address\u003c/a> a \u003ca href=\"https://calmatters.org/articles/lawmakers-ease-california-teacher-shortage/\" target=\"_blank\" rel=\"noopener noreferrer\">shortage\u003c/a> of educators in some hard-to-staff areas. The charter advocates killed half a dozen proposals, including some that would have \u003ca href=\"http://www.latimes.com/local/education/la-essential-education-updates-southern-la-teachers-union-unveils-bill-to-1489711203-htmlstory.html\" target=\"_blank\" rel=\"noopener noreferrer\">forced\u003c/a> their schools to hold public meetings and \u003ca href=\"https://calmatters.org/articles/california-bills-aim-crack-profit-charter-schools/\" target=\"_blank\" rel=\"noopener noreferrer\">banned\u003c/a> schools run by for-profit companies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With lawmakers focused on the state’s shortage of affordable \u003ca href=\"https://calmatters.org/articles/california-legislature-final-bills-governor-brown/\" target=\"_blank\" rel=\"noopener noreferrer\">housing\u003c/a> and its crumbling \u003ca href=\"https://calmatters.org/articles/california-democrats-struggling-keep-party-unity/\" target=\"_blank\" rel=\"noopener noreferrer\">roads\u003c/a>, education policymaking this year took a back seat. The losers, some experts say, are California’s low-income students, whose persistently low achievement hasn’t budged in decades amid the opponents’ charged policy battles.\u003c/p>\n\u003cp>“Rather than come around the table to address huge issues like our achievement gaps, these groups are working hard to protect their short-term self-interests,” said Bruce Fuller, an education policy professor at UC Berkeley. “California rags on Washington politicians for thinking this way. If we looked in the mirror, we’d see we’re doing the same thing when it comes to our education politics.”\u003c/p>\n\u003cp>The back-and-forth wears on lawmakers, too.\u003c/p>\n\u003cp>Sen. Ben Allen, a Democrat from Santa Monica who leads the Senate Education Committee, said he recites the serenity prayer before most hearings: God grant me the serenity to accept the things I cannot change ...\u003c/p>\n\u003cp>“No one wants this job. It’s a tough committee,” he said. “The work can be very discouraging.”\u003c/p>\n\u003cfigure id=\"attachment_11618326\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11618326\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/EricHeins-800x811.jpg\" alt=\"Eric Heins, president of the California Teachers Association.\" width=\"800\" height=\"811\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-800x811.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-1020x1034.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-1180x1197.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-960x974.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-240x243.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-375x380.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-520x527.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EricHeins-96x96.jpg 96w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eric Heins, president of the California Teachers Association. \u003ccite>(California Teachers Association)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California Teachers Association President Eric Heins applauded the union’s record.\u003c/p>\n\u003cp>“We’re obviously happy when the things we oppose get stalled,” said Heins, whose group blocked or persuaded lawmakers to change all but one of the 30 bills it opposed this year. Many of those proposals stalled in the Legislature’s secretive appropriations committees.\u003c/p>\n\u003cp>The only \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1194\" target=\"_blank\" rel=\"noopener noreferrer\">measure\u003c/a> going to Gov. Jerry Brown for consideration without the union’s stamp of approval would require municipalities to disclose the tax rate required to fund bond measures, including school bonds.\u003c/p>\n\u003cp>The two groups did reach a \u003ca href=\"http://www.scpr.org/news/2017/05/25/72181/kicked-out-of-a-charter-school-deal-struck-in-sacr/\" target=\"_blank\" rel=\"noopener noreferrer\">compromise\u003c/a> on a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billCompareClient.xhtml?bill_id=201720180AB1360\" target=\"_blank\" rel=\"noopener noreferrer\">bill\u003c/a> that strengthens charter school discipline and dismissal policies. But the charter association’s chief advocate, Carlos Marquez, acknowledged how rare such agreements are. He called his group’s tension with the union a “regrettable state of affairs.”\u003c/p>\n\u003cp>“Where do we go from here?” said Marquez, the group’s senior vice president for government affairs. “Honestly, I don’t know. This work requires us to take the long view.”\u003c/p>\n\u003cp>The association didn’t take a formal position on the proposal to create a state-run STEM school for about 800 Los Angeles-area students, but it might as well have. Broad, one of the group’s wealthy benefactors and one of the union’s biggest foes, had been pushing for it since January.\u003c/p>\n\u003cp>His involvement was bound to draw union opposition.\u003c/p>\n\u003cp>Last year, Broad was among a small group of donors who banded together to \u003ca href=\"http://www.scpr.org/news/2016/11/11/66059/flood-of-spending-by-charter-advocates-leads-to-el/\" target=\"_blank\" rel=\"noopener noreferrer\">invest\u003c/a> nearly $20 million in campaigns that sent Democrats to Sacramento who support charter schools. This year, many of those donors, including Netflix CEO Reed Hastings, \u003ca href=\"http://www.latimes.com/local/la-me-edu-school-election-money-20170521-htmlstory.html\" target=\"_blank\" rel=\"noopener noreferrer\">put another $10 million\u003c/a> into Los Angeles school board races and helped elect candidates who view charters favorably.\u003c/p>\n\u003cfigure id=\"attachment_11618330\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11618330\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/EliBroad-800x858.jpg\" alt=\"Charter schools advocate Eli Broad.\" width=\"800\" height=\"858\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-800x858.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-160x172.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-1020x1094.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-1180x1266.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-960x1030.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-240x258.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-375x402.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/EliBroad-520x558.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Charter schools advocate Eli Broad. \u003ccite>(Michael Buckner/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By comparison, the union used only about $2 million from its political war chest for 2016 legislative races and backed mostly losing candidates with independent spending. It invested considerably more in ballot-measure battles. That imbalance led to speculation that the union’s prospects for a successful legislative year would dim, but that didn’t pan out.\u003c/p>\n\u003cp>Broad said the nonprofit STEM school would seek to serve low-income and other high-need students—foster youth, homeless children, English learners—and “ensure they have the opportunity and the skill set to become leaders.”\u003c/p>\n\u003cp>He also pledged to support the school financially. That generosity fueled criticism by the union and their allies that Broad might seek to profit from the public school. A union lobbyist even doctored editorial cartoons on other topics to make them seem as though they’d been drawn to make that point.\u003c/p>\n\u003cp>A spokeswoman for the union called that move a “poor choice” and said the union doesn’t condone the lobbyist’s behavior.\u003c/p>\n\u003cp>A spokeswoman for Broad said neither he nor any of the more than 40 organizations that endorsed the school proposal wanted to make money from it or could have done so.\u003c/p>\n\u003cp>The vast sums of cash the union and charter groups have spent to influence policy helps explain their success in halting legislation they oppose.\u003c/p>\n\u003cp>During the first half of this year, according to the most recent reports, the union spent about $1.5 million on lobbying, while the charter schools association and EdVoice, another group that supports charters, together spent about $800,000. Both camps rank in the top 10 among the state’s lobbyist employers for money spent.\u003c/p>\n\u003cp>[EducationDuel]\u003c/p>\n\u003cp>Marquez helped the association defeat all six proposals it opposed, including \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1478\" target=\"_blank\" rel=\"noopener noreferrer\">one\u003c/a> that would have forced charters to follow the state’s open records and public meetings laws, and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180SB808\" target=\"_blank\" rel=\"noopener noreferrer\">another\u003c/a> to dismantle the system of appeals that applicants seeking to open a school may use when their petitions are denied.\u003c/p>\n\u003cp>Charter schools have been operating in California since the early 1990s, but some state lawmakers still know relatively little about them, Marquez said. Helping to elect charter-friendly legislators has made his work easier. What makes it harder, he said, are the union’s lobbying tactics.\u003c/p>\n\u003cp>He pointed to a flier the union distributed ahead of a vote on a \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB1220\" target=\"_blank\" rel=\"noopener noreferrer\">measure\u003c/a> to make teachers work longer before winning tenure. The flier compared the proposal’s author, Democratic Assemblywoman \u003ca href=\"https://calmatters.org/articles/shirley-weber-sharecroppers-daughter-fierce-california-lawmaker/\" target=\"_blank\" rel=\"noopener noreferrer\">Shirley Weber\u003c/a> of San Diego, to President Trump and urged legislators to vote no.\u003c/p>\n\u003cp>“If they’re willing to put stuff out there about Dr. Weber that any reasonable person would conclude is a lie, you have to ask yourself some hard questions about the claims they put out there on the charter sector and about a lot of other arguments they advance,” Marquez said.\u003c/p>\n\u003cp>Weber’s bill is unique among proposals the union opposed this year. Several union members helped her craft the bill, which \u003ca href=\"https://edsource.org/2017/author-shelves-teacher-tenure-bill-union-backed-alternative-emerges/584760\" target=\"_blank\" rel=\"noopener noreferrer\">stalled\u003c/a> in the Senate after clearing that tough vote in the Assembly.\u003c/p>\n\u003cp>Heins, the union president, was dismissive of the \u003ca href=\"https://e4e.org/blog-news/press-release/educators-excellence-los-angeles-statement-introduction-teacher-and-0\" target=\"_blank\" rel=\"noopener noreferrer\">teachers\u003c/a> who worked on the legislation. He said they don’t speak for his roughly 325,000 members, whose jobs, wages and working conditions are his duty to protect.\u003c/p>\n\u003cp>That “people power” is the real source of the union’s might in Sacramento, said Jack Pitney, a political scientist at Claremont McKenna College.\u003c/p>\n\u003cp>“They don’t have to run on all cylinders in every election because everyone knows what they could do if they had to,” Pitney said. “They have members in every single community in California. They’re well organized, and if they needed to they could organize en masse very quickly.”\u003c/p>\n\u003cp>“These teachers,” he added, “are awfully hard to beat.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How One Berkeley Teacher Is Tackling White Supremacy",
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"content": "\u003cp>Hasmig Minassian has been teaching history at \u003ca href=\"http://bhs.berkeleyschools.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Berkeley High School \u003c/a>for nearly two decades.\u003c/p>\n\u003cp>She’s covered many topics over the years, but after \u003ca href=\"https://www.washingtonpost.com/graphics/2017/local/charlottesville-timeline/?utm_term=.0b4a9fe5faa1\">the violence in Charlottesville, Virginia\u003c/a> this past summer, Minassian decided to scrap her regular lesson plans and develop something entirely new.\u003c/p>\n\u003cp>This year, her class of sophomores will be tackling controversial topics including the origins of white supremacy, white nationalism and the recent rise of movements linked to those ideologies.\u003c/p>\n\u003cfigure id=\"attachment_11616798\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11616798\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/BHS-2-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley High School history teacher Hasmig Minassian introduces her lesson plan to her sophomore World History class. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Minassian says she wants to help her students -- particularly her white male students -- deconstruct and really understand the issues at play.\u003c/p>\n\u003cp>“If we don’t talk about white male identity and address those questions in the classroom, they are going to be addressed on the internet,” Minassian says. “And there are people like \u003ca href=\"https://en.wikipedia.org/wiki/Richard_B._Spencer\" target=\"_blank\">Richard Spencer\u003c/a> from the alternative-right movement who are more than happy to welcome our young white men.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Spencer is considered by many to be the modern-day icon for young white supremacists.\u003c/p>\n\u003cp>Two years ago, \u003ca href=\"https://ww2.kqed.org/news/2015/12/15/berkeley-high-students-get-real-about-race-on-campus/\">Berkeley High was rocked by its own string of racial incidents\u003c/a> -- the most terrifying being a racist threat found on a library computer expressing support for the Ku Klux Klan and a public lynching.\u003c/p>\n\u003cp>The scandal raised something few on campus had considered before: Was there space at this liberal high school for students with extreme views or even conservative views to express themselves?\u003c/p>\n\u003cp>Minassian says teachers have been trying to talk more open and honestly about race relations with their students. \u003cimg class=\"alignleft size-medium wp-image-11616802\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/BHS-3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>“Our kids are really smart, and they see right through teachers' attempts to gloss over or sugarcoat things,” Minassian says. “I’ll say to them, ‘Look, this is going to be a little messy. This is how grappling with history is.’”\u003c/p>\n\u003cp>\u003cstrong>Inside the Classroom\u003c/strong>\u003c/p>\n\u003cp>Sophomore students head into Minassian’s world history class for today’s lesson.\u003c/p>\n\u003cp>Minassian asks them to break into small groups and discuss these two key questions:\u003c/p>\n\u003cp>\u003cem>What makes a just society?\u003c/em>\u003c/p>\n\u003cp>\u003cem> How do you know if you are living a just society? \u003c/em>\u003c/p>\n\u003cp>Sophomore Mara Halpern takes the lead in her group, saying the only way to learn is by hearing from different people.\u003c/p>\n\u003cp>“I feel like learning about these current events in class with people who don’t look like you, in the same room with you, is the solution,” Halpern says.\u003c/p>\n\u003cp>When the class regroups, Minassian challenges her students by asking them whether someone’s justice could be perceived as another person’s injustice.\u003c/p>\n\u003cp>Some students suggest perhaps like-minded people should stick together to prevent unneeded conflicts. Sophomore Kya Sweeney believes tolerance is a two-way street.\u003c/p>\n\u003cp>“If I’m going to accept you for all your hatred, and all your flaws, then you have to accept I am brown, that my friends are white, and that I can have an education,” Sweeney says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Minassian says her point with her lesson plans is not to prove who’s right or wrong in her class, but to get her students thinking more critically about what is happening across the country and their own backyard.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Hasmig Minassian has been teaching history at \u003ca href=\"http://bhs.berkeleyschools.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Berkeley High School \u003c/a>for nearly two decades.\u003c/p>\n\u003cp>She’s covered many topics over the years, but after \u003ca href=\"https://www.washingtonpost.com/graphics/2017/local/charlottesville-timeline/?utm_term=.0b4a9fe5faa1\">the violence in Charlottesville, Virginia\u003c/a> this past summer, Minassian decided to scrap her regular lesson plans and develop something entirely new.\u003c/p>\n\u003cp>This year, her class of sophomores will be tackling controversial topics including the origins of white supremacy, white nationalism and the recent rise of movements linked to those ideologies.\u003c/p>\n\u003cfigure id=\"attachment_11616798\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11616798\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/BHS-2-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-2-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley High School history teacher Hasmig Minassian introduces her lesson plan to her sophomore World History class. \u003ccite>(Ana Tintocalis/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Minassian says she wants to help her students -- particularly her white male students -- deconstruct and really understand the issues at play.\u003c/p>\n\u003cp>“If we don’t talk about white male identity and address those questions in the classroom, they are going to be addressed on the internet,” Minassian says. “And there are people like \u003ca href=\"https://en.wikipedia.org/wiki/Richard_B._Spencer\" target=\"_blank\">Richard Spencer\u003c/a> from the alternative-right movement who are more than happy to welcome our young white men.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Spencer is considered by many to be the modern-day icon for young white supremacists.\u003c/p>\n\u003cp>Two years ago, \u003ca href=\"https://ww2.kqed.org/news/2015/12/15/berkeley-high-students-get-real-about-race-on-campus/\">Berkeley High was rocked by its own string of racial incidents\u003c/a> -- the most terrifying being a racist threat found on a library computer expressing support for the Ku Klux Klan and a public lynching.\u003c/p>\n\u003cp>The scandal raised something few on campus had considered before: Was there space at this liberal high school for students with extreme views or even conservative views to express themselves?\u003c/p>\n\u003cp>Minassian says teachers have been trying to talk more open and honestly about race relations with their students. \u003cimg class=\"alignleft size-medium wp-image-11616802\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/BHS-3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-1920x1440.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/BHS-3-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>“Our kids are really smart, and they see right through teachers' attempts to gloss over or sugarcoat things,” Minassian says. “I’ll say to them, ‘Look, this is going to be a little messy. This is how grappling with history is.’”\u003c/p>\n\u003cp>\u003cstrong>Inside the Classroom\u003c/strong>\u003c/p>\n\u003cp>Sophomore students head into Minassian’s world history class for today’s lesson.\u003c/p>\n\u003cp>Minassian asks them to break into small groups and discuss these two key questions:\u003c/p>\n\u003cp>\u003cem>What makes a just society?\u003c/em>\u003c/p>\n\u003cp>\u003cem> How do you know if you are living a just society? \u003c/em>\u003c/p>\n\u003cp>Sophomore Mara Halpern takes the lead in her group, saying the only way to learn is by hearing from different people.\u003c/p>\n\u003cp>“I feel like learning about these current events in class with people who don’t look like you, in the same room with you, is the solution,” Halpern says.\u003c/p>\n\u003cp>When the class regroups, Minassian challenges her students by asking them whether someone’s justice could be perceived as another person’s injustice.\u003c/p>\n\u003cp>Some students suggest perhaps like-minded people should stick together to prevent unneeded conflicts. Sophomore Kya Sweeney believes tolerance is a two-way street.\u003c/p>\n\u003cp>“If I’m going to accept you for all your hatred, and all your flaws, then you have to accept I am brown, that my friends are white, and that I can have an education,” Sweeney says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Minassian says her point with her lesson plans is not to prove who’s right or wrong in her class, but to get her students thinking more critically about what is happening across the country and their own backyard.\u003c/p>\n\n\u003c/div>\u003c/p>",
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