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Lobbying is protected by the First Amendment, and anyone can do it. In reality, 95% of lobbying in the United States is done on behalf of big business. But not all lobbying is about money. Other “currency” includes relationships and connections. If you’re still wondering how it all works, watch the video, then let us know: What kind of influence do lobbyists have, and do you think it’s fair?\u003c/p>\n\u003cp>\u003cstrong>TEACHERS:\u003c/strong> Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/124?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What are lobbyists? \u003c/strong>\u003c/p>\n\u003cp>Lobbyists get paid to try to convince lawmakers to adopt or oppose policies on behalf of their clients. There are thousands of different groups that have lobbyists either working directly for them or hiring lobbyists from lobbying firms. And these groups can range from big corporations and trade associations to public interest nonprofits.\u003c/p>\n\u003cp>\u003cstrong>Are lobbyists bad? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lobbying is generally thought of as a fundamental right guaranteed by the first amendment in the constitution as the right to petition the government for a redress of grievances. At its core, lobbying is just a way for citizens to engage with lawmakers on important issues. Most of the critiques around lobbying have to do with how money is involved. It’s really expensive to run a political campaign, and one way that lobbyists can get facetime to talk to politicians is to throw big fundraisers for them, and lobbyists themselves can actually donate to political campaigns. And most of the biggest spenders on lobbying represent business interests. This raises equity issues about what types of organizations can afford to hire lobbyists and ultimately whose voices influence policy.\u003c/p>\n\u003cp>\u003cstrong>How does lobbying work? \u003c/strong>\u003c/p>\n\u003cp>A lot of lobbying is building relationships with politicians and finding out who has the interest and power to help with your cause. And money isn’t the only currency in lobbying, politicians also pay attention to how many people are calling their offices and care about an issue, and how many people are sending emails or writing notes about an issue. Getting facetime with politicians and their trusted advisors is extremely important when it comes to lobbying.\u003c/p>\n\u003cp>\u003cstrong>Do lobbyists for non-corporate causes ever win?\u003c/strong>\u003c/p>\n\u003cp>Yes, even though corporate interests outspend public interest groups– lobbying can still work to bring about change that isn’t necessarily pro-business. For example, The Nature Conservancy, an environmental nonprofit successfully lobbied for congress to permanently fund the Land and Water Conservation Fund, which is a pot of money reserved for conservation efforts to offset environmental damages caused by the oil and gas industry.\u003c/p>\n\u003cp>\u003cb>SOURCES\u003c/b>\u003c/p>\n\u003cp>\u003cb>Lobbying \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://americanhistory.si.edu/democracy-exhibition/beyond-ballot/lobbying\">\u003cspan style=\"font-weight: 400\">This interactive exhibit from the National Museum of American History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains how lobbying works and how it influences the legislative process. \u003c/span>\u003c/p>\n\u003cp>\u003cb>How Corporate Lobbyists Conquered American Democracy \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theatlantic.com/business/archive/2015/04/how-corporate-lobbyists-conquered-american-democracy/390822/\">\u003cspan style=\"font-weight: 400\">This article from The Atlantic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains how lobbyists influence politicians and how this process has consequences for American democracy. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gold-Level Clubs for Lobbyists \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.politico.com/news/2022/08/11/campaign-clubs-lobbyists-00050939\">\u003cspan style=\"font-weight: 400\">This article from Politico\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains how politicians are putting a price tag on access through campaign clubs that lobbyists and other donors must pay to join. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Top Spenders on Lobbying 2021 \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.opensecrets.org/federal-lobbying/top-spenders?cycle=2021\">\u003cspan style=\"font-weight: 400\">This list from the website Open Secrets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows how much each industry lobbying group spent in 2021. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Midterm Election Spending \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.opensecrets.org/news/2022/09/2022-midterm-election-spending-on-track-to-top-9-3-billion/\">\u003cspan style=\"font-weight: 400\">This list from the website Open Secrets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows how much each industry lobbying group has spent on the midterm elections. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Big Pharma Went All In to Kill Drug Price Negotiations \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://khn.org/news/article/big-pharma-oppose-drug-pricing-negotiations-history/\">\u003cspan style=\"font-weight: 400\">This article from Kaiser Health News\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reports about how major pharmaceutical companies opposed drug pricing negotiations. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Testing Theories of American Politics \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://scholar.princeton.edu/sites/default/files/mgilens/files/gilens_and_page_2014_-testing_theories_of_american_politics.doc.pdf\">\u003cspan style=\"font-weight: 400\">This scholarly article \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">concludes that lobbying and other corporate interests have an outsized influence on American politics compared to individuals or the general voting public.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Lobbyists get paid to try to convince lawmakers to adopt or oppose policies on behalf of their clients. Are they really as bad as their reputation?","status":"publish","parent":0,"modified":1704760122,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":679},"headData":{"title":"What Kind of Influence Do Lobbyists Have, and Do You Think It’s Fair? | KQED","description":"Lobbyists get paid to try to convince lawmakers to adopt or oppose policies on behalf of their clients. Are they really as bad as their reputation?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Lobbyists get paid to try to convince lawmakers to adopt or oppose policies on behalf of their clients. Are they really as bad as their reputation?"},"videoEmbed":"https://youtu.be/nhNsb6tVAI0","sticky":false,"subhead":"Are lobbyists really as bad as their reputation?","excludeFromSiteSearch":"Include","path":"/education/536207/536207","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lobbyists get paid to convince lawmakers to pass or oppose laws and other policies on behalf of their clients. Lobbying is protected by the First Amendment, and anyone can do it. In reality, 95% of lobbying in the United States is done on behalf of big business. But not all lobbying is about money. Other “currency” includes relationships and connections. If you’re still wondering how it all works, watch the video, then let us know: What kind of influence do lobbyists have, and do you think it’s fair?\u003c/p>\n\u003cp>\u003cstrong>TEACHERS:\u003c/strong> Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/124?utm_source=kqed-edu&utm_medium=article&utm_campaign=atn\">Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>What are lobbyists? \u003c/strong>\u003c/p>\n\u003cp>Lobbyists get paid to try to convince lawmakers to adopt or oppose policies on behalf of their clients. There are thousands of different groups that have lobbyists either working directly for them or hiring lobbyists from lobbying firms. And these groups can range from big corporations and trade associations to public interest nonprofits.\u003c/p>\n\u003cp>\u003cstrong>Are lobbyists bad? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lobbying is generally thought of as a fundamental right guaranteed by the first amendment in the constitution as the right to petition the government for a redress of grievances. At its core, lobbying is just a way for citizens to engage with lawmakers on important issues. Most of the critiques around lobbying have to do with how money is involved. It’s really expensive to run a political campaign, and one way that lobbyists can get facetime to talk to politicians is to throw big fundraisers for them, and lobbyists themselves can actually donate to political campaigns. And most of the biggest spenders on lobbying represent business interests. This raises equity issues about what types of organizations can afford to hire lobbyists and ultimately whose voices influence policy.\u003c/p>\n\u003cp>\u003cstrong>How does lobbying work? \u003c/strong>\u003c/p>\n\u003cp>A lot of lobbying is building relationships with politicians and finding out who has the interest and power to help with your cause. And money isn’t the only currency in lobbying, politicians also pay attention to how many people are calling their offices and care about an issue, and how many people are sending emails or writing notes about an issue. Getting facetime with politicians and their trusted advisors is extremely important when it comes to lobbying.\u003c/p>\n\u003cp>\u003cstrong>Do lobbyists for non-corporate causes ever win?\u003c/strong>\u003c/p>\n\u003cp>Yes, even though corporate interests outspend public interest groups– lobbying can still work to bring about change that isn’t necessarily pro-business. For example, The Nature Conservancy, an environmental nonprofit successfully lobbied for congress to permanently fund the Land and Water Conservation Fund, which is a pot of money reserved for conservation efforts to offset environmental damages caused by the oil and gas industry.\u003c/p>\n\u003cp>\u003cb>SOURCES\u003c/b>\u003c/p>\n\u003cp>\u003cb>Lobbying \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://americanhistory.si.edu/democracy-exhibition/beyond-ballot/lobbying\">\u003cspan style=\"font-weight: 400\">This interactive exhibit from the National Museum of American History\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains how lobbying works and how it influences the legislative process. \u003c/span>\u003c/p>\n\u003cp>\u003cb>How Corporate Lobbyists Conquered American Democracy \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theatlantic.com/business/archive/2015/04/how-corporate-lobbyists-conquered-american-democracy/390822/\">\u003cspan style=\"font-weight: 400\">This article from The Atlantic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains how lobbyists influence politicians and how this process has consequences for American democracy. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Gold-Level Clubs for Lobbyists \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.politico.com/news/2022/08/11/campaign-clubs-lobbyists-00050939\">\u003cspan style=\"font-weight: 400\">This article from Politico\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> explains how politicians are putting a price tag on access through campaign clubs that lobbyists and other donors must pay to join. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Top Spenders on Lobbying 2021 \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.opensecrets.org/federal-lobbying/top-spenders?cycle=2021\">\u003cspan style=\"font-weight: 400\">This list from the website Open Secrets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows how much each industry lobbying group spent in 2021. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Midterm Election Spending \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.opensecrets.org/news/2022/09/2022-midterm-election-spending-on-track-to-top-9-3-billion/\">\u003cspan style=\"font-weight: 400\">This list from the website Open Secrets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows how much each industry lobbying group has spent on the midterm elections. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Big Pharma Went All In to Kill Drug Price Negotiations \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://khn.org/news/article/big-pharma-oppose-drug-pricing-negotiations-history/\">\u003cspan style=\"font-weight: 400\">This article from Kaiser Health News\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reports about how major pharmaceutical companies opposed drug pricing negotiations. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Testing Theories of American Politics \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://scholar.princeton.edu/sites/default/files/mgilens/files/gilens_and_page_2014_-testing_theories_of_american_politics.doc.pdf\">\u003cspan style=\"font-weight: 400\">This scholarly article \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">concludes that lobbying and other corporate interests have an outsized influence on American politics compared to individuals or the general voting public.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/536207/536207","authors":["6544"],"categories":["education_1"],"tags":["education_3368","education_893"],"collections":["education_2813"],"featImg":"education_536208","label":"education_2813"},"education_530960":{"type":"posts","id":"education_530960","meta":{"index":"posts_1591205157","site":"education","id":"530960","score":null,"sort":[1542391852000]},"guestAuthors":[],"slug":"should-we-get-free-money-from-the-government","title":"Should We Get Free Money From The Government?","publishDate":1542391852,"format":"video","headTitle":"Should We Get Free Money From The Government? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>When the robots come to take our jobs, what are we all going to do to keep a roof over our heads and food on the table? That’s the question that the universal basic income (UBI) hopes to answer. The government gives everyone JUST enough money to afford the basics so that no one falls into total, abject poverty. Supporters think a universal income is essential to fight financial inequality and help the millions of people who could lose their jobs to artificial intelligence. But opponents think it would be WAY too expensive and could hurt the economy by stripping away the incentive to work. Where do you stand? Is the universal basic income a good idea or bad idea?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>How much money would the universal basic income give you?\u003c/strong>\u003c/p>\n\u003cp>It depends. In the U.S., most experts think that $1,000 a month would be the ideal target amount. It’s just enough (maybe) to prevent total financial devastation, but not enough that it would dissuade people from keeping their job or looking for a job if they don’t have one.\u003c/p>\n\u003cp>\u003cstrong>Who would get the universal basic income?\u003c/strong>\u003c/p>\n\u003cp>A true universal basic income would be universal, meaning everyone would get it. Even the wealthy like Bill Gates, although he would owe WAY more in taxes than than he’d get from the government.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments FOR a universal basic income?\u003c/strong>\u003c/p>\n\u003cp>Some liberals think that a universal basic income is an effective method to fight financial inequality, which is big and growing. The wealthiest 1% own half of all the world’s wealth, and by 2030, it’s estimated to increase to two-thirds! Some conservatives think a universal basic income could shrink current welfare programs, and would put more choice in the hands of the individual.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments AGAINST a universal basic income?\u003c/strong>\u003c/p>\n\u003cp>Some conservatives think that giving everyone a universal basic income would be so massively expensive that it would be totally impractical to implement, and would almost certainly require people to pay more in taxes. Liberals worry that in order to afford the universal basic income, government welfare programs like food stamps and housing assistance would need to be significantly cut or eliminated.\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Want to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://news.stanford.edu/2018/08/08/stanford-scholar-explores-pros-cons-basic-income/\">Stanford scholar explores pros, cons of ‘basic income’\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wired.com/story/the-paradox-of-universal-basic-income/\">THE PARADOX OF UNIVERSAL BASIC INCOME\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/business/2018/apr/07/global-inequality-tipping-point-2030\">Richest 1% on target to own two-thirds of all wealth by 2030\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2017/04/04/what-does-the-federal-government-spend-your-tax-dollars-on-social-insurance-programs-mostly/\">What does the federal government spend your tax dollars on?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://sacramento.cbslocal.com/2018/08/20/stockton-seed-universal-basic-income/\">Stockton Preparing Rollout Of Universal Basic Income Plan\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/world/2018/apr/23/finland-to-end-basic-income-trial-after-two-years\">Finland to end basic income trial after two years\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/policy-and-politics/2017/3/6/14007230/kenya-basic-income-givedirectly-experiment-village\">This Kenyan village is a laboratory for the biggest basic income experiment ever\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704760960,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":526},"headData":{"title":"Should We Get Free Money From The Government? | KQED","description":"When the robots come to take our jobs, what are we all going to do to keep a roof over our heads and food on the table? That’s the question that the universal basic income (UBI) hopes to answer. The government gives everyone JUST enough money to afford the basics so that no one falls","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://www.youtube.com/watch?v=EqqcW7O1r1k","sticky":false,"path":"/education/530960/should-we-get-free-money-from-the-government","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the robots come to take our jobs, what are we all going to do to keep a roof over our heads and food on the table? That’s the question that the universal basic income (UBI) hopes to answer. The government gives everyone JUST enough money to afford the basics so that no one falls into total, abject poverty. Supporters think a universal income is essential to fight financial inequality and help the millions of people who could lose their jobs to artificial intelligence. But opponents think it would be WAY too expensive and could hurt the economy by stripping away the incentive to work. Where do you stand? Is the universal basic income a good idea or bad idea?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>How much money would the universal basic income give you?\u003c/strong>\u003c/p>\n\u003cp>It depends. In the U.S., most experts think that $1,000 a month would be the ideal target amount. It’s just enough (maybe) to prevent total financial devastation, but not enough that it would dissuade people from keeping their job or looking for a job if they don’t have one.\u003c/p>\n\u003cp>\u003cstrong>Who would get the universal basic income?\u003c/strong>\u003c/p>\n\u003cp>A true universal basic income would be universal, meaning everyone would get it. Even the wealthy like Bill Gates, although he would owe WAY more in taxes than than he’d get from the government.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments FOR a universal basic income?\u003c/strong>\u003c/p>\n\u003cp>Some liberals think that a universal basic income is an effective method to fight financial inequality, which is big and growing. The wealthiest 1% own half of all the world’s wealth, and by 2030, it’s estimated to increase to two-thirds! Some conservatives think a universal basic income could shrink current welfare programs, and would put more choice in the hands of the individual.\u003c/p>\n\u003cp>\u003cstrong>What are the main arguments AGAINST a universal basic income?\u003c/strong>\u003c/p>\n\u003cp>Some conservatives think that giving everyone a universal basic income would be so massively expensive that it would be totally impractical to implement, and would almost certainly require people to pay more in taxes. Liberals worry that in order to afford the universal basic income, government welfare programs like food stamps and housing assistance would need to be significantly cut or eliminated.\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Want to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://news.stanford.edu/2018/08/08/stanford-scholar-explores-pros-cons-basic-income/\">Stanford scholar explores pros, cons of ‘basic income’\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.wired.com/story/the-paradox-of-universal-basic-income/\">THE PARADOX OF UNIVERSAL BASIC INCOME\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/business/2018/apr/07/global-inequality-tipping-point-2030\">Richest 1% on target to own two-thirds of all wealth by 2030\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2017/04/04/what-does-the-federal-government-spend-your-tax-dollars-on-social-insurance-programs-mostly/\">What does the federal government spend your tax dollars on?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://sacramento.cbslocal.com/2018/08/20/stockton-seed-universal-basic-income/\">Stockton Preparing Rollout Of Universal Basic Income Plan\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/world/2018/apr/23/finland-to-end-basic-income-trial-after-two-years\">Finland to end basic income trial after two years\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/policy-and-politics/2017/3/6/14007230/kenya-basic-income-givedirectly-experiment-village\">This Kenyan village is a laboratory for the biggest basic income experiment ever\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/530960/should-we-get-free-money-from-the-government","authors":["10621"],"categories":["education_1"],"tags":["education_2852","education_2929","education_3368","education_666","education_2889","education_865","education_2908","education_2930","education_893"],"collections":["education_2813"],"featImg":"education_530915","label":"education_2813"},"education_530957":{"type":"posts","id":"education_530957","meta":{"index":"posts_1591205157","site":"education","id":"530957","score":null,"sort":[1542390808000]},"guestAuthors":[],"slug":"how-can-we-get-more-young-people-to-vote","title":"How Can We Get More Young People to Vote?","publishDate":1542390808,"format":"video","headTitle":"How Can We Get More Young People to Vote? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>Voting is a really important part of the democratic process. We all know this, but in reality, many people don’t vote. That is especially true for younger generations who have historically had very low voter turnout rates in the U.S. This is kind of a big deal because younger people have a lot at stake in most elections. By 2020, there will be an estimated 22 million teens who are eligible to vote in their first elections, making it so that people under the age of 29 will represent the largest voting bloc in America. So, why don’t young people vote as much as older people?\u003c/p>\n\u003cp>There are many reasons young people don’t vote, but that doesn’t mean they aren’t politically active in other ways. Young people are engaging with the political process by protesting, boycotting, and posting to social media. While these actions are all great, the question still stands as to why young people are willing to take certain actions but not necessarily head to the polls.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Are millennials the first young generation have low voter turnout?\u003c/strong>\u003c/p>\n\u003cp>No, far from it! Younger generations have always had low voter turnout rates. When the baby boomers were in their 20s, they also didn’t vote at the rates they do today. Some headlines will suggest that low voter turnout among millennials and generation z is a new thing, but this is definitely not the case.\u003c/p>\n\u003cp>\u003cstrong>What keeps young people from voting?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is a complicated question with many answers that are all related to each other (watch the video to find out!), but the simple answer is that campaigns tend not to focus on issues that affect younger people because they don’t think they will vote. This, in turn, gives younger people less incentive to actually vote. It’s a bit of a self-fulfilling prophecy.\u003c/p>\n\u003cp>\u003cstrong>Where can someone register to vote?\u003c/strong>\u003c/p>\n\u003cp>It’s easy! You can go \u003ca href=\"https://vote.gov/\">here\u003c/a>: https://vote.gov/\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Want to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.economist.com/the-economist-explains/2014/10/29/why-young-people-dont-vote\">Why young people don’t vote\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/newsroom/blogs/random-samplings/2017/05/voting_in_america.html\">Voting in America: A Look at the 2016 Presidential Election\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.heri.ucla.edu/monographs/TheAmericanFreshman2015.pdf\">The American Freshman: National Norms 2015\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://iop.harvard.edu/spring-2018-poll\">Institute of Politics Spring 2018 Youth Poll\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/prod/2014pubs/p20-573.pdf\">Young-Adult Voting: An Analysis of Presidential Elections, 1964–2012\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2018/02/21/446857/state-civics-education/\">The State of Civics Education\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2018/04/03/millennials-approach-baby-boomers-as-largest-generation-in-u-s-electorate/\">Millennials approach Baby Boomers as America’s largest generation in the electorate\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/s/youthnow/ruined-entire-generation-of-young-voters-gen-z-politics-democracy-140d9ead1fa2\">The Most Powerful New Voting Bloc in America Doesn’t Vote\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Voting is a really important part of the democratic process. We all know this, but in reality, many people don’t vote. That is especially true for younger generations. Why don’t young people vote as much as older people?","status":"publish","parent":0,"modified":1704760963,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":486},"headData":{"title":"How Can We Get More Young People to Vote? | KQED","description":"Voting is a really important part of the democratic process. We all know this, but in reality, many people don’t vote. That is especially true for younger generations. Why don’t young people vote as much as older people?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://www.youtube.com/watch?v=p25BMBVGd0E&feature=youtu.be","sticky":false,"path":"/education/530957/how-can-we-get-more-young-people-to-vote","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Voting is a really important part of the democratic process. We all know this, but in reality, many people don’t vote. That is especially true for younger generations who have historically had very low voter turnout rates in the U.S. This is kind of a big deal because younger people have a lot at stake in most elections. By 2020, there will be an estimated 22 million teens who are eligible to vote in their first elections, making it so that people under the age of 29 will represent the largest voting bloc in America. So, why don’t young people vote as much as older people?\u003c/p>\n\u003cp>There are many reasons young people don’t vote, but that doesn’t mean they aren’t politically active in other ways. Young people are engaging with the political process by protesting, boycotting, and posting to social media. While these actions are all great, the question still stands as to why young people are willing to take certain actions but not necessarily head to the polls.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Are millennials the first young generation have low voter turnout?\u003c/strong>\u003c/p>\n\u003cp>No, far from it! Younger generations have always had low voter turnout rates. When the baby boomers were in their 20s, they also didn’t vote at the rates they do today. Some headlines will suggest that low voter turnout among millennials and generation z is a new thing, but this is definitely not the case.\u003c/p>\n\u003cp>\u003cstrong>What keeps young people from voting?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is a complicated question with many answers that are all related to each other (watch the video to find out!), but the simple answer is that campaigns tend not to focus on issues that affect younger people because they don’t think they will vote. This, in turn, gives younger people less incentive to actually vote. It’s a bit of a self-fulfilling prophecy.\u003c/p>\n\u003cp>\u003cstrong>Where can someone register to vote?\u003c/strong>\u003c/p>\n\u003cp>It’s easy! You can go \u003ca href=\"https://vote.gov/\">here\u003c/a>: https://vote.gov/\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Want to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.economist.com/the-economist-explains/2014/10/29/why-young-people-dont-vote\">Why young people don’t vote\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/newsroom/blogs/random-samplings/2017/05/voting_in_america.html\">Voting in America: A Look at the 2016 Presidential Election\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.heri.ucla.edu/monographs/TheAmericanFreshman2015.pdf\">The American Freshman: National Norms 2015\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://iop.harvard.edu/spring-2018-poll\">Institute of Politics Spring 2018 Youth Poll\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/prod/2014pubs/p20-573.pdf\">Young-Adult Voting: An Analysis of Presidential Elections, 1964–2012\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2018/02/21/446857/state-civics-education/\">The State of Civics Education\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2018/04/03/millennials-approach-baby-boomers-as-largest-generation-in-u-s-electorate/\">Millennials approach Baby Boomers as America’s largest generation in the electorate\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/s/youthnow/ruined-entire-generation-of-young-voters-gen-z-politics-democracy-140d9ead1fa2\">The Most Powerful New Voting Bloc in America Doesn’t Vote\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/530957/how-can-we-get-more-young-people-to-vote","authors":["9619"],"categories":["education_1"],"tags":["education_2852","education_2929","education_428","education_3368","education_666","education_2889","education_865","education_2908","education_2930","education_893","education_1201","education_1240"],"collections":["education_2813"],"featImg":"education_530852","label":"education_2813"},"education_14065":{"type":"posts","id":"education_14065","meta":{"index":"posts_1591205157","site":"education","id":"14065","score":null,"sort":[1407511181000]},"guestAuthors":[],"slug":"a-video-explaining-the-safety-net","title":"A Video Explaining the Safety Net","publishDate":1407511181,"format":"aside","headTitle":"A Video Explaining the Safety Net | KQED","labelTerm":{"site":"education"},"content":"\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_14066\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/07/Safet-net-photo.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-14066\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/07/Safet-net-photo.jpg\" alt=\"Photo by Molly/flickr \" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/07/Safet-net-photo.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/07/Safet-net-photo-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo by Molly/flickr\u003c/figcaption>\u003c/figure>\n\u003cp>Presidential candidates argue back and forth about the value of the “safety net”, but what exactly is it? In general, the safety net refers to the various government funded social welfare programs such as food stamps and subsidized health care that help lift lower income individuals and their families out of poverty. However, liberals and conservatives dispute the impact these programs have on society. Does the safety net prevent low income families from falling below the poverty line or do these programs merely encourage more families to depend on the government? KQED’s The Lowdown takes a deeper look into what the safety net it, how it works, and the argument around the topic in this engaging video produced by Explainer Music.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2012/10/24/the-safety-net-what-is-it-and-whos-it-for/\">What Is The Safety Net (and who uses it)?\u003c/a>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://www.zaption.com/tours/53a20decb68dc68a390006fe\">KQED – Social Safety Net\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764157,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":150},"headData":{"title":"A Video Explaining the Safety Net | KQED","description":" Presidential candidates argue back and forth about the value of the “safety net”, but what exactly is it? In general, the safety net refers to the various government funded social welfare programs such as food stamps and subsidized health care that help lift lower income individuals and their families out of poverty. However, liberals","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/14065/a-video-explaining-the-safety-net","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_14066\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/07/Safet-net-photo.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-14066\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/07/Safet-net-photo.jpg\" alt=\"Photo by Molly/flickr \" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/07/Safet-net-photo.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/07/Safet-net-photo-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo by Molly/flickr\u003c/figcaption>\u003c/figure>\n\u003cp>Presidential candidates argue back and forth about the value of the “safety net”, but what exactly is it? In general, the safety net refers to the various government funded social welfare programs such as food stamps and subsidized health care that help lift lower income individuals and their families out of poverty. However, liberals and conservatives dispute the impact these programs have on society. Does the safety net prevent low income families from falling below the poverty line or do these programs merely encourage more families to depend on the government? KQED’s The Lowdown takes a deeper look into what the safety net it, how it works, and the argument around the topic in this engaging video produced by Explainer Music.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2012/10/24/the-safety-net-what-is-it-and-whos-it-for/\">What Is The Safety Net (and who uses it)?\u003c/a>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://www.zaption.com/tours/53a20decb68dc68a390006fe\">KQED – Social Safety Net\u003c/a>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/14065/a-video-explaining-the-safety-net","authors":["9528"],"categories":["education_50"],"tags":["education_3372","education_3368","education_1184","education_3380"],"featImg":"education_14066","label":"education"},"education_13754":{"type":"posts","id":"education_13754","meta":{"index":"posts_1591205157","site":"education","id":"13754","score":null,"sort":[1404325818000]},"guestAuthors":[],"slug":"an-illustrated-guide-about-income-inequailty","title":"An Illustrated Guide About Income Inequailty","publishDate":1404325818,"format":"aside","headTitle":"An Illustrated Guide About Income Inequailty | KQED","labelTerm":{"site":"education"},"content":"\u003cfigure id=\"attachment_13774\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-13774\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg\" alt=\"Wikimedia Commons \" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Income-Inequality--400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Wikimedia Commons\u003c/figcaption>\u003c/figure>\n\u003cdiv>While the Occupy Wall Street protests have died down, income inequality, the issue that sparked the movement in the first place, still remains a problem. In 2012, more than half of the income in America went to the top 10% of wage earners. The United States has not experienced income inequality to this extent since the Great Depression, when the top 1% earned a quarter of America’s income. With the help of cartoon journalist Andy Warner, KQED’s the Lowdown investigates how income inequality grew over the years and how deep the divide is today.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2014/04/25/income-inequality/\">Income Inequality in America, An Illustrated Guide\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"While the Occupy Wall Street protests have died down, income inequality, the issue that sparked the movement in the first place, still remains a problem. In 2012, more than half of the income in America went to the top 10% of wage earners.","status":"publish","parent":0,"modified":1704764178,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":112},"headData":{"title":"An Illustrated Guide About Income Inequailty | KQED","description":"While the Occupy Wall Street protests have died down, income inequality, the issue that sparked the movement in the first place, still remains a problem. In 2012, more than half of the income in America went to the top 10% of wage earners.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/13754/an-illustrated-guide-about-income-inequailty","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13774\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-13774\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg\" alt=\"Wikimedia Commons \" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Income-Inequality-.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2014/06/Income-Inequality--400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Wikimedia Commons\u003c/figcaption>\u003c/figure>\n\u003cdiv>While the Occupy Wall Street protests have died down, income inequality, the issue that sparked the movement in the first place, still remains a problem. In 2012, more than half of the income in America went to the top 10% of wage earners. The United States has not experienced income inequality to this extent since the Great Depression, when the top 1% earned a quarter of America’s income. With the help of cartoon journalist Andy Warner, KQED’s the Lowdown investigates how income inequality grew over the years and how deep the divide is today.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2014/04/25/income-inequality/\">Income Inequality in America, An Illustrated Guide\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/13754/an-illustrated-guide-about-income-inequailty","authors":["9528"],"categories":["education_50"],"tags":["education_130","education_3372","education_5","education_3368","education_3380"],"featImg":"education_13774","label":"education"},"education_13413":{"type":"posts","id":"education_13413","meta":{"index":"posts_1591205157","site":"education","id":"13413","score":null,"sort":[1403540999000]},"guestAuthors":[],"slug":"interactive-charts-analyzing-the-success-of-the-march-on-washingtons-demands","title":"Were the The March On Washington's Demands a Success?","publishDate":1403540999,"format":"aside","headTitle":"Were the The March On Washington’s Demands a Success? | KQED","labelTerm":{"site":"education"},"content":"\u003cp>It’s been 50 years since Martin Luther King Jr. delivered his iconic “I Have a Dream” speech, but have the March on Washington’s demands been met? King fought to eliminate school segregation, guarantee voting rights and create greater economic equality in America. While The March on Washington led to great steps in creating equality in society, according to the Economic Policy Institute, the unemployment rate among blacks is double that of whites, and more than a third of black adults with jobs work for poverty level wages. Take a look at these interactive charts created by KQED’s the Lowdown that explore how the gaps between whites and blacks have changed since The March on Washington such as the statistics behind unemployment rate and percentages of adults who completed high school.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2013/09/05/50-years-later-many-of-the-march-on-washingtons-goals-remain-elusive/\">Have the March on Washington’s Demands Been Met?\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif';color: black\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>calculate the rate of change\u003c/li>\n\u003cli>use the rate of change to interpret data in real-life graphs\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 8.F.B.4, 8.F.B.5\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Slope, rate of change, ratio, constant slope, constant rate of change\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Printed copies of the graphs\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">This lesson uses interactive graphs that present the relative inequality in health, education, and economics between African Americans and white Americans, a full 50 years after Dr. Martin Luther King, Jr.’s famous “I Have a Dream” speech. (If possible, distribute printed copies of these graphs to students for easier reference.) While many students will likely have heard of Dr. King and his iconic speech, they may not know as much about the March on Washington for Jobs and Freedom or of the civil rights struggle that led to the historic gathering in the summer of 1963. This lesson provides an opportunity for students to learn more about the context, people, and issues behind the graphs themselves.\u003c/p>\n\u003cp style=\"padding-left: 30px\">To introduce the mathematics part of the lesson, review slope and rate of change with students. Slope is calculated by finding the ratio of vertical change to horizontal change for two points on a line. Remind students that the slope of a line is the same between any two points on that line. This is called a constant slope, or a constant rate of change. (Make sure students interpret this phrase in the correct way. A constant rate of change does not mean that the rate is constantly changing—it means that it is a single, constant rate.)\u003c/p>\n\u003cp style=\"padding-left: 30px\">Many real-life functions do not have constant rates of change, however. Use the Unemployment Rate graph as an example. There have been big fluctuations in the unemployment rate between 1965 and 2012, and the change has certainly not been constant over that entire period. Ask students to identify which periods showed the greatest increase in African American unemployment rates, as indicated by the most extreme spikes. (They should find two periods: 1979–1983 and 2007–2010.) Then, calculate the rate of change during those periods.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Activity (10 minutes, pairs or small groups)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">In small groups, have students construct an answer to the following question: What story do the graphs tell about economic and social equality over the past 50 years?\u003c/p>\n\u003cp style=\"padding-left: 30px\">To answer the question, students should pick at least two graphs to analyze. They should do the following:\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>Describe the overall trend in the data from 1963–2012.\u003c/li>\n\u003cli>Describe the story that the data tell in terms of the issue of equality between blacks and whites.\u003c/li>\n\u003cli>Calculate the rate of change for each function during each decade (or periods of extreme change).\u003c/li>\n\u003cli>Use the rate of change to explain how living, economic, or social conditions measurably changed from decade to decade.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\">By the end of the activity time, students should be able to form some sort of evidence-based argument about whether economic and social equality between whites and blacks has changed since 1963.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Conclusion (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">Have each group present its argument, referencing data, the rate of change, and trends in the graph. Use the following questions to push students’ thinking:\u003c/p>\n\u003cp style=\"padding-left: 30px\">● Have economic and social opportunities for blacks actually increased, or have they just kept pace with those for whites?\u003c/p>\n\u003cp style=\"padding-left: 30px\">● Looking at the data, are there any specific areas where you would expect opportunities for blacks to eventually eclipse those for whites?\u003c/p>\n\u003cp style=\"padding-left: 30px\">Continue to bring the conversation back to the issue of the rate of change. Specifically, if opportunities for whites and blacks are both experiencing the same rate of change, then is the opportunity gap changing at all?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Activity Extension:\u003c/strong> Discuss the issue of economic equality—Why is it so important, and why has it been so elusive despite major societal and political changes since 1963? Put aside the mathematical conversation for the conclusion of the class and ask students what they think is needed for equality to become a reality, and not just a dream.\u003c/p>\n\n","blocks":[],"excerpt":"It’s been 100 years since Martin Luther King Jr. delivered his iconic “I Have a Dream” speech, but have the March on Washington's demands been met? ","status":"publish","parent":0,"modified":1704764185,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":868},"headData":{"title":"Were the The March On Washington's Demands a Success? | KQED","description":"It’s been 100 years since Martin Luther King Jr. delivered his iconic “I Have a Dream” speech, but have the March on Washington's demands been met? ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/13413/interactive-charts-analyzing-the-success-of-the-march-on-washingtons-demands","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s been 50 years since Martin Luther King Jr. delivered his iconic “I Have a Dream” speech, but have the March on Washington’s demands been met? King fought to eliminate school segregation, guarantee voting rights and create greater economic equality in America. While The March on Washington led to great steps in creating equality in society, according to the Economic Policy Institute, the unemployment rate among blacks is double that of whites, and more than a third of black adults with jobs work for poverty level wages. Take a look at these interactive charts created by KQED’s the Lowdown that explore how the gaps between whites and blacks have changed since The March on Washington such as the statistics behind unemployment rate and percentages of adults who completed high school.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2013/09/05/50-years-later-many-of-the-march-on-washingtons-goals-remain-elusive/\">Have the March on Washington’s Demands Been Met?\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif';color: black\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>calculate the rate of change\u003c/li>\n\u003cli>use the rate of change to interpret data in real-life graphs\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 8.F.B.4, 8.F.B.5\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Slope, rate of change, ratio, constant slope, constant rate of change\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Printed copies of the graphs\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">This lesson uses interactive graphs that present the relative inequality in health, education, and economics between African Americans and white Americans, a full 50 years after Dr. Martin Luther King, Jr.’s famous “I Have a Dream” speech. (If possible, distribute printed copies of these graphs to students for easier reference.) While many students will likely have heard of Dr. King and his iconic speech, they may not know as much about the March on Washington for Jobs and Freedom or of the civil rights struggle that led to the historic gathering in the summer of 1963. This lesson provides an opportunity for students to learn more about the context, people, and issues behind the graphs themselves.\u003c/p>\n\u003cp style=\"padding-left: 30px\">To introduce the mathematics part of the lesson, review slope and rate of change with students. Slope is calculated by finding the ratio of vertical change to horizontal change for two points on a line. Remind students that the slope of a line is the same between any two points on that line. This is called a constant slope, or a constant rate of change. (Make sure students interpret this phrase in the correct way. A constant rate of change does not mean that the rate is constantly changing—it means that it is a single, constant rate.)\u003c/p>\n\u003cp style=\"padding-left: 30px\">Many real-life functions do not have constant rates of change, however. Use the Unemployment Rate graph as an example. There have been big fluctuations in the unemployment rate between 1965 and 2012, and the change has certainly not been constant over that entire period. Ask students to identify which periods showed the greatest increase in African American unemployment rates, as indicated by the most extreme spikes. (They should find two periods: 1979–1983 and 2007–2010.) Then, calculate the rate of change during those periods.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Activity (10 minutes, pairs or small groups)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">In small groups, have students construct an answer to the following question: What story do the graphs tell about economic and social equality over the past 50 years?\u003c/p>\n\u003cp style=\"padding-left: 30px\">To answer the question, students should pick at least two graphs to analyze. They should do the following:\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>Describe the overall trend in the data from 1963–2012.\u003c/li>\n\u003cli>Describe the story that the data tell in terms of the issue of equality between blacks and whites.\u003c/li>\n\u003cli>Calculate the rate of change for each function during each decade (or periods of extreme change).\u003c/li>\n\u003cli>Use the rate of change to explain how living, economic, or social conditions measurably changed from decade to decade.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\">By the end of the activity time, students should be able to form some sort of evidence-based argument about whether economic and social equality between whites and blacks has changed since 1963.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Conclusion (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">Have each group present its argument, referencing data, the rate of change, and trends in the graph. Use the following questions to push students’ thinking:\u003c/p>\n\u003cp style=\"padding-left: 30px\">● Have economic and social opportunities for blacks actually increased, or have they just kept pace with those for whites?\u003c/p>\n\u003cp style=\"padding-left: 30px\">● Looking at the data, are there any specific areas where you would expect opportunities for blacks to eventually eclipse those for whites?\u003c/p>\n\u003cp style=\"padding-left: 30px\">Continue to bring the conversation back to the issue of the rate of change. Specifically, if opportunities for whites and blacks are both experiencing the same rate of change, then is the opportunity gap changing at all?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Activity Extension:\u003c/strong> Discuss the issue of economic equality—Why is it so important, and why has it been so elusive despite major societal and political changes since 1963? Put aside the mathematical conversation for the conclusion of the class and ask students what they think is needed for equality to become a reality, and not just a dream.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/13413/interactive-charts-analyzing-the-success-of-the-march-on-washingtons-demands","authors":["9528"],"categories":["education_50"],"tags":["education_130","education_277","education_3368","education_3380"],"featImg":"education_13512","label":"education"},"education_12673":{"type":"posts","id":"education_12673","meta":{"index":"posts_1591205157","site":"education","id":"12673","score":null,"sort":[1399922855000]},"guestAuthors":[],"slug":"a-map-of-where-felons-can-vote","title":"A Map of Where Felons Can Vote","publishDate":1399922855,"format":"aside","headTitle":"A Map of Where Felons Can Vote | KQED","labelTerm":{"site":"education"},"content":"\u003cp> \u003c/p>\n\u003cp>The United States implements the strictest felon voting laws in the world. As of 2010, the government denied 5.8 million Americans the right to vote due to criminal activity. Each state enacts its own felon voting laws, where all but two states (Maine and Vermont) have created laws that in some form prevent current or former criminals from voting. Explore KQED’s The Lowdown’s interactive map, created by designer/programmer \u003ca href=\"https://twitter.com/LewisLehe\" target=\"_blank\" rel=\"noopener\">Lewis Lehe\u003c/a>, that shows felon voting laws in each state, along with a percentage of the population in each state that has been impacted.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2011/11/Prison2-e1321648187785.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/02/26/felon-voting\" target=\"_blank\" rel=\"noopener\">Map: States Where Felons Can’t Vote\u003c/a>Map: States Where Felons Can’t Vote Includes interactive map The map below, created by designer/programmer Lewis Lehe, shows state-by-state felon voting laws and population impacts as reported by the The Sentencing Project, based on 2010 data.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F02%2F26%2Ffelon-voting\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cdiv class=\"embedly-clear\">Suggested Activity:\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>use proportional relationships to solve real-world percentage problems\u003c/li>\n\u003cli>interpret percentage as a proportional relationship\u003c/li>\n\u003cli>define the terms below\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards: 6.RP.A.3.c, 7.RP.A.3\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Vocabulary: Felon disenfranchisement, inmates, parolees, probationers, ex-felons\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Materials: Per pair: calculator, pencils; State-by-State Felon Disenfranchisement worksheet\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Preparation:\u003c/strong> Connect with the social studies or civics teacher to determine students’ exposure to topics related to voting in the U.S.; consider teaching the lesson jointly. Investigate requirements for registering to vote in your state. Also, find out the total number of students in the relevant grade at your school.\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Begin with a few questions to set the lesson context. Ask students:\u003c/p>\n\u003cul>\n\u003cli>Why do people vote? Why should they vote?\u003c/li>\n\u003cli>Do you plan on voting when you’re old enough? Why or why not?\u003c/li>\n\u003c/ul>\n\u003cp>Engage students in sharing what they know about voter eligibility in your state. If possible, discuss this in the context of an upcoming election with which students are likely familiar (e.g., U.S. president or local mayor).\u003c/p>\n\u003cp>If no one mentions felon disenfranchisement, point out that states vary in whether convicted inmates, parolees, probationers, and ex-felons can vote.\u003c/p>\n\u003cp>Explain voter eligibility requirements in your state, pointing out any rules that relate to felon disenfranchisement. Invite students to predict:\u003c/p>\n\u003cul>\n\u003cli>the average percentage of felon disenfranchisement across the U.S.\u003c/li>\n\u003cli>whether your state is higher or lower than average\u003c/li>\n\u003c/ul>\n\u003cp>Keep in mind, however, that some students may have little sense of either answer.\u003c/p>\n\u003cp>Tell students that the average rate of felon disenfranchisement in each state is 2.5%. Help make sense of this by asking them to find 2.5% of the number of students in their grade at school; encourage them to use whatever approaches they are comfortable with. Distribute calculators for students to use if needed.\u003c/p>\n\u003cp>When students find the answer, make sure that they understand why they must round to the nearest whole number. If needed, review the procedure for doing so.\u003c/p>\n\u003cp>\u003cstrong>2. Interactive Infographic (10 minutes, pairs)\u003c/strong>\u003c/p>\n\u003cp>Have students sit in pairs at computers and launch the infographic. Explain to students that an infographic, or information graphic, is a visual image designed to present complex information quickly and clearly. Ask students to look over the interactive with the following questions in mind: In your state, who can’t vote? What percentage of the voting age population in your state is disenfranchised? What about in [a nearby state with different voting restrictions]?\u003c/p>\n\u003cp>Next, distribute and review the worksheet.\u003c/p>\n\u003cp>If any students are having difficulty with (3) and (4), offer a concrete example. For example, suppose State A has a population of 1,000,000 and State B has a population of 10,000,000.\u003c/p>\n\u003cp>\u003cstrong>3. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Ask a few volunteers to share their answers and solution strategies. As you review (3) and (4), highlight the notion that percentage is a relationship between two amounts. It is not an absolute number.\u003c/p>\n\u003cp>Activity Extension: Have students find current data on disenfranchisement in their state. They should investigate the following questions:\u003c/p>\n\u003cul>\n\u003cli>Has the percentage of disenfranchised people changed since the 2010 data reported on in the infographic?\u003c/li>\n\u003cli>Has the total number of disenfranchised people changed?\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>This activity is based on work developed at TERC.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The United States implements the strictest felon voting laws in the world. As of 2010, the government denied 5.8 million Americans the right to vote due to criminal activity. Explore KQED’s The Lowdown’s interactive map that shows felon voting laws in each state, along with a percentage of the population in each state that has been impacted.","status":"publish","parent":0,"modified":1704764253,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":717},"headData":{"title":"A Map of Where Felons Can Vote | KQED","description":"The United States implements the strictest felon voting laws in the world. As of 2010, the government denied 5.8 million Americans the right to vote due to criminal activity. Explore KQED’s The Lowdown’s interactive map that shows felon voting laws in each state, along with a percentage of the population in each state that has been impacted.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/12673/a-map-of-where-felons-can-vote","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cp>The United States implements the strictest felon voting laws in the world. As of 2010, the government denied 5.8 million Americans the right to vote due to criminal activity. Each state enacts its own felon voting laws, where all but two states (Maine and Vermont) have created laws that in some form prevent current or former criminals from voting. Explore KQED’s The Lowdown’s interactive map, created by designer/programmer \u003ca href=\"https://twitter.com/LewisLehe\" target=\"_blank\" rel=\"noopener\">Lewis Lehe\u003c/a>, that shows felon voting laws in each state, along with a percentage of the population in each state that has been impacted.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2011/11/Prison2-e1321648187785.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/02/26/felon-voting\" target=\"_blank\" rel=\"noopener\">Map: States Where Felons Can’t Vote\u003c/a>Map: States Where Felons Can’t Vote Includes interactive map The map below, created by designer/programmer Lewis Lehe, shows state-by-state felon voting laws and population impacts as reported by the The Sentencing Project, based on 2010 data.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F02%2F26%2Ffelon-voting\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cdiv class=\"embedly-clear\">Suggested Activity:\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>use proportional relationships to solve real-world percentage problems\u003c/li>\n\u003cli>interpret percentage as a proportional relationship\u003c/li>\n\u003cli>define the terms below\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards: 6.RP.A.3.c, 7.RP.A.3\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Vocabulary: Felon disenfranchisement, inmates, parolees, probationers, ex-felons\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Materials: Per pair: calculator, pencils; State-by-State Felon Disenfranchisement worksheet\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Preparation:\u003c/strong> Connect with the social studies or civics teacher to determine students’ exposure to topics related to voting in the U.S.; consider teaching the lesson jointly. Investigate requirements for registering to vote in your state. Also, find out the total number of students in the relevant grade at your school.\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Begin with a few questions to set the lesson context. Ask students:\u003c/p>\n\u003cul>\n\u003cli>Why do people vote? Why should they vote?\u003c/li>\n\u003cli>Do you plan on voting when you’re old enough? Why or why not?\u003c/li>\n\u003c/ul>\n\u003cp>Engage students in sharing what they know about voter eligibility in your state. If possible, discuss this in the context of an upcoming election with which students are likely familiar (e.g., U.S. president or local mayor).\u003c/p>\n\u003cp>If no one mentions felon disenfranchisement, point out that states vary in whether convicted inmates, parolees, probationers, and ex-felons can vote.\u003c/p>\n\u003cp>Explain voter eligibility requirements in your state, pointing out any rules that relate to felon disenfranchisement. Invite students to predict:\u003c/p>\n\u003cul>\n\u003cli>the average percentage of felon disenfranchisement across the U.S.\u003c/li>\n\u003cli>whether your state is higher or lower than average\u003c/li>\n\u003c/ul>\n\u003cp>Keep in mind, however, that some students may have little sense of either answer.\u003c/p>\n\u003cp>Tell students that the average rate of felon disenfranchisement in each state is 2.5%. Help make sense of this by asking them to find 2.5% of the number of students in their grade at school; encourage them to use whatever approaches they are comfortable with. Distribute calculators for students to use if needed.\u003c/p>\n\u003cp>When students find the answer, make sure that they understand why they must round to the nearest whole number. If needed, review the procedure for doing so.\u003c/p>\n\u003cp>\u003cstrong>2. Interactive Infographic (10 minutes, pairs)\u003c/strong>\u003c/p>\n\u003cp>Have students sit in pairs at computers and launch the infographic. Explain to students that an infographic, or information graphic, is a visual image designed to present complex information quickly and clearly. Ask students to look over the interactive with the following questions in mind: In your state, who can’t vote? What percentage of the voting age population in your state is disenfranchised? What about in [a nearby state with different voting restrictions]?\u003c/p>\n\u003cp>Next, distribute and review the worksheet.\u003c/p>\n\u003cp>If any students are having difficulty with (3) and (4), offer a concrete example. For example, suppose State A has a population of 1,000,000 and State B has a population of 10,000,000.\u003c/p>\n\u003cp>\u003cstrong>3. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Ask a few volunteers to share their answers and solution strategies. As you review (3) and (4), highlight the notion that percentage is a relationship between two amounts. It is not an absolute number.\u003c/p>\n\u003cp>Activity Extension: Have students find current data on disenfranchisement in their state. They should investigate the following questions:\u003c/p>\n\u003cul>\n\u003cli>Has the percentage of disenfranchised people changed since the 2010 data reported on in the infographic?\u003c/li>\n\u003cli>Has the total number of disenfranchised people changed?\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>This activity is based on work developed at TERC.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/12673/a-map-of-where-felons-can-vote","authors":["9528"],"categories":["education_50"],"tags":["education_5","education_3368","education_1201","education_3380"],"featImg":"education_12728","label":"education"},"education_12654":{"type":"posts","id":"education_12654","meta":{"index":"posts_1591205157","site":"education","id":"12654","score":null,"sort":[1398717964000]},"guestAuthors":[],"slug":"an-interactive-explainer-about-the-minimum-wage","title":"An Interactive Explainer about the Minimum Wage","publishDate":1398717964,"format":"aside","headTitle":"An Interactive Explainer about the Minimum Wage | KQED","labelTerm":{"site":"education"},"content":"\u003cp>Is it time for a raise in America? The hotly debated question of whether or not the federal government should raise the minimum wage has reached Congress once again. In the meantime, many states and cities have taken the issue into their own hands by setting their own minimum wage. But what does raising the minimum wage really mean? Check out this engaging interactive explainer, produced by Newsbound, on KQED’s The Lowdown that takes a closer look into the history of the minimum wage, arguments for and against the issue, how states have addressed it and much more.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/02/minimum_wage_custom-8614e5bd8d516fbadd22d4a09fff441a70ba1596-s6-c10-300x209.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/03/10/minimum-wage\" target=\"_blank\" rel=\"noopener\">Time for A Raise? What You Need to Know About the Minimum Wage\u003c/a>Time for A Raise? What You Need to Know About the Minimum Wage Includes interactive explainer Do America’s lowest wage earners deserve a raise? As Congress again delves into the hotly contested perennial debate over raising the federal minimum wage, a growing number of states and cities throughout the country are forging their own paths on the issue, resulting in an uneven national patchwork of wage laws.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F03%2F10%2Fminimum-wage\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Is it time for a raise in America? The hotly debated question of whether or not the federal government should raise the minimum wage has reached Congress once again. In the meantime, many states and cities have taken the issue into their own hands by setting their own minimum wage.","status":"publish","parent":0,"modified":1704764282,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":186},"headData":{"title":"An Interactive Explainer about the Minimum Wage | KQED","description":"Is it time for a raise in America? The hotly debated question of whether or not the federal government should raise the minimum wage has reached Congress once again. In the meantime, many states and cities have taken the issue into their own hands by setting their own minimum wage.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/12654/an-interactive-explainer-about-the-minimum-wage","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Is it time for a raise in America? The hotly debated question of whether or not the federal government should raise the minimum wage has reached Congress once again. In the meantime, many states and cities have taken the issue into their own hands by setting their own minimum wage. But what does raising the minimum wage really mean? Check out this engaging interactive explainer, produced by Newsbound, on KQED’s The Lowdown that takes a closer look into the history of the minimum wage, arguments for and against the issue, how states have addressed it and much more.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/02/minimum_wage_custom-8614e5bd8d516fbadd22d4a09fff441a70ba1596-s6-c10-300x209.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/03/10/minimum-wage\" target=\"_blank\" rel=\"noopener\">Time for A Raise? What You Need to Know About the Minimum Wage\u003c/a>Time for A Raise? What You Need to Know About the Minimum Wage Includes interactive explainer Do America’s lowest wage earners deserve a raise? As Congress again delves into the hotly contested perennial debate over raising the federal minimum wage, a growing number of states and cities throughout the country are forging their own paths on the issue, resulting in an uneven national patchwork of wage laws.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F03%2F10%2Fminimum-wage\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/12654/an-interactive-explainer-about-the-minimum-wage","authors":["9528"],"categories":["education_50"],"tags":["education_3372","education_5","education_3368","education_763","education_3380"],"featImg":"education_13009","label":"education"},"education_10183":{"type":"posts","id":"education_10183","meta":{"index":"posts_1591205157","site":"education","id":"10183","score":null,"sort":[1396279806000]},"guestAuthors":[],"slug":"what-does-it-mean-to-be-poor-in-america","title":"What Does it Mean to Be Poor in America?","publishDate":1396279806,"format":"aside","headTitle":"What Does it Mean to Be Poor in America? | KQED","labelTerm":{"site":"education"},"content":"\u003cp>While America is supposedly recovering from the Great Recession in 2008, the American household does not show the same type of growth. The U.S. Census Bureau released a series of 2012 income data that shows the average household income has not changed between 2011 and 2012. In both of these years, 15% of Americans were in poverty. Andy Warner, a graphic journalist, explains in a comic infograph why the household income is stagnant and what it means for struggling American families.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/10/Poverty_Trend_icon-300x252.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2013/10/07/poverty-explained/\">Infographic: What Does it Mean to Be Poor in America?\u003c/a>Infographic: What Does it Mean to Be Poor in America? Includes cartoon infographic By Andy Warner Earlier this month – back in the good ole’ days when our government was actually functioning (sort of) – the U.S.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"While America is supposedly recovering from the Great Recession in 2008, the American household does not show the same type of growth. The U.S. Census Bureau released a series of 2012 income data that shows the average household income has not changed between 2011 and 2012.","status":"publish","parent":0,"modified":1704764320,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":135},"headData":{"title":"What Does it Mean to Be Poor in America? | KQED","description":"While America is supposedly recovering from the Great Recession in 2008, the American household does not show the same type of growth. The U.S. Census Bureau released a series of 2012 income data that shows the average household income has not changed between 2011 and 2012.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/10183/what-does-it-mean-to-be-poor-in-america","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>While America is supposedly recovering from the Great Recession in 2008, the American household does not show the same type of growth. The U.S. Census Bureau released a series of 2012 income data that shows the average household income has not changed between 2011 and 2012. In both of these years, 15% of Americans were in poverty. Andy Warner, a graphic journalist, explains in a comic infograph why the household income is stagnant and what it means for struggling American families.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2013/10/Poverty_Trend_icon-300x252.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2013/10/07/poverty-explained/\">Infographic: What Does it Mean to Be Poor in America?\u003c/a>Infographic: What Does it Mean to Be Poor in America? Includes cartoon infographic By Andy Warner Earlier this month – back in the good ole’ days when our government was actually functioning (sort of) – the U.S.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">\u003cspan>via \u003c/span>\u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/10183/what-does-it-mean-to-be-poor-in-america","authors":["9323"],"categories":["education_50"],"tags":["education_130","education_3372","education_5","education_3368","education_1449","education_3380"],"featImg":"education_12610","label":"education"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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