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She has worked with various Bay Area youth media organizations and is an independent media maker.","avatar":"https://secure.gravatar.com/avatar/89efb7b8c7b3a7dc5b89a558612c83fc?s=600&d=blank&r=g","twitter":"chi_was_here","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["subscriber"]},{"site":"lowdown","roles":["editor"]},{"site":"education","roles":["editor"]},{"site":"quest","roles":["editor"]}],"headData":{"title":"Chanelle Ignant | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/89efb7b8c7b3a7dc5b89a558612c83fc?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/89efb7b8c7b3a7dc5b89a558612c83fc?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/cignant"},"mbess":{"type":"authors","id":"11704","meta":{"index":"authors_1591205172","id":"11704","found":true},"name":"Myles Bess","firstName":"Myles","lastName":"Bess","slug":"mbess","email":"mbess@KQED.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/34bdf5d2c563d2b31fb0eb8016e5bc36?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"bayareabites","roles":["editor"]},{"site":"education","roles":["author"]}],"headData":{"title":"Myles Bess | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/34bdf5d2c563d2b31fb0eb8016e5bc36?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/34bdf5d2c563d2b31fb0eb8016e5bc36?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mbess"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"education","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"education_534555":{"type":"posts","id":"education_534555","meta":{"index":"posts_1591205157","site":"education","id":"534555","score":null,"sort":[1603304911000]},"guestAuthors":[],"slug":"is-voting-too-hard-in-the-u-s-voter-suppression-explored","title":"Is Voting Too Hard in the U.S.? Voter Suppression Explored","publishDate":1603304911,"format":"video","headTitle":"Is Voting Too Hard in the U.S.? Voter Suppression Explored | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>Americans face many obstacles when it comes to voting and it reflects in our voter turnout numbers. The process of getting registered and getting to the polls isn’t the same for everyone and depending on where you are it can make voting really hard and these hurdles can discourage people from voting all together. So…is voting too hard in the U.S?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/81\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What Are Voter ID Laws?\u003c/strong>\u003c/p>\n\u003cp>The intention of voter ID laws is to make sure a voter is who they say they are and aren’t trying to impersonate someone else or vote multiple times. However, these laws are said to disproportionately affect elderly, minority, and low-income voters. According to the Brennan Center, about 11 percent of U.S. citizens, or roughly 21 million citizens, don’t have government-issued photo ID. A total of 36 states have laws requesting or requiring voters to show some form of identification at the polls, 35 of which are in force in 2020. The remaining 14 states use other methods to verify the identity of voters but the list of acceptable IDs varies substantially from state to state.\u003c/p>\n\u003cp>\u003cstrong>What Are Poll Closures?\u003c/strong>\u003c/p>\n\u003cp>If you’ve seen long lines outside of polling places, those may be caused by poll closures. This has been an increasing issue since the 2013 Supreme Court decision Shelby County v. Holder which removed provisions to the Voters Rights Act that required states and cities with a history of discriminatory practices to get approval from the federal government before making changes to voting laws and since the decision nearly 1700 polling places have closed across 13 states.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What Are Voter Purges?\u003c/strong>\u003c/p>\n\u003cp>Voter purges are the act of removing ineligible voter registrations from the rolls, it’s meant to clean up the voter list. This happens when elected officials do “maintenance” and remove names because they moved, passed away, or didn’t vote in a certain number of prior elections. However, what happens when these purges get rid of hundreds of thousands of eligible voters by deleting or removing incorrectly without notice?\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"https://www.pewresearch.org/fact-tank/2018/05/21/u-s-voter-turnout-trails-most-developed-countries/\">U.S. trails most developed countries in voter turnout\u003c/a>” (Pew Research)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.aclu.org/news/civil-liberties/block-the-vote-voter-suppression-in-2020/\">Block the Vote: Voter Suppression in 2020\u003c/a>” (ACLU)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.heritage.org/voterfraud\">A Sampling of Recent Voter Fraud Cases Across the U.S.\u003c/a>” (Heritage Foundation\u003c/p>\n\u003cp>“\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/truth-about-voter-fraud\">The Truth About Voter Fraud\u003c/a>” (Brennan Center for Justice)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2018/07/poll-prri-voter-suppression/565355/\">Voter Suppression Is Warping Democracy\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>“‘\u003ca href=\"https://www.nytimes.com/2018/11/03/us/politics/voting-suppression-elections.html%20https://www.heritage.org/voterfraud\">They Don’t Really Want Us to Vote’: How Republicans Made It Harder\u003c/a>” (The New York Times)\u003c/p>\n\u003cp>“\u003ca href=\"https://civilrights.org/democracy-diverted/\">Democracy Diverted: Polling Place Closures and the Right to Vote\u003c/a>” (The Leadership Conference on Civil & Human Rights)\u003c/p>\n\u003cp>“2\u003ca href=\"http://www.electproject.org/2016g\">016 November General Election Turnout Rates\u003c/a>” (United States Elections Project)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2017/02/how-voter-id-laws-discriminate-study/517218/\">How Voter ID Laws Discriminate\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Myles Bess investigates the voting process in the U.S. and how it compares to other countries. ","status":"publish","parent":0,"modified":1704760440,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":516},"headData":{"title":"Is Voting Too Hard in the U.S.? Voter Suppression Explored | KQED","description":"Our host Myles Bess investigates how voting in the U.S. compares to other countries.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Our host Myles Bess investigates how voting in the U.S. compares to other countries."},"videoEmbed":"https://youtu.be/1VuiRS5vt_k","sticky":false,"subhead":"Myles compares the voting process in the U.S. to other countries.","path":"/education/534555/is-voting-too-hard-in-the-u-s-voter-suppression-explored","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Americans face many obstacles when it comes to voting and it reflects in our voter turnout numbers. The process of getting registered and getting to the polls isn’t the same for everyone and depending on where you are it can make voting really hard and these hurdles can discourage people from voting all together. So…is voting too hard in the U.S?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/81\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What Are Voter ID Laws?\u003c/strong>\u003c/p>\n\u003cp>The intention of voter ID laws is to make sure a voter is who they say they are and aren’t trying to impersonate someone else or vote multiple times. However, these laws are said to disproportionately affect elderly, minority, and low-income voters. According to the Brennan Center, about 11 percent of U.S. citizens, or roughly 21 million citizens, don’t have government-issued photo ID. A total of 36 states have laws requesting or requiring voters to show some form of identification at the polls, 35 of which are in force in 2020. The remaining 14 states use other methods to verify the identity of voters but the list of acceptable IDs varies substantially from state to state.\u003c/p>\n\u003cp>\u003cstrong>What Are Poll Closures?\u003c/strong>\u003c/p>\n\u003cp>If you’ve seen long lines outside of polling places, those may be caused by poll closures. This has been an increasing issue since the 2013 Supreme Court decision Shelby County v. Holder which removed provisions to the Voters Rights Act that required states and cities with a history of discriminatory practices to get approval from the federal government before making changes to voting laws and since the decision nearly 1700 polling places have closed across 13 states.\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 Voter Purges?\u003c/strong>\u003c/p>\n\u003cp>Voter purges are the act of removing ineligible voter registrations from the rolls, it’s meant to clean up the voter list. This happens when elected officials do “maintenance” and remove names because they moved, passed away, or didn’t vote in a certain number of prior elections. However, what happens when these purges get rid of hundreds of thousands of eligible voters by deleting or removing incorrectly without notice?\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"https://www.pewresearch.org/fact-tank/2018/05/21/u-s-voter-turnout-trails-most-developed-countries/\">U.S. trails most developed countries in voter turnout\u003c/a>” (Pew Research)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.aclu.org/news/civil-liberties/block-the-vote-voter-suppression-in-2020/\">Block the Vote: Voter Suppression in 2020\u003c/a>” (ACLU)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.heritage.org/voterfraud\">A Sampling of Recent Voter Fraud Cases Across the U.S.\u003c/a>” (Heritage Foundation\u003c/p>\n\u003cp>“\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/truth-about-voter-fraud\">The Truth About Voter Fraud\u003c/a>” (Brennan Center for Justice)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2018/07/poll-prri-voter-suppression/565355/\">Voter Suppression Is Warping Democracy\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>“‘\u003ca href=\"https://www.nytimes.com/2018/11/03/us/politics/voting-suppression-elections.html%20https://www.heritage.org/voterfraud\">They Don’t Really Want Us to Vote’: How Republicans Made It Harder\u003c/a>” (The New York Times)\u003c/p>\n\u003cp>“\u003ca href=\"https://civilrights.org/democracy-diverted/\">Democracy Diverted: Polling Place Closures and the Right to Vote\u003c/a>” (The Leadership Conference on Civil & Human Rights)\u003c/p>\n\u003cp>“2\u003ca href=\"http://www.electproject.org/2016g\">016 November General Election Turnout Rates\u003c/a>” (United States Elections Project)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2017/02/how-voter-id-laws-discriminate-study/517218/\">How Voter ID Laws Discriminate\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/534555/is-voting-too-hard-in-the-u-s-voter-suppression-explored","authors":["11704"],"categories":["education_1"],"tags":["education_2852","education_276","education_3367","education_1201"],"collections":["education_2813"],"featImg":"education_534562","label":"education_2813"},"education_532852":{"type":"posts","id":"education_532852","meta":{"index":"posts_1591205157","site":"education","id":"532852","score":null,"sort":[1573175934000]},"guestAuthors":[],"slug":"is-the-electoral-college-good-or-bad-for-democracy","title":"Is the Electoral College Good or Bad for Democracy?","publishDate":1573175934,"format":"video","headTitle":"Is the Electoral College Good or Bad for Democracy? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>There have been five times in U.S. history where the person who became president lost the popular vote, but won the electoral vote. And two of those times were just in the last 20 years. This past electoral season, there has been a lot of chatter about the value of the Electoral College with critics asking: is it time to get rid of the this institution?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/is-the-electoral-college-killing-democracy-video/above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is the Electoral College?\u003c/strong>\u003cbr>\nThe Electoral College is the process we use to vote for our president here in America. When you go and cast your vote, you’re not really voting for the president, you’re actually voting for electors, who then go and vote for the president. There are a total of 538 electors. Each state (and the District of Columbia) gets at least three, and then the rest are based on the state’s population size, which is determined every 10 years by the U.S. census. In most states, it’s winner takes all. This means that the party that wins the state’s popular vote sends all of their electors to cast votes to elect the president. But there are two states, Nebraska and Maine, that divide up their electoral votes based on who won the popular vote in each congressional district.\u003c/p>\n\u003cp>\u003cstrong>Why does the U.S. have an Electoral College?\u003c/strong>\u003cbr>\nBack in 1787, the founding fathers met in Philadelphia at the constitutional convention to figure out the major laws for how the U.S. government was going to run. Out of that came the U.S. Constitution. One of the most hotly contested topics was how we elect our president. On the one hand you had the Federalists, who thought Congress should elect the president, and on the other you had those who thought the president should be elected by popular vote. But both were a little problematic. If Congress elected the president then Congress would have way too much power and be vulnerable to corruption. But if it was left up to purely the popular vote, there were fears about what would happen, considering there were a lot of people who couldn’t read or write and were uneducated. Their big compromise? The Electoral College.\u003c/p>\n\u003cp>\u003cstrong>Arguments for getting rid of the Electoral College\u003c/strong>\u003cbr>\nMany critics argue that the electoral college is outdated and doesn’t accurately represent the voice of the people. It’s the reason why people say votes in more populated states count less. People also argue that the Electoral College gives way too much power to people who live in swing states, and that the Electoral College makes it harder for third party candidates to win a presidential election.\u003c/p>\n\u003cp>\u003cstrong>Arguments for keeping the Electoral College\u003c/strong>\u003cbr>\nSupporters of this institution say that it is a fundamental part of America’s checks and balances on government power. They often say that the Electoral College is key to federalist philosophy — which divides power between the federal and state governments and helps avoid an overly strong central government. They also argue that this is the best way to ensure that politicians pay attention to the needs of people living in smaller, more rural states instead of only the most populated cities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SELECTED SOURCES:\u003c/strong>\u003cbr>\nWhat is the electoral college? (National Archives and Records Administration)\u003cbr>\n\u003ca href=\"https://www.archives.gov/federal-register/electoral-college/about.html\">https://www.archives.gov/federal-register/electoral-college/about.html\u003c/a>\u003c/p>\n\u003cp>Why was the electoral college created? (History.com)\u003cbr>\n\u003ca href=\"https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\">https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\u003c/a>\u003c/p>\n\u003cp>The Electoral College Top 3 Pro and Cons (ProCon.org)\u003cbr>\n\u003ca href=\"https://www.procon.org/headline.php?headlineID=005330\">https://www.procon.org/headline.php?headlineID=005330\u003c/a>\u003c/p>\n\u003cp>Opinion: Getting Rid of the Electoral College Isn’t Just About Trump (New York Times) \u003ca href=\"https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\">https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\u003c/a>\u003c/p>\n\u003cp>Opinion: A Case for the Electoral College (New York Times)\u003cbr>\n\u003ca href=\"https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\">https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\u003c/a>\u003c/p>\n\u003cp>America Isn’t Really Set Up For Third-Party Presidential Bids (FiveThirtyEight) \u003ca href=\"https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\">https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\u003c/a>\u003c/p>\n\u003cp>If Electoral Votes Were Weighted by State Population Alone: Trump 303, Clinton 235 (270towin)\u003cbr>\n\u003ca href=\"https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\">https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\u003c/a>\u003c/p>\n\u003cp>Agreement Among the States to Elect the President by National Popular Vote (National Popular Vote)\u003cbr>\n\u003ca href=\"https://www.nationalpopularvote.com/written-explanation\">https://www.nationalpopularvote.com/written-explanation\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Fuzzy Math: Wrong Way Reforms for Allocating Electoral Votes (FairVote) \u003ca href=\"https://www.fairvote.org/fuzzy-math\">https://www.fairvote.org/fuzzy-math\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"With a new presidential election coming up, there’s lots of chatter about the value of the electoral college. What are the arguments on both sides?","status":"publish","parent":0,"modified":1704760725,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":786},"headData":{"title":"Is the Electoral College Good or Bad for Democracy? | KQED","description":"With a new presidential election coming up, there’s lots of chatter about the value of the electoral college. What are the arguments on both sides?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://youtu.be/8eVnaTYfROU","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/education/532852/is-the-electoral-college-good-or-bad-for-democracy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There have been five times in U.S. history where the person who became president lost the popular vote, but won the electoral vote. And two of those times were just in the last 20 years. This past electoral season, there has been a lot of chatter about the value of the Electoral College with critics asking: is it time to get rid of the this institution?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/is-the-electoral-college-killing-democracy-video/above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is the Electoral College?\u003c/strong>\u003cbr>\nThe Electoral College is the process we use to vote for our president here in America. When you go and cast your vote, you’re not really voting for the president, you’re actually voting for electors, who then go and vote for the president. There are a total of 538 electors. Each state (and the District of Columbia) gets at least three, and then the rest are based on the state’s population size, which is determined every 10 years by the U.S. census. In most states, it’s winner takes all. This means that the party that wins the state’s popular vote sends all of their electors to cast votes to elect the president. But there are two states, Nebraska and Maine, that divide up their electoral votes based on who won the popular vote in each congressional district.\u003c/p>\n\u003cp>\u003cstrong>Why does the U.S. have an Electoral College?\u003c/strong>\u003cbr>\nBack in 1787, the founding fathers met in Philadelphia at the constitutional convention to figure out the major laws for how the U.S. government was going to run. Out of that came the U.S. Constitution. One of the most hotly contested topics was how we elect our president. On the one hand you had the Federalists, who thought Congress should elect the president, and on the other you had those who thought the president should be elected by popular vote. But both were a little problematic. If Congress elected the president then Congress would have way too much power and be vulnerable to corruption. But if it was left up to purely the popular vote, there were fears about what would happen, considering there were a lot of people who couldn’t read or write and were uneducated. Their big compromise? The Electoral College.\u003c/p>\n\u003cp>\u003cstrong>Arguments for getting rid of the Electoral College\u003c/strong>\u003cbr>\nMany critics argue that the electoral college is outdated and doesn’t accurately represent the voice of the people. It’s the reason why people say votes in more populated states count less. People also argue that the Electoral College gives way too much power to people who live in swing states, and that the Electoral College makes it harder for third party candidates to win a presidential election.\u003c/p>\n\u003cp>\u003cstrong>Arguments for keeping the Electoral College\u003c/strong>\u003cbr>\nSupporters of this institution say that it is a fundamental part of America’s checks and balances on government power. They often say that the Electoral College is key to federalist philosophy — which divides power between the federal and state governments and helps avoid an overly strong central government. They also argue that this is the best way to ensure that politicians pay attention to the needs of people living in smaller, more rural states instead of only the most populated cities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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>SELECTED SOURCES:\u003c/strong>\u003cbr>\nWhat is the electoral college? (National Archives and Records Administration)\u003cbr>\n\u003ca href=\"https://www.archives.gov/federal-register/electoral-college/about.html\">https://www.archives.gov/federal-register/electoral-college/about.html\u003c/a>\u003c/p>\n\u003cp>Why was the electoral college created? (History.com)\u003cbr>\n\u003ca href=\"https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\">https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\u003c/a>\u003c/p>\n\u003cp>The Electoral College Top 3 Pro and Cons (ProCon.org)\u003cbr>\n\u003ca href=\"https://www.procon.org/headline.php?headlineID=005330\">https://www.procon.org/headline.php?headlineID=005330\u003c/a>\u003c/p>\n\u003cp>Opinion: Getting Rid of the Electoral College Isn’t Just About Trump (New York Times) \u003ca href=\"https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\">https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\u003c/a>\u003c/p>\n\u003cp>Opinion: A Case for the Electoral College (New York Times)\u003cbr>\n\u003ca href=\"https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\">https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\u003c/a>\u003c/p>\n\u003cp>America Isn’t Really Set Up For Third-Party Presidential Bids (FiveThirtyEight) \u003ca href=\"https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\">https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\u003c/a>\u003c/p>\n\u003cp>If Electoral Votes Were Weighted by State Population Alone: Trump 303, Clinton 235 (270towin)\u003cbr>\n\u003ca href=\"https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\">https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\u003c/a>\u003c/p>\n\u003cp>Agreement Among the States to Elect the President by National Popular Vote (National Popular Vote)\u003cbr>\n\u003ca href=\"https://www.nationalpopularvote.com/written-explanation\">https://www.nationalpopularvote.com/written-explanation\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Fuzzy Math: Wrong Way Reforms for Allocating Electoral Votes (FairVote) \u003ca href=\"https://www.fairvote.org/fuzzy-math\">https://www.fairvote.org/fuzzy-math\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/532852/is-the-electoral-college-good-or-bad-for-democracy","authors":["6544"],"categories":["education_1"],"tags":["education_2852","education_276","education_666","education_2889","education_865","education_2908","education_1201"],"collections":["education_2813"],"featImg":"education_532854","label":"education_2813"},"education_505311":{"type":"posts","id":"education_505311","meta":{"index":"posts_1591205157","site":"education","id":"505311","score":null,"sort":[1495048089000]},"guestAuthors":[],"slug":"what-should-we-do-about-gerrymandering","title":"What Should We Do About Gerrymandering?","publishDate":1495048089,"format":"video","headTitle":"What Should We Do About Gerrymandering? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>https://www.youtube.com/watch?v=ieB3ukWB3tQ\u003c/p>\n\u003ch2>\u003cstrong>What is gerrymandering?\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fair elections are at the heart of American democracy, but many people argue that politicians have been undermining this American ideal through the practice of what is called gerrymandering. Gerrymandering has been described as the process of politicians picking their voters instead of the voters picking their politicians. In order to really understand this concept, you need to know how voting districts work.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use the Above the Noise discussion guide and student worksheet to start a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cspan style=\"font-weight: 400\">How does gerrymandering make you feel about voting in the future? What do you think we should do about gerrymandering?\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\" rel=\"noopener\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\" rel=\"noopener\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Essentially states are split into different voting districts. For example, there are congressional voting districts– where voters from each district elect a person to represent them in the U.S. House of Representatives. These \u003ca href=\"http://redistricting.lls.edu/where.php\">voting districts are based on population size\u003c/a>, and every 10 years after the US census, voting districts are redrawn to make sure that each district has the same number of people. Otherwise, it wouldn’t be fair if one district has twice as many people as all the other districts, but still only gets one representative in the House. There are lots of different ways a state can be divided up into districts, so how do you decide where to draw the district lines?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the case of gerrymandering, politicians from the party in power use census and voting data to make predictions about how people are likely to vote, and they draw districts in a way that ensures their political party will win the most voting districts overall. This allows political parties to win more districts even if they have fewer overall votes. For example, gerrymandering is probably the reason why in the\u003ca href=\"https://www.theguardian.com/us-news/2016/oct/19/gerrymandering-supreme-court-us-election-north-carolina\"> 2016 election in North Carolina\u003c/a>, democrats won 47% of the vote, but only ended up with 23% of the seats. Both republicans and democrats do it, and who draws the lines depends on which party is in power.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the most part, gerrymandering for political purposes is allowed, but racial gerrymandering is illegal. According to the Voting Rights Act, you can’t draw districts in a way that disadvantages minority racial groups. But many people, from both political parties feel that gerrymandering undermines the democratic process and they want to find ways to stop it. Some favor \u003ca href=\"https://www.dailydot.com/layer8/redistricting-technology-obama-gerrymendering/\">allowing computers to take over the redistricting\u003c/a>— by programming algorithms to prioritize size and neat and tidy district shapes. Some states, like California have independent bipartisan commissions in charge of redistricting. Since these commissions are bipartisan, they don’t have an incentive to gerrymander.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>LESSON PLAN: \u003ca href=\"http://ww2.kqed.org/lowdown/2017/03/07/redistricting-how-the-maps-of-power-are-drawn-with-lesson-plan/\">Redistricting: How the Maps of Power Are Drawn \u003c/a>(The Lowdown/KQED)\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"https://ww2.kqed.org/lowdown/2012/06/13/the-strange-geometry-of-gerrymandering-redistrictings-dark-side/\">The Strange Geometry of Gerrymandering \u003c/a>(The Lowdown/KQED)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2015/03/01/this-is-the-best-explanation-of-gerrymandering-you-will-ever-see/?utm_term=.6218e9b5ad18\">Gerrymandering, Explained\u003c/a> (The Washington Post)\u003c/strong>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>\u003cstrong>ABOVE THE NOISE\u003c/strong>, a new YouTube series from KQED, follows young journalists as they investigate real world issues that impact young people’s lives. These short videos prompt critical thinking with middle and high school students to spark civic engagement. \u003cspan style=\"font-weight: 400\">Join hosts Myles Bess and Shirin Ghaffary for \u003ca href=\"https://www.youtube.com/abovethenoise\">new episodes published every Wednesday\u003c/a> on YouTube.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Host Myles Bess breaks down gerrymandering, and how politicians on both sides of the aisle use fuzzy math to rig the voting system in their party's favor. ","status":"publish","parent":0,"modified":1704761670,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":568},"headData":{"title":"What Should We Do About Gerrymandering? | KQED","description":"Host Myles Bess breaks down gerrymandering, and how politicians on both sides of the aisle use fuzzy math to rig the voting system in their party's favor. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://www.youtube.com/watch?v=9Rf-K2DWoWY","sticky":false,"WpOldSlug":"can-you-spot-faulty-science-reporting","path":"/education/505311/what-should-we-do-about-gerrymandering","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ieB3ukWB3tQ'\n title='//www.youtube.com/embed/ieB3ukWB3tQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cstrong>What is gerrymandering?\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fair elections are at the heart of American democracy, but many people argue that politicians have been undermining this American ideal through the practice of what is called gerrymandering. Gerrymandering has been described as the process of politicians picking their voters instead of the voters picking their politicians. In order to really understand this concept, you need to know how voting districts work.\u003c/span>\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>\u003cstrong>\u003cspan style=\"color: #000000\">Teach with the Do Now Archive\u003c/span>\u003c/strong>\u003c/h3>\n\u003cdiv>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-527117\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg\" alt=\"\" width=\"450\" height=\"113\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1.jpg 450w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-160x40.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-240x60.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/09/DoNow-1-375x94.jpg 375w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/div>\n\u003cp>This article is part of our archived \u003ca href=\"https://ww2.kqed.org/education/collections/do-now/\">Do Now activity series\u003c/a>. Use the Above the Noise discussion guide and student worksheet to start a classroom discussion around the prompt:\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cspan style=\"font-weight: 400\">How does gerrymandering make you feel about voting in the future? What do you think we should do about gerrymandering?\u003c/span>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Classroom-Guide.pdf\" target=\"new\" rel=\"noopener\">Classroom Discussion Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/07/Above-the-Noise-Student-Viewing-Notes.pdf\" target=\"new\" rel=\"noopener\">Student Viewing Notes Handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cspan style=\"font-weight: 400\">Essentially states are split into different voting districts. For example, there are congressional voting districts– where voters from each district elect a person to represent them in the U.S. House of Representatives. These \u003ca href=\"http://redistricting.lls.edu/where.php\">voting districts are based on population size\u003c/a>, and every 10 years after the US census, voting districts are redrawn to make sure that each district has the same number of people. Otherwise, it wouldn’t be fair if one district has twice as many people as all the other districts, but still only gets one representative in the House. There are lots of different ways a state can be divided up into districts, so how do you decide where to draw the district lines?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the case of gerrymandering, politicians from the party in power use census and voting data to make predictions about how people are likely to vote, and they draw districts in a way that ensures their political party will win the most voting districts overall. This allows political parties to win more districts even if they have fewer overall votes. For example, gerrymandering is probably the reason why in the\u003ca href=\"https://www.theguardian.com/us-news/2016/oct/19/gerrymandering-supreme-court-us-election-north-carolina\"> 2016 election in North Carolina\u003c/a>, democrats won 47% of the vote, but only ended up with 23% of the seats. Both republicans and democrats do it, and who draws the lines depends on which party is in power.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the most part, gerrymandering for political purposes is allowed, but racial gerrymandering is illegal. According to the Voting Rights Act, you can’t draw districts in a way that disadvantages minority racial groups. But many people, from both political parties feel that gerrymandering undermines the democratic process and they want to find ways to stop it. Some favor \u003ca href=\"https://www.dailydot.com/layer8/redistricting-technology-obama-gerrymendering/\">allowing computers to take over the redistricting\u003c/a>— by programming algorithms to prioritize size and neat and tidy district shapes. Some states, like California have independent bipartisan commissions in charge of redistricting. Since these commissions are bipartisan, they don’t have an incentive to gerrymander.\u003c/span>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More…\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>LESSON PLAN: \u003ca href=\"http://ww2.kqed.org/lowdown/2017/03/07/redistricting-how-the-maps-of-power-are-drawn-with-lesson-plan/\">Redistricting: How the Maps of Power Are Drawn \u003c/a>(The Lowdown/KQED)\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>\u003cstrong>ARTICLE: \u003ca href=\"https://ww2.kqed.org/lowdown/2012/06/13/the-strange-geometry-of-gerrymandering-redistrictings-dark-side/\">The Strange Geometry of Gerrymandering \u003c/a>(The Lowdown/KQED)\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ARTICLE: \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2015/03/01/this-is-the-best-explanation-of-gerrymandering-you-will-ever-see/?utm_term=.6218e9b5ad18\">Gerrymandering, Explained\u003c/a> (The Washington Post)\u003c/strong>\u003c/p>\n\u003chr>\n\u003cp>\u003cem>\u003cstrong>ABOVE THE NOISE\u003c/strong>, a new YouTube series from KQED, follows young journalists as they investigate real world issues that impact young people’s lives. These short videos prompt critical thinking with middle and high school students to spark civic engagement. \u003cspan style=\"font-weight: 400\">Join hosts Myles Bess and Shirin Ghaffary for \u003ca href=\"https://www.youtube.com/abovethenoise\">new episodes published every Wednesday\u003c/a> on YouTube.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/505311/what-should-we-do-about-gerrymandering","authors":["6544"],"categories":["education_50","education_49"],"tags":["education_2852","education_276","education_5"],"collections":["education_2813"],"featImg":"education_526942","label":"education_2813"},"education_146106":{"type":"posts","id":"education_146106","meta":{"index":"posts_1591205157","site":"education","id":"146106","score":null,"sort":[1459888757000]},"guestAuthors":[],"slug":"introducing-media-makes-giving-students-a-voice-in-the-election","title":"Introducing Media Makes: Giving Students a Voice in the Election","publishDate":1459888757,"format":"aside","headTitle":"Introducing Media Makes: Giving Students a Voice in the Election | KQED","labelTerm":{"term":2815,"site":"education"},"content":"\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-148946 size-full alignnone\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/L2NP-2.0-webinar-1.jpg\" alt=\"\" width=\"730\" height=\"548\">\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://letters2president.org/\">Letters to the Next President 2.0 \u003c/a>engages and connects youth aged 13–18, as they research, write, and make media to voice their opinions on issues that matter to them in the upcoming election.\u003c/p>\n\u003cp style=\"text-align: left\">Throughout the spring, KQED Education will host a series of multimedia skill-building activities, called Media Makes, for teachers and students to practice digital media making that facilitates dialogue around critical issues in this election.\u003c/p>\n\u003cp style=\"text-align: left\">Each Media Make includes:\u003c/p>\n\u003cdiv class=\"callout aligncenter noborder\">\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>An Invitation:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a compelling case for each media format and its unique value for expressing civic arguments\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>A Prompt:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a clear theme and call to action with specific parameters for student submissions\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Submission Process:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a unique hashtag for each Media Make and a Google form to collect URLs and emails for each submission\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Instructional Supports:\u003c/strong> \u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem> a recorded webinar moderated by a wide range of partners to provide resources, host live conversations, and point to technology tools for educators. \u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>Below you will find updates about Media Make launch dates, submission deadlines, and webinars.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\"> Media Make #1: \u003cem>#WhatsMyIssue\u003c/em> Video\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-131140 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg\" alt=\"student_ipad_school - 104\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3.jpg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>\u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">Instructions and Submission Guidelines\u003c/a>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-finding-personal-relevance-in-election-issues/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Video gives youth influence and a powerful voice in local and national issues. In \u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">our first media make\u003c/a>, KQED and \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=99f8f1dd36844a6ab11efb6f6acbf303&URL=https%3a%2f%2fwww.bavc.org%2f\" target=\"_blank\" rel=\"noopener\">Bay Area Video Coalition (BAVC)\u003c/a> invite students to create short videos (2 minutes or less) that respond to this question:\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>What 2016 election issue matters most to you? Make a short video that tells a story about how an election issue affects you, or your community. Tag your response with \u003c/b>\u003cb>\u003ci>#WhatsMyIssue and #2NextPrez\u003c/i>\u003c/b>\u003c/p>\u003c/blockquote>\n\u003cp>KQED will select some of the most outstanding videos. Then, we will let the KQED audience vote for their favorites. Stay tuned for details!\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted March 23, 2016 through May 15, 2016. \u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold;line-height: 1\"> \u003c/span>Media Make #2: Make Your Own Political Art\u003c/h2>\n\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 741px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146215 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg\" alt=\"BEST7-pas_ipada081911_187442a_8col\" width=\"741\" height=\"498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg 741w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col-400x269.jpg 400w\" sizes=\"(max-width: 741px) 100vw, 741px\">\u003c/div>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/04/15/media-make-2-make-your-own-political-art/\">Instructions and Submission Guidelines \u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-make-your-own-political-art/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>In our second Media Make we will examine the elements of influential political art, featuring such artists as Banksy and Corita Kent. We’ll discuss how students can make their own political art to address injustices that affect their daily lives, initiate discussion, and influence social issues.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between April 15, 2016 and May 30,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #3: Argue with Images! Infographics\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-146214\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg\" alt=\"Annotation flas mob_newsletter\" width=\"500\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg 590w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter-400x230.jpg 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/05/12/media-make-3-argue-with-images-infographics/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-argue-with-images-infographics/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Our third Media Make will focus on the power of data visualization to create compelling arguments about election issues. KQED and our partner \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a> will introduce different tools and formats for bringing data to life visually, and share best practices for helping students know where to start.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between May 12, 2016 and June 24,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #4: Spoken Word Letters\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-146216 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BPP_event4-800x531.jpg\" alt=\"BPP_event4\" width=\"741\" height=\"498\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"https://ww2.kqed.org/education/2016/06/22/media-make-4-spoken-word-letters/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-spoken-word-letters/\"> Join the Webinar\u003c/a> (June 28, 4:00-5:00 p.m. PST)\u003c/p>\n\u003cp>Spoken word, or oral poetry, can help students critically examine dominant narratives, make sense of their own experience through language, and express themselves using their own vernacular.\u003cbr>\nFor our fourth media make, KQED partners with \u003ca href=\"http://youthspeaks.org/\">Youth Speaks\u003c/a> to offer students a chance to create oral “letters” to the next president.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003ch3>\u003ca href=\"http://letters2president.org/\">LETTERS TO THE NEXT PRESIDENT 2.0\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-123244 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/LTP-logo.png\" alt=\"LTP-logo\" width=\"200\" height=\"110\">\n\u003ch2>Join teachers and mentors to power civic participation for a new generation of youth.\u003c/h2>\n\u003cp>\u003ca href=\"http://letters2president.org/\">Sign up\u003c/a> to stay up to date with this national initiative, hosted by KQED and National Writing Project. Like \u003ca href=\"https://www.facebook.com/2nextprez/\">our Facebook page\u003c/a> and follow us on \u003ca href=\"https://twitter.com/2nextprez\">Twitter at @2NextPrez.\u003c/a>\u003c/p>\n\u003c/figure>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704762867,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":575},"headData":{"title":"Introducing Media Makes: Giving Students a Voice in the Election | KQED","description":"Letters to the Next President 2.0 engages and connects youth aged 13–18, as they research, write, and make media to voice their opinions on issues that matter to them in the upcoming election. Throughout the spring, KQED Education will host a series of multimedia skill-building activities, called Media Makes, for teachers and students to practice","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/146106/introducing-media-makes-giving-students-a-voice-in-the-election","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"callout noborder\">\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-148946 size-full alignnone\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/L2NP-2.0-webinar-1.jpg\" alt=\"\" width=\"730\" height=\"548\">\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"http://letters2president.org/\">Letters to the Next President 2.0 \u003c/a>engages and connects youth aged 13–18, as they research, write, and make media to voice their opinions on issues that matter to them in the upcoming election.\u003c/p>\n\u003cp style=\"text-align: left\">Throughout the spring, KQED Education will host a series of multimedia skill-building activities, called Media Makes, for teachers and students to practice digital media making that facilitates dialogue around critical issues in this election.\u003c/p>\n\u003cp style=\"text-align: left\">Each Media Make includes:\u003c/p>\n\u003cdiv class=\"callout aligncenter noborder\">\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>An Invitation:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a compelling case for each media format and its unique value for expressing civic arguments\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>A Prompt:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a clear theme and call to action with specific parameters for student submissions\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Submission Process:\u003c/strong>\u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem>a unique hashtag for each Media Make and a Google form to collect URLs and emails for each submission\u003c/em>\u003c/p>\n\u003ch4 style=\"padding-left: 30px\">\u003cem>\u003cstrong>Instructional Supports:\u003c/strong> \u003c/em>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cem> a recorded webinar moderated by a wide range of partners to provide resources, host live conversations, and point to technology tools for educators. \u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>Below you will find updates about Media Make launch dates, submission deadlines, and webinars.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\"> Media Make #1: \u003cem>#WhatsMyIssue\u003c/em> Video\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-131140 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg\" alt=\"student_ipad_school - 104\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/studentMicMiddle3.jpg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch4>\u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">Instructions and Submission Guidelines\u003c/a>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-finding-personal-relevance-in-election-issues/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Video gives youth influence and a powerful voice in local and national issues. In \u003ca href=\"http://ww2.kqed.org/education/2016/03/17/media-make-1-myelectionissue-video/\">our first media make\u003c/a>, KQED and \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=99f8f1dd36844a6ab11efb6f6acbf303&URL=https%3a%2f%2fwww.bavc.org%2f\" target=\"_blank\" rel=\"noopener\">Bay Area Video Coalition (BAVC)\u003c/a> invite students to create short videos (2 minutes or less) that respond to this question:\u003c/p>\n\u003cblockquote>\u003cp>\u003cb>What 2016 election issue matters most to you? Make a short video that tells a story about how an election issue affects you, or your community. Tag your response with \u003c/b>\u003cb>\u003ci>#WhatsMyIssue and #2NextPrez\u003c/i>\u003c/b>\u003c/p>\u003c/blockquote>\n\u003cp>KQED will select some of the most outstanding videos. Then, we will let the KQED audience vote for their favorites. Stay tuned for details!\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted March 23, 2016 through May 15, 2016. \u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2>\u003cspan style=\"font-size: 24px;font-weight: bold;line-height: 1\"> \u003c/span>Media Make #2: Make Your Own Political Art\u003c/h2>\n\u003cdiv class=\"mceMediaCreditOuterTemp alignnone\" style=\"width: 741px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-146215 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg\" alt=\"BEST7-pas_ipada081911_187442a_8col\" width=\"741\" height=\"498\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col.jpg 741w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/BEST7-pas_ipada081911_187442a_8col-400x269.jpg 400w\" sizes=\"(max-width: 741px) 100vw, 741px\">\u003c/div>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/04/15/media-make-2-make-your-own-political-art/\">Instructions and Submission Guidelines \u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-make-your-own-political-art/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>In our second Media Make we will examine the elements of influential political art, featuring such artists as Banksy and Corita Kent. We’ll discuss how students can make their own political art to address injustices that affect their daily lives, initiate discussion, and influence social issues.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between April 15, 2016 and May 30,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #3: Argue with Images! Infographics\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-146214\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg\" alt=\"Annotation flas mob_newsletter\" width=\"500\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter.jpg 590w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/03/Annotation-flas-mob_newsletter-400x230.jpg 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"http://ww2.kqed.org/education/2016/05/12/media-make-3-argue-with-images-infographics/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-argue-with-images-infographics/\">View Webinar Recording\u003c/a>\u003c/p>\n\u003cp>Our third Media Make will focus on the power of data visualization to create compelling arguments about election issues. KQED and our partner \u003ca href=\"https://youthradio.org/\">Youth Radio\u003c/a> will introduce different tools and formats for bringing data to life visually, and share best practices for helping students know where to start.\u003c/p>\n\u003cp>\u003cstrong>Submissions will be accepted between May 12, 2016 and June 24,2016.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout\">\n\u003ch2 style=\"text-align: left\">Media Make #4: Spoken Word Letters\u003c/h2>\n\u003cp style=\"text-align: left\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-146216 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/BPP_event4-800x531.jpg\" alt=\"BPP_event4\" width=\"741\" height=\"498\">\u003c/p>\n\u003ch4>\u003ci>\u003ca href=\"https://ww2.kqed.org/education/2016/06/22/media-make-4-spoken-word-letters/\">Instructions and Submission Guidelines\u003c/a>\u003c/i>\u003c/h4>\n\u003cp>\u003ca href=\"http://educatorinnovator.org/webinars/l2p-2-0-media-make-spoken-word-letters/\"> Join the Webinar\u003c/a> (June 28, 4:00-5:00 p.m. PST)\u003c/p>\n\u003cp>Spoken word, or oral poetry, can help students critically examine dominant narratives, make sense of their own experience through language, and express themselves using their own vernacular.\u003cbr>\nFor our fourth media make, KQED partners with \u003ca href=\"http://youthspeaks.org/\">Youth Speaks\u003c/a> to offer students a chance to create oral “letters” to the next president.\u003c/p>\n\u003c/div>\n\u003cdiv class=\"callout noborder\">\n\u003ch3>\u003ca href=\"http://letters2president.org/\">LETTERS TO THE NEXT PRESIDENT 2.0\u003c/a>\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-123244 alignleft\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/LTP-logo.png\" alt=\"LTP-logo\" width=\"200\" height=\"110\">\n\u003ch2>Join teachers and mentors to power civic participation for a new generation of youth.\u003c/h2>\n\u003cp>\u003ca href=\"http://letters2president.org/\">Sign up\u003c/a> to stay up to date with this national initiative, hosted by KQED and National Writing Project. Like \u003ca href=\"https://www.facebook.com/2nextprez/\">our Facebook page\u003c/a> and follow us on \u003ca href=\"https://twitter.com/2nextprez\">Twitter at @2NextPrez.\u003c/a>\u003c/p>\n\u003c/figure>\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/146106/introducing-media-makes-giving-students-a-voice-in-the-election","authors":["11207"],"categories":["education_1"],"tags":["education_276","education_428","education_5","education_1320","education_812"],"collections":["education_2815"],"featImg":"education_148946","label":"education_2815"},"education_131997":{"type":"posts","id":"education_131997","meta":{"index":"posts_1591205157","site":"education","id":"131997","score":null,"sort":[1457708964000]},"guestAuthors":[],"slug":"what-should-politicians-do-to-appeal-to-young-voters","title":"What should politicians do to appeal to young voters?","publishDate":1457708964,"format":"audio","headTitle":"What should politicians do to appeal to young voters? | KQED","labelTerm":{},"content":"\u003cp>[audio mp3=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Amber_Elections_NEW_KCBS-.mp3\"][/audio]\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>“\u003ca href=\"https://youthradio.org/news/article/young-voters-want-respect/\">Young Voters Want Respect\u003c/a>” (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>Eighteen-year-old Youth Radio commentator Amber Ly is a senior in high school and gearing up for voting in her first Presidential election. She’s not too pleased with the candidates’ attempts to be “relatable” to youth. Having grown up during the financial crisis, Ly wants details on their plans regarding student loans and healthcare. She cares about climate change and police violence. But too often, Ly says front-runners are “talking down to young voters” and “wasting time playing guitar or Snapchatting.” While she thinks it’s great that candidates are making efforts to connect with Generation Z, Ly says the problem is, too often they’re trying too hard, skipping over the substance.\u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">How should political candidates engage effectively with young voters? \u003cb>\u003ci>#DoNowYouthVote\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @YouthRadio, @KQEDEdspace and #DoNowYouthVote\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About the Youth Vote\u003c/strong>\u003c/h2>\n\u003cp>It’s a decent time to be a young voter (or soon-to-be voter) in the U.S., at least in terms of sheer numbers. For the first time, \u003ca href=\"http://www.wsj.com/articles/millennial-wave-unsettles-presidential-race-1455577532\">there are as many of you\u003c/a> as there are baby boomers. So you’re in a position to make a real difference in this election—especially if you live in one of \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">the ten states\u003c/a> the research group \u003ca href=\"http://www.civicyouth.org/youthvote2016/\">CIRCLE\u003c/a> has identified, where even a small change in the youth vote could make a big difference in the outcome of the Presidential election.\u003c/p>\n\u003cp>[media-credit name=\"Carlie Nguyen/Flickr \" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-50137\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg\" alt=\"rock the vote\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>So far in this election season, we’re seeing encouraging signs with respect to young voter turnout. According to the \u003ca href=\"http://www.nytimes.com/2016/02/22/opinion/young-voters-motivated-again.html?ref=todayspaper&_r=1\">New York Times\u003c/a>, youth participation in the primaries so far is rivaling rates we saw when Barack Obama ran in 2008. That said, historically speaking, people between the ages of 18-29 vote at substantially lower rates than every other age group. In the 2012 election, only 45% of 18-29 year old eligible voters voted, whereas 72% of those 65 and older voted.\u003c/p>\n\u003cp>What could account for these numbers? Lack of interest? Lack of knowledge of the voting process? Or does responsibility fall with politicians, who fail to address issues critical to people in their teens and twenties? There’s also the matter of strategy. You don’t have to look very far to find \u003ca href=\"http://theweek.com/articles/589208/11-humiliatingly-lame-ways-2016-candidates-are-trying-appeal-young-voters\">a slew of embarrassing attempts\u003c/a> by presidential candidates to court young voters, like Ben Carson’s rap radio ad, Hillary Clinton’s Twitter campaign to discuss college debt through emojis, or Ted Cruz’s Simpsons impersonation for Buzzfeed.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>How important is it for campaigns to hire young talent in leadership positions on the campaign?\u003c/li>\n\u003cli>What would be your words of advice to the front-runners who want so badly to appeal to your generation?\u003c/li>\n\u003cli>How important is it to you to be politically active and informed about election issues?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>It’s understandable that today’s candidates seek to replicate the success Barack Obama had connecting with young voters in 2008 and 2012. And of course young people aren’t the only ones who can feel alienated by electoral politics. “If you’re not from a community where voting is the norm, if you’re not from a family where your parents took you to the polling place when you were a little kid, if you haven’t gone to college and developed those cognitive skills,” Professor Melissa Michelson \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">told KQED earlier this month\u003c/a>, “then we’re really asking a lot of voters.”\u003c/p>\n\u003cp>For candidates seeking to get those voters to the polls, finding the right balance between substance and style seems—like so much in politics—is a lot harder than it looks.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://ww2.kqed.org/news/2016/03/18/would-online-voting-disenfranchise-some-in-los-angeles\">As Millenials’ Interest in Voting Wanes, Solutions Sought to Re-Engage Them\u003c/a> (KPCC)\u003c/strong>\u003cbr>\nThe race is on to capture the attention of one age group that’s steadily lost interest in voting over the past two decades: young people.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">The 10 States Where Millennials Could Sway The Election \u003c/a>(NPR)\u003cbr>\n\u003c/strong>As the presidential race shifted to Nevada with Democratic caucuses last week and Republican caucuses Tuesday night, more young voters had a chance to chime in to the political process. Nevada is a state with a huge young, diverse population. But there is the perennial question: Do young people matter in politics?\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/news/article/the-father-obstaining-from-voting/\">The Father Abstaining from Voting \u003c/a>(Youth Radio)\u003c/strong>\u003cbr>\nGarrison Pennington reflects on the conflict he felt when he learned that his father, a person he greatly admires, plans to abstain from voting because he “hates partisan politics.”\u003c/p>\n\u003cp>\u003cstrong>AUDIO/ARTICLE: \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">What Makes a Person Vote or Not\u003c/a> (KQED – The California Report)\u003c/strong>\u003cbr>\nThis radio piece and accompanying article examine how race, income, age and education play an important role in who votes and who doesn’t.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowYouthVote.\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Imagine that two front-runners (from opposing parties or within the same party–your pick!) are planning a visit to your school. Have students come up with two questions they would ask the candidates–one based on a policy issue your students care deeply about, and one that measures the candidates’ youth culture savvy. Then have your class vote on the best questions and tweet them to the candidates. While you await responses (let @youthradio know if you get them!), you could have students research candidates’ positions and personalities, and come up with the answers they’d expect from each one, citing sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong style=\"font-weight: 400\">\u003cstrong>Create a survey:\u003c/strong> Poll students in your school about the issues they care most about in the upcoming election. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and identify candidates’ positions on the issues that came out on top. \u003c/span>\u003c/strong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"How should political candidates engage effectively with young voters? #DoNowYouthVote ","status":"publish","parent":0,"modified":1704762939,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1234},"headData":{"title":"What should politicians do to appeal to young voters? | KQED","description":"How should political candidates engage effectively with young voters? #DoNowYouthVote ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"Do Now News & Civics","sourceUrl":"https://ww2.kqed.org/education/category/news-and-civics/","sticky":false,"path":"/education/131997/what-should-politicians-do-to-appeal-to-young-voters","audioUrl":"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Amber_Elections_NEW_KCBS-.mp3","audioDuration":null,"audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"audio","attributes":{"named":{"mp3":"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Amber_Elections_NEW_KCBS-.mp3","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>“\u003ca href=\"https://youthradio.org/news/article/young-voters-want-respect/\">Young Voters Want Respect\u003c/a>” (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>Eighteen-year-old Youth Radio commentator Amber Ly is a senior in high school and gearing up for voting in her first Presidential election. She’s not too pleased with the candidates’ attempts to be “relatable” to youth. Having grown up during the financial crisis, Ly wants details on their plans regarding student loans and healthcare. She cares about climate change and police violence. But too often, Ly says front-runners are “talking down to young voters” and “wasting time playing guitar or Snapchatting.” While she thinks it’s great that candidates are making efforts to connect with Generation Z, Ly says the problem is, too often they’re trying too hard, skipping over the substance.\u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">How should political candidates engage effectively with young voters? \u003cb>\u003ci>#DoNowYouthVote\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @YouthRadio, @KQEDEdspace and #DoNowYouthVote\u003cem>. \u003c/em>\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>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About the Youth Vote\u003c/strong>\u003c/h2>\n\u003cp>It’s a decent time to be a young voter (or soon-to-be voter) in the U.S., at least in terms of sheer numbers. For the first time, \u003ca href=\"http://www.wsj.com/articles/millennial-wave-unsettles-presidential-race-1455577532\">there are as many of you\u003c/a> as there are baby boomers. So you’re in a position to make a real difference in this election—especially if you live in one of \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">the ten states\u003c/a> the research group \u003ca href=\"http://www.civicyouth.org/youthvote2016/\">CIRCLE\u003c/a> has identified, where even a small change in the youth vote could make a big difference in the outcome of the Presidential election.\u003c/p>\n\u003cp>[media-credit name=\"Carlie Nguyen/Flickr \" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-50137\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg\" alt=\"rock the vote\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>So far in this election season, we’re seeing encouraging signs with respect to young voter turnout. According to the \u003ca href=\"http://www.nytimes.com/2016/02/22/opinion/young-voters-motivated-again.html?ref=todayspaper&_r=1\">New York Times\u003c/a>, youth participation in the primaries so far is rivaling rates we saw when Barack Obama ran in 2008. That said, historically speaking, people between the ages of 18-29 vote at substantially lower rates than every other age group. In the 2012 election, only 45% of 18-29 year old eligible voters voted, whereas 72% of those 65 and older voted.\u003c/p>\n\u003cp>What could account for these numbers? Lack of interest? Lack of knowledge of the voting process? Or does responsibility fall with politicians, who fail to address issues critical to people in their teens and twenties? There’s also the matter of strategy. You don’t have to look very far to find \u003ca href=\"http://theweek.com/articles/589208/11-humiliatingly-lame-ways-2016-candidates-are-trying-appeal-young-voters\">a slew of embarrassing attempts\u003c/a> by presidential candidates to court young voters, like Ben Carson’s rap radio ad, Hillary Clinton’s Twitter campaign to discuss college debt through emojis, or Ted Cruz’s Simpsons impersonation for Buzzfeed.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>How important is it for campaigns to hire young talent in leadership positions on the campaign?\u003c/li>\n\u003cli>What would be your words of advice to the front-runners who want so badly to appeal to your generation?\u003c/li>\n\u003cli>How important is it to you to be politically active and informed about election issues?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>It’s understandable that today’s candidates seek to replicate the success Barack Obama had connecting with young voters in 2008 and 2012. And of course young people aren’t the only ones who can feel alienated by electoral politics. “If you’re not from a community where voting is the norm, if you’re not from a family where your parents took you to the polling place when you were a little kid, if you haven’t gone to college and developed those cognitive skills,” Professor Melissa Michelson \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">told KQED earlier this month\u003c/a>, “then we’re really asking a lot of voters.”\u003c/p>\n\u003cp>For candidates seeking to get those voters to the polls, finding the right balance between substance and style seems—like so much in politics—is a lot harder than it looks.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://ww2.kqed.org/news/2016/03/18/would-online-voting-disenfranchise-some-in-los-angeles\">As Millenials’ Interest in Voting Wanes, Solutions Sought to Re-Engage Them\u003c/a> (KPCC)\u003c/strong>\u003cbr>\nThe race is on to capture the attention of one age group that’s steadily lost interest in voting over the past two decades: young people.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">The 10 States Where Millennials Could Sway The Election \u003c/a>(NPR)\u003cbr>\n\u003c/strong>As the presidential race shifted to Nevada with Democratic caucuses last week and Republican caucuses Tuesday night, more young voters had a chance to chime in to the political process. Nevada is a state with a huge young, diverse population. But there is the perennial question: Do young people matter in politics?\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/news/article/the-father-obstaining-from-voting/\">The Father Abstaining from Voting \u003c/a>(Youth Radio)\u003c/strong>\u003cbr>\nGarrison Pennington reflects on the conflict he felt when he learned that his father, a person he greatly admires, plans to abstain from voting because he “hates partisan politics.”\u003c/p>\n\u003cp>\u003cstrong>AUDIO/ARTICLE: \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">What Makes a Person Vote or Not\u003c/a> (KQED – The California Report)\u003c/strong>\u003cbr>\nThis radio piece and accompanying article examine how race, income, age and education play an important role in who votes and who doesn’t.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowYouthVote.\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Imagine that two front-runners (from opposing parties or within the same party–your pick!) are planning a visit to your school. Have students come up with two questions they would ask the candidates–one based on a policy issue your students care deeply about, and one that measures the candidates’ youth culture savvy. Then have your class vote on the best questions and tweet them to the candidates. While you await responses (let @youthradio know if you get them!), you could have students research candidates’ positions and personalities, and come up with the answers they’d expect from each one, citing sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong style=\"font-weight: 400\">\u003cstrong>Create a survey:\u003c/strong> Poll students in your school about the issues they care most about in the upcoming election. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and identify candidates’ positions on the issues that came out on top. \u003c/span>\u003c/strong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/131997/what-should-politicians-do-to-appeal-to-young-voters","authors":["9546"],"series":["education_2837"],"categories":["education_1"],"tags":["education_276","education_5","education_1320","education_893","education_1201"],"collections":["education_2403","education_2815"],"featImg":"education_132031","label":"source_education_131997"},"education_15734":{"type":"posts","id":"education_15734","meta":{"index":"posts_1591205157","site":"education","id":"15734","score":null,"sort":[1429772400000]},"guestAuthors":[],"slug":"the-perfect-mayor-youth-produced-short-film","title":"The Perfect Mayor [Youth-Produced Short Film]","publishDate":1429772400,"format":"aside","headTitle":"The Perfect Mayor [Youth-Produced Short Film] | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Perfect-e1423523592182.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-16019\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Perfect-640x360.png\" alt=\"Perfect\" width=\"640\" height=\"360\">\u003c/a>\u003c/p>\n\u003cp>A group creates a list of characteristics that would make up the perfect mayor for the city of San Francisco. Let’s just say he likes to party.\u003c/p>\n\u003cp>This video was an official selection of \u003ca href=\"http://www.baymn.org/baymn-fest-2014.html\">BAYMN FEST\u003c/a> 2014. BAYMN FEST is an interactive showcase of media produced by youth ages 12-24 sponsored by \u003ca href=\"http://bayareahive.org/\">Hive Bay Area\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://www.youtube.com/embed/pEMYFko9z08\" width=\"640\" height=\"360\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>By Ginger Chen\u003cbr>\n\u003cem>BAYCAT\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A group creates a list of characteristics that would make up the perfect mayor for the city of San Francisco. Let’s just say he likes to party. This video was an official selection of BAYMN FEST 2014. BAYMN FEST is an interactive showcase of media produced by youth ages 12-24 sponsored by Hive Bay Area.","status":"publish","parent":0,"modified":1704763711,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":64},"headData":{"title":"The Perfect Mayor [Youth-Produced Short Film] | KQED","description":"A group creates a list of characteristics that would make up the perfect mayor for the city of San Francisco. Let’s just say he likes to party. This video was an official selection of BAYMN FEST 2014. BAYMN FEST is an interactive showcase of media produced by youth ages 12-24 sponsored by Hive Bay Area.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/15734/the-perfect-mayor-youth-produced-short-film","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Perfect-e1423523592182.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-16019\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Perfect-640x360.png\" alt=\"Perfect\" width=\"640\" height=\"360\">\u003c/a>\u003c/p>\n\u003cp>A group creates a list of characteristics that would make up the perfect mayor for the city of San Francisco. Let’s just say he likes to party.\u003c/p>\n\u003cp>This video was an official selection of \u003ca href=\"http://www.baymn.org/baymn-fest-2014.html\">BAYMN FEST\u003c/a> 2014. BAYMN FEST is an interactive showcase of media produced by youth ages 12-24 sponsored by \u003ca href=\"http://bayareahive.org/\">Hive Bay Area\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://www.youtube.com/embed/pEMYFko9z08\" width=\"640\" height=\"360\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>By Ginger Chen\u003cbr>\n\u003cem>BAYCAT\u003c/em>\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/15734/the-perfect-mayor-youth-produced-short-film","authors":["9603"],"categories":["education_1","education_50"],"tags":["education_180","education_1600","education_276","education_5","education_1320","education_1242"],"featImg":"education_15990","label":"education"},"education_15672":{"type":"posts","id":"education_15672","meta":{"index":"posts_1591205157","site":"education","id":"15672","score":null,"sort":[1429167624000]},"guestAuthors":[],"slug":"limited-english-youth-produced-short-film","title":"Limited English [Youth-Produced Short Film]","publishDate":1429167624,"format":"aside","headTitle":"Limited English [Youth-Produced Short Film] | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Limited1-e1423523769621.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-16026\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Limited1-640x360.png\" alt=\"Limited\" width=\"640\" height=\"360\">\u003c/a>\u003cbr>\n\u003ccode>\u003c/code>\u003c/p>\n\u003cp>“Limited English” features a group of public school kids who lack the opportunity to excel due to their schools inexperience in teaching English to non-native speakers.\u003c/p>\n\u003cp>This video was an official selection of \u003ca href=\"http://www.baymn.org/baymn-fest-2014.html\">BAYMN FEST \u003c/a>2014. BAYMN FEST is an interactive showcase of media produced by you ages 12-24 sponsored by \u003ca href=\"http://bayareahive.org/\">Hive Bay Area\u003c/a>.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=yiJ1R_hQveY\u003c/p>\n\u003cp>By Noyola Esteban\u003cbr>\n\u003cem>Bay Area Video Coalition\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"\"Limited English\" features a group of public school kids who lack the opportunity to excel due to their schools inexperience in teaching English to non-native speakers. This video was an official selection of BAYMN FEST 2014. BAYMN FEST is an interactive showcase of media produced by youth ages 12-24 sponsored by Hive Bay Area.","status":"publish","parent":0,"modified":1704763726,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":74},"headData":{"title":"Limited English [Youth-Produced Short Film] | KQED","description":""Limited English" features a group of public school kids who lack the opportunity to excel due to their schools inexperience in teaching English to non-native speakers. This video was an official selection of BAYMN FEST 2014. BAYMN FEST is an interactive showcase of media produced by youth ages 12-24 sponsored by Hive Bay Area.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/15672/limited-english-youth-produced-short-film","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Limited1-e1423523769621.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-16026\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Limited1-640x360.png\" alt=\"Limited\" width=\"640\" height=\"360\">\u003c/a>\u003cbr>\n\u003ccode>\u003c/code>\u003c/p>\n\u003cp>“Limited English” features a group of public school kids who lack the opportunity to excel due to their schools inexperience in teaching English to non-native speakers.\u003c/p>\n\u003cp>This video was an official selection of \u003ca href=\"http://www.baymn.org/baymn-fest-2014.html\">BAYMN FEST \u003c/a>2014. BAYMN FEST is an interactive showcase of media produced by you ages 12-24 sponsored by \u003ca href=\"http://bayareahive.org/\">Hive Bay Area\u003c/a>.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/yiJ1R_hQveY'\n title='//www.youtube.com/embed/yiJ1R_hQveY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>By Noyola Esteban\u003cbr>\n\u003cem>Bay Area Video Coalition\u003c/em>\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/15672/limited-english-youth-produced-short-film","authors":["9603"],"categories":["education_1","education_50"],"tags":["education_180","education_1600","education_276","education_5","education_1320","education_1242"],"featImg":"education_16000","label":"education"},"education_15739":{"type":"posts","id":"education_15739","meta":{"index":"posts_1591205157","site":"education","id":"15739","score":null,"sort":[1427353216000]},"guestAuthors":[],"slug":"seeing-like-a-butterfly-beyond-the-gender-binary-youth-produced-short-film","title":"Seeing Like A Butterfly: Beyond The Gender Binary [Youth-Produced Short Film]","publishDate":1427353216,"format":"aside","headTitle":"Seeing Like A Butterfly: Beyond The Gender Binary [Youth-Produced Short Film] | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Gender-e1423523638455.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-16021\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Gender-640x360.png\" alt=\"Gender\" width=\"640\" height=\"360\">\u003c/a>\u003c/p>\n\u003cp>A short film that redefines our perception of gender and introduces the public eye to alternate definitions.\u003c/p>\n\u003cp>This video was an official selection of \u003ca href=\"http://www.baymn.org/baymn-fest-2014.html\">BAYMN FEST \u003c/a>2014. BAYMN FEST is an interactive showcase of media produced by youth ages 12-24 sponsored by \u003ca href=\"http://bayareahive.org/\">Hive Bay Area\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://www.youtube.com/embed/QLT4LYUXDgA\" width=\"640\" height=\"360\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A short film that redefines our perception of gender and introduces the public eye to alternate definitions. This video was an official selection of BAYMN FEST 2014. BAYMN FEST is an interactive showcase of media produced by youth ages 12-24 sponsored by Hive Bay Area.","status":"publish","parent":0,"modified":1704763766,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":48},"headData":{"title":"Seeing Like A Butterfly: Beyond The Gender Binary [Youth-Produced Short Film] | KQED","description":"A short film that redefines our perception of gender and introduces the public eye to alternate definitions. This video was an official selection of BAYMN FEST 2014. BAYMN FEST is an interactive showcase of media produced by youth ages 12-24 sponsored by Hive Bay Area.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/15739/seeing-like-a-butterfly-beyond-the-gender-binary-youth-produced-short-film","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Gender-e1423523638455.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-16021\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/Gender-640x360.png\" alt=\"Gender\" width=\"640\" height=\"360\">\u003c/a>\u003c/p>\n\u003cp>A short film that redefines our perception of gender and introduces the public eye to alternate definitions.\u003c/p>\n\u003cp>This video was an official selection of \u003ca href=\"http://www.baymn.org/baymn-fest-2014.html\">BAYMN FEST \u003c/a>2014. BAYMN FEST is an interactive showcase of media produced by youth ages 12-24 sponsored by \u003ca href=\"http://bayareahive.org/\">Hive Bay Area\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"https://www.youtube.com/embed/QLT4LYUXDgA\" width=\"640\" height=\"360\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\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/15739/seeing-like-a-butterfly-beyond-the-gender-binary-youth-produced-short-film","authors":["9603"],"categories":["education_1","education_50"],"tags":["education_180","education_1600","education_276","education_5","education_1320","education_1242"],"featImg":"education_15743","label":"education"},"education_15679":{"type":"posts","id":"education_15679","meta":{"index":"posts_1591205157","site":"education","id":"15679","score":null,"sort":[1426143648000]},"guestAuthors":[],"slug":"f-word-youth-produced-short-film","title":"F Word [Youth-Produced Short Film]","publishDate":1426143648,"format":"aside","headTitle":"F Word [Youth-Produced Short Film] | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/F-word-e1423524162968.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-16038\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/02/F-word-640x360.png\" alt=\"F word\" width=\"640\" height=\"360\">\u003c/a>\u003c/p>\n\u003cp>A student finds himself interested in understanding the notions of Feminism. While speaking with others and absorbing the history of the movement, he formulates his own personal opinion.\u003c/p>\n\u003cp>This video was an official selection of \u003ca href=\"http://www.baymn.org/baymn-fest-2014.html\">BAYMN FEST \u003c/a>2014. BAYMN FEST is an interactive showcase of media produced by you ages 12-24 sponsored by \u003ca href=\"http://bayareahive.org/\">Hive Bay Area\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" src=\"//player.vimeo.com/video/64415954?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\">\u003c/iframe>\u003c/p>\n\u003cp>By AJ Bull\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Spy Hop Productions \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A student finds himself interested in understanding the notions of Feminism. While speaking with others and absorbing the history of the movement, he formulates his own personal opinion. 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