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are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories. And the program is expanding.","status":"publish","parent":0,"modified":1712586955,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1051},"headData":{"title":"Teaching Media Literacy with Escape Rooms and AI Photos | KQED","description":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teaching Media Literacy with Escape Rooms and AI Photos","datePublished":"2024-03-21T13:00:05.000Z","dateModified":"2024-04-08T14:35:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Kim Malcolm","nprByline":"Kim Malcolm","nprImageAgency":"KUOW","nprStoryId":"1239693671","nprApiLink":"http://api.npr.org/query?id=1239693671&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/03/21/1239693671/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-educatio?ft=nprml&f=1239693671","nprRetrievedStory":"1","nprPubDate":"Thu, 21 Mar 2024 12:38:00 -0400","nprStoryDate":"Thu, 21 Mar 2024 05:00:45 -0400","nprLastModifiedDate":"Thu, 21 Mar 2024 13:24:11 -0400","nprAudio":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240321_me_ai_images_and_conspiracy_theories_are_driving_a_push_for_media_literacy_education.mp3?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","nprAudioM3u":"http://api.npr.org/m3u/11239814896-259c03.m3u?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education","audioUrl":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240321_me_ai_images_and_conspiracy_theories_are_driving_a_push_for_media_literacy_education.mp3?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.npr.org/2024/03/20/1239609121/videos-using-ao-are-popping-up-on-youtube-how-is-youtube-responding\">Videos\u003c/a>, \u003ca href=\"https://www.npr.org/2023/06/07/1180768459/how-to-identify-ai-generated-deepfake-images\">images\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/29/1183684732/ai-generated-text-is-hard-to-spot-it-could-play-a-big-role-in-the-2024-campaign\">text\u003c/a> created by generative artificial intelligence tools are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\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>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education","authors":["byline_mindshift_63390"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1023","mindshift_843","mindshift_21424","mindshift_21067"],"featImg":"mindshift_63391","label":"mindshift"},"mindshift_62710":{"type":"posts","id":"mindshift_62710","meta":{"index":"posts_1591205157","site":"mindshift","id":"62710","score":null,"sort":[1699442662000]},"guestAuthors":[],"slug":"like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it","title":"Like it or not, kids hear the news. Here's how teachers help them understand it","publishDate":1699442662,"format":"standard","headTitle":"Like it or not, kids hear the news. Here’s how teachers help them understand it | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Each morning, Stephanie Nichols gathers her second graders around a table to eat breakfast and start their day.\u003c/p>\n\u003cp>As the kids unpack their knapsacks and settle into the classroom, Nichols likes to listen more than she speaks. Breakfast table conversation can be about anything – from video games to the New England Patriots.\u003c/p>\n\u003cp>But in recent weeks the table was buzzing about one thing: the mass shooting in Lewiston that left \u003ca href=\"https://www.npr.org/2023/10/27/1208896628/lewiston-maine-mass-shooting-victims\">18 people dead and 13 wounded\u003c/a>. The event resulted in a \u003ca href=\"https://www.wbur.org/hereandnow/2023/10/27/lewiston-maine-manhunt\">multi-day search \u003c/a>that closed schools and left the community on lockdown.\u003c/p>\n\u003cp>Nichols teaches at Narragansett Elementary School in Gorham, Maine, about 40 minutes from Lewiston. “Even that far away, you know, we all have connections,” she says. “It’s Maine. It really is like the biggest small town.”\u003c/p>\n\u003cp>Nichols knew her students needed to talk about it: “I think people sometimes really underestimate kids of this age level,” she says. “My kids had all these things they heard on the news.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With tragedies dominating the news cycle for the past few weeks, teachers are looking for ways to help their students make sense of the world around them. Even the youngest children are absorbing headlines and current events. Teachers say they need to give them tools to help them process – and filter — information. One key element of that approach is media literacy.\u003c/p>\n\u003cp>Even if children aren’t seeking out the news, Nichols says, they’re still exposed to it. And they have lots of questions. One student in her class asked a big one: Why? Why did the shooter do this?\u003c/p>\n\u003cp>She says the best course of action is to be honest with her students, telling them: “We know a lot, but we don’t always have the answers for everything. And that might be something that we never have an answer for.”\u003c/p>\n\u003cp>Nichols says this isn’t the first time she and her students have had tough conversations about the news.\u003c/p>\n\u003cp>Sometimes, even their distractions – like YouTube videos or gamers on Twitch– can expose them to the headlines. And she wants them to understand that not everything they see on the internet can be trusted.\u003c/p>\n\u003cp>“It’s important that we know who’s putting out things like an advertisement.” she says. “Because, you know, we don’t necessarily know if that’s a fact or opinion.”\u003c/p>\n\u003cp>For older students – middle and high schoolers – the media literacy discussion is more nuanced.\u003c/p>\n\u003cp>Wesley Hedgepeth, a high school history and government teacher in Richmond, Va., tries to bring the topic into all his classes. He uses \u003ca href=\"https://www.poynter.org/mediawise-education-resources/\">MediaWise\u003c/a>, an online course run through the Poynter Institute, to give his students a crash course.\u003c/p>\n\u003cp>He starts with the program’s \u003ca href=\"https://www.poynter.org/fact-checking/media-literacy/2022/mediawise-launches-a-free-text-message-course-to-help-voters-prepare-for-the-us-midterms/\">quiz for students\u003c/a>, asking things like, “Do you know what a deepfake is? Or have you ever shared something that was false? And how did you know later on?”\u003c/p>\n\u003cp>The students respond about their own habits and get a video in return. The videos are hosted by noted journalists like \u003ca href=\"https://youtu.be/9OCi6nFGOqU?si=RA9maTdsu5aa0pO9\">Joan Lunden\u003c/a> or popular \u003ca href=\"https://www.youtube.com/playlist?list=PL8dPuuaLjXtN07XYqqWSKpPrtNDiCHTzU\">educators like John Green\u003c/a>, and focus on different parts of media literacy.\u003c/p>\n\u003cp>For example, Green does a video on social media and misinformation: “If you’re going to live partly inside these feeds, I think it’s really important to understand both the kinds of information that are likely to be shared with you and the kinds of information you’re incentivized to share.”\u003c/p>\n\u003cp>The unit helps prepare Hedgepeth’s high schoolers to approach conflicts like the recent war in Gaza. The high schoolers are taught ways of evaluating news outlets for bias. In one lesson, they’re given different texts on the same event and told to identify the discrepancies.\u003c/p>\n\u003cp>Sometimes, teachers use media literacy as a path into a hard conversation. Hedgepeth is the president of the\u003ca href=\"https://www.socialstudies.org/\"> National Council for the Social Studies\u003c/a>, and says that how teachers talk about something like the war in Gaza can depend on what state they teach in.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.edweek.org/policy-politics/legal-challenges-to-divisive-concepts-laws-an-update/2022/10\">at least 17 states\u003c/a>, “divisive concepts” legislation now limits what teachers can talk about. Things like critical race theory, LGBTQ rights and gun violence are often hot button issues.\u003c/p>\n\u003cp>“Teachers feel concerned about their job,” he says. “The fact that it’s already, on its surface, divisive, some teachers are hesitant to talk about it.”\u003c/p>\n\u003cp>But Hedgepeth says the social studies classroom is uniquely qualified to have these discussions.\u003c/p>\n\u003cp>He uses topics already in the material, like the history of the Ottoman and Byzantine empires, for instance, to give context for the region. And uses that to make the jump from history to the present day.\u003c/p>\n\u003cp>Hedgepeth tries to get many perspectives in his lessons. He says it’s not just about one side’s history: “There are not only two sides, but multiple sides to this conflict,” he says. “I think it’s really important to connect it to what we’re learning and so they can understand the bigger picture.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And with more sides to the story come more opportunities for students to reach their own conclusions.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Like+it+or+not%3A+Kids+hear+the+news.+Here%27s+how+teachers+help+them+understand+it&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"From preschool to high school, students are getting bombarded with news. Teachers are working to give them the tools to process it.","status":"publish","parent":0,"modified":1699455515,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":906},"headData":{"title":"Like it or not, kids hear the news. Here's how teachers help them understand it | KQED","description":"From preschool to high school, students are getting bombarded with news. Teachers are working to give them the tools to process it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"From preschool to high school, students are getting bombarded with news. Teachers are working to give them the tools to process it.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Like it or not, kids hear the news. Here's how teachers help them understand it","datePublished":"2023-11-08T11:24:22.000Z","dateModified":"2023-11-08T14:58:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Sequoia Carrillo","nprImageAgency":"Franziska Barczyk for NPR","nprStoryId":"1210444566","nprApiLink":"http://api.npr.org/query?id=1210444566&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it?ft=nprml&f=1210444566","nprRetrievedStory":"1","nprPubDate":"Wed, 08 Nov 2023 05:00:00 -0500","nprStoryDate":"Wed, 08 Nov 2023 05:00:19 -0500","nprLastModifiedDate":"Wed, 08 Nov 2023 05:00:19 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62710/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Each morning, Stephanie Nichols gathers her second graders around a table to eat breakfast and start their day.\u003c/p>\n\u003cp>As the kids unpack their knapsacks and settle into the classroom, Nichols likes to listen more than she speaks. Breakfast table conversation can be about anything – from video games to the New England Patriots.\u003c/p>\n\u003cp>But in recent weeks the table was buzzing about one thing: the mass shooting in Lewiston that left \u003ca href=\"https://www.npr.org/2023/10/27/1208896628/lewiston-maine-mass-shooting-victims\">18 people dead and 13 wounded\u003c/a>. The event resulted in a \u003ca href=\"https://www.wbur.org/hereandnow/2023/10/27/lewiston-maine-manhunt\">multi-day search \u003c/a>that closed schools and left the community on lockdown.\u003c/p>\n\u003cp>Nichols teaches at Narragansett Elementary School in Gorham, Maine, about 40 minutes from Lewiston. “Even that far away, you know, we all have connections,” she says. “It’s Maine. It really is like the biggest small town.”\u003c/p>\n\u003cp>Nichols knew her students needed to talk about it: “I think people sometimes really underestimate kids of this age level,” she says. “My kids had all these things they heard on the news.”\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>With tragedies dominating the news cycle for the past few weeks, teachers are looking for ways to help their students make sense of the world around them. Even the youngest children are absorbing headlines and current events. Teachers say they need to give them tools to help them process – and filter — information. One key element of that approach is media literacy.\u003c/p>\n\u003cp>Even if children aren’t seeking out the news, Nichols says, they’re still exposed to it. And they have lots of questions. One student in her class asked a big one: Why? Why did the shooter do this?\u003c/p>\n\u003cp>She says the best course of action is to be honest with her students, telling them: “We know a lot, but we don’t always have the answers for everything. And that might be something that we never have an answer for.”\u003c/p>\n\u003cp>Nichols says this isn’t the first time she and her students have had tough conversations about the news.\u003c/p>\n\u003cp>Sometimes, even their distractions – like YouTube videos or gamers on Twitch– can expose them to the headlines. And she wants them to understand that not everything they see on the internet can be trusted.\u003c/p>\n\u003cp>“It’s important that we know who’s putting out things like an advertisement.” she says. “Because, you know, we don’t necessarily know if that’s a fact or opinion.”\u003c/p>\n\u003cp>For older students – middle and high schoolers – the media literacy discussion is more nuanced.\u003c/p>\n\u003cp>Wesley Hedgepeth, a high school history and government teacher in Richmond, Va., tries to bring the topic into all his classes. He uses \u003ca href=\"https://www.poynter.org/mediawise-education-resources/\">MediaWise\u003c/a>, an online course run through the Poynter Institute, to give his students a crash course.\u003c/p>\n\u003cp>He starts with the program’s \u003ca href=\"https://www.poynter.org/fact-checking/media-literacy/2022/mediawise-launches-a-free-text-message-course-to-help-voters-prepare-for-the-us-midterms/\">quiz for students\u003c/a>, asking things like, “Do you know what a deepfake is? Or have you ever shared something that was false? And how did you know later on?”\u003c/p>\n\u003cp>The students respond about their own habits and get a video in return. The videos are hosted by noted journalists like \u003ca href=\"https://youtu.be/9OCi6nFGOqU?si=RA9maTdsu5aa0pO9\">Joan Lunden\u003c/a> or popular \u003ca href=\"https://www.youtube.com/playlist?list=PL8dPuuaLjXtN07XYqqWSKpPrtNDiCHTzU\">educators like John Green\u003c/a>, and focus on different parts of media literacy.\u003c/p>\n\u003cp>For example, Green does a video on social media and misinformation: “If you’re going to live partly inside these feeds, I think it’s really important to understand both the kinds of information that are likely to be shared with you and the kinds of information you’re incentivized to share.”\u003c/p>\n\u003cp>The unit helps prepare Hedgepeth’s high schoolers to approach conflicts like the recent war in Gaza. The high schoolers are taught ways of evaluating news outlets for bias. In one lesson, they’re given different texts on the same event and told to identify the discrepancies.\u003c/p>\n\u003cp>Sometimes, teachers use media literacy as a path into a hard conversation. Hedgepeth is the president of the\u003ca href=\"https://www.socialstudies.org/\"> National Council for the Social Studies\u003c/a>, and says that how teachers talk about something like the war in Gaza can depend on what state they teach in.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.edweek.org/policy-politics/legal-challenges-to-divisive-concepts-laws-an-update/2022/10\">at least 17 states\u003c/a>, “divisive concepts” legislation now limits what teachers can talk about. Things like critical race theory, LGBTQ rights and gun violence are often hot button issues.\u003c/p>\n\u003cp>“Teachers feel concerned about their job,” he says. “The fact that it’s already, on its surface, divisive, some teachers are hesitant to talk about it.”\u003c/p>\n\u003cp>But Hedgepeth says the social studies classroom is uniquely qualified to have these discussions.\u003c/p>\n\u003cp>He uses topics already in the material, like the history of the Ottoman and Byzantine empires, for instance, to give context for the region. And uses that to make the jump from history to the present day.\u003c/p>\n\u003cp>Hedgepeth tries to get many perspectives in his lessons. He says it’s not just about one side’s history: “There are not only two sides, but multiple sides to this conflict,” he says. “I think it’s really important to connect it to what we’re learning and so they can understand the bigger picture.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And with more sides to the story come more opportunities for students to reach their own conclusions.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Like+it+or+not%3A+Kids+hear+the+news.+Here%27s+how+teachers+help+them+understand+it&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62710/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it","authors":["byline_mindshift_62710"],"categories":["mindshift_193"],"tags":["mindshift_20533","mindshift_21442","mindshift_21838","mindshift_21466","mindshift_21840","mindshift_21839","mindshift_21067","mindshift_20615"],"featImg":"mindshift_62711","label":"mindshift"},"mindshift_62011":{"type":"posts","id":"mindshift_62011","meta":{"index":"posts_1591205157","site":"mindshift","id":"62011","score":null,"sort":[1689674445000]},"guestAuthors":[],"slug":"teens-want-to-know-how-to-have-better-relationships-consent-education-can-help","title":"Teens want to know how to have better relationships. Consent education can help.","publishDate":1689674445,"format":"audio","headTitle":"Teens want to know how to have better relationships. Consent education can help. | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“Only yes means yes, take nothing more and nothing less.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your body, your choice, consent gives everyone a voice.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhymes like these are often used to teach and reinforce the essential definition of consent: that all parties need to fully agree to take part in an activity or behavior. While they’re catchy and memorable — a consent-related song and dance even became \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8W4oKiEQph0\">\u003cspan style=\"font-weight: 400\">a popular TikTok trend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — these kinds of phrases don’t cover the full extent of what’s needed for kids to understand consent in today’s world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication. And kids want to learn these skills. Harvard Graduate School of Education’s \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MCC) surveyed over 3,000 young adults and high school students and found that young adults want more guidance about developing caring, long-lasting relationships. “We do almost nothing to prepare young people for the subtle, tender, generous, focused, disciplined, tough, wonderful work of learning how to love somebody else and learning how to be loved,” said Richard Weissbourd, the director of MCC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, consent education sometimes faces resistance from parents and community members who worry that the topics covered are too mature. As a result, implementing consent education programs in schools can be a challenge. In Utah, for example, when state representative Carol Spackman Moss – a former English teacher – \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2021/02/20/second-try-bill-updating/\">\u003cspan style=\"font-weight: 400\">proposed a bill to mandate consent education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, opposing groups claimed the legislation promoted sexual activity. \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2022/03/08/i-was-just-stunned-bill/\">\u003cspan style=\"font-weight: 400\">The bill failed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When politicians and activists focus on the “sex” part of consent, they forget that consent can be applied to many non-sexual situations, said health educator \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent\">\u003cspan style=\"font-weight: 400\">Shafia Zaloom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kids are navigating complex social landscapes every day, and their brains are primed to seek social acceptance. When young people say “no” to things like vaping or cheating, they’re saying no to the social power and the meaning that that person has in their relationships, according to Zaloom. That’s hard to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom teaches health education and consent workshops at schools and nonprofit organizations. Learning to express and respect boundaries are central to her curriculum. In a class she teaches at Urban High School in San Francisco, Zaloom emphasizes that consent is not only about getting a yes or no. The goal is to make sure people leave an experience or relationship feeling respected. “That simply means that both people feel like they were treated like they have value,” she said. Through this work, she has seen that by teaching students about consent, schools can create a lasting culture of empathy and inclusion that benefits the whole community.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Some schools are rethinking sex ed with lessons on consent\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/9lh4XkuG_1A?start=1&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>From space bubbles to role playing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Zaloom defines consent with her students, she uses concepts that are suited to their developmental stage. Generally, she said, consent can be boiled down to the idea that your body belongs to you. “You get to choose how you touch and how you get touched,” said Zaloom. When she’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59875/the-case-for-starting-sex-ed-in-kindergarten-hula-hoops-recommended\">\u003cspan style=\"font-weight: 400\">teaching young kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zaloom prompts them to think about their space bubbles so little ones can easily conceptualize how they interact with each other. Zaloom is sometimes asked to speak at schools where a young child has been hugging and kissing classmates on the playground without their consent. Adults in the school typically respond to the child by saying “no means no” with regard to touching other kids. While well-intended, Zaloom said this response teaches kids that the responsibility is on the recipient to object to something like a hug or a kiss. It’s more helpful, she said, to teach that people must actively seek consent before initiating such actions. And that a “yes” in one moment doesn’t mean “yes” always. “It’s an opportunity then to engage with kids around the reasons for consent and why they’re so important,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older students, consent definitions are less concrete because consent can be applied to so many different situations. It comes into play when a student needs to borrow a calculator from a peer or when they are asking one another to be their date to prom. Older students are more interested in what consent looks like in action, said Zaloom, who finds that many teens already know the definition of consent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classes, Zaloom has students role play scenarios that may come up in relationships. For instance, twenty-three year old Alyssa Romo, a graduate from Urban High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> participated in a role play where a classmate said “I love you” when she wasn’t ready to reciprocate those feelings. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s something I still struggle with,” Romo said. “I remember thinking, ‘Oh, like it’s okay to not say [you’re in love] if you don’t want to.’” By actively participating in these scenarios, students develop skills for navigating complex emotional situations in relationships. Role playing allows students to explore different perspectives, learn effective ways to express their feelings and boundaries, and practice active listening and empathy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really important to meet kids where they are and to find things that translate all of this language and expectation into things that don’t feel so big and overwhelming,” said Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6515570052&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>More than a “moment of legal responsibility” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sex education is often the closest schools get to teaching about love and relationships, but sex and health education programs can fall short when they only focus on STD and pregnancy prevention. According to \u003c/span>\u003ca href=\"https://siecus.org/wp-content/uploads/2021/09/2022-Sex-Ed-State-Law-and-Policy-Chart.pdf\">\u003cspan style=\"font-weight: 400\">Sex Ed for Social Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 16 states provide abstinence-only sex education. “It’s not about how to have an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence\">\u003cspan style=\"font-weight: 400\">ethical, intimate relationship or sexual relationship \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with somebody else,” said MCC’s Weissbourd. While some \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4882098/\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlight the effectiveness of abstinence-based education, \u003c/span>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">\u003cspan style=\"font-weight: 400\">a recent analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that abstinence-only programs do not reduce teen pregnancies or STD rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s so much more to think about, to take into consideration, to be attuned to, if we’re really talking about promoting healthy sexuality and relationships that are grounded in mutual respect, empathy, care and dignity,” said Zaloom. She teaches students about laws pertaining to sex and consent, but also encourages students to think of consent as a “vibe”, rather than a moment of legal responsibility, meaning that consent isn’t about just checking a box and moving on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she talks to students about ethical sexuality, which takes into account a person’s wellbeing. So whether it’s a casual relationship or something they’ve been building up to for a long time, both people involved should be consenting and aligned. Zaloom prompts students to think about what good sex means to them. “Because you can have a consensual sexual experience that is boring. That’s embarrassing. That’s disappointing. And not that that isn’t a part of life. It certainly is. But we want to aspire to something a little more than that,” said Zaloom. “So there’s legal, there’s ethical, and then there’s what’s good.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving beyond popular culture messages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">MCC’s survey of teens and young adults indicates that if children do not receive education about love and relationships from their parents or schools, they are likely to seek information from popular culture, including movies and social media. While popular culture representations are not inherently negative, unchecked models of unhealthy relationships can influence young people’s perceptions. “In that way, images of the media are more damaging and dangerous than images of violence in the media,” said Weissbourd. Misconceptions can result in young people staying in unhealthy relationships, alcoholism, or domestic abuse, according to MCC’s survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counteract the negative influence of popular entertainment, Zaloom assigns romantic comedies for students to watch and facilitates whole-class discussions about them. During these discussions, students identify and analyze both healthy and unhealthy relationship practices portrayed by the main characters. Romo, Zaloom’s former student, remembered watching the movie “Friends with Benefits,” and identifying the characters’ healthy relationship practices. “Like setting expectations for the relationship or boundaries or telling each other what they wanted,” said Romo. “It’s a silly movie, but that’s kind of a big deal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When done well, consent education can help young people to navigate relationships, establish boundaries, and build meaningful connections. Romo, who is recently single after ending a five-year-long relationship, said she’s insistent on how people treat her because of what she learned in Zaloom’s class. “We had a lot of conversations about setting boundaries and being conscious of what you want out of a relationship and a partner and the people in your life,” said Romo. “That really stuck with me.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of this post misspelled Shafia Zaloom’s last name. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication.","status":"publish","parent":0,"modified":1700528838,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1572},"headData":{"title":"Teens want to know how to have better relationships. Consent education can help. | KQED","description":"The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teens want to know how to have better relationships. Consent education can help.","datePublished":"2023-07-18T10:00:45.000Z","dateModified":"2023-11-21T01:07:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6515570052.mp3?updated=1689638191","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Only yes means yes, take nothing more and nothing less.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your body, your choice, consent gives everyone a voice.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhymes like these are often used to teach and reinforce the essential definition of consent: that all parties need to fully agree to take part in an activity or behavior. While they’re catchy and memorable — a consent-related song and dance even became \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8W4oKiEQph0\">\u003cspan style=\"font-weight: 400\">a popular TikTok trend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — these kinds of phrases don’t cover the full extent of what’s needed for kids to understand consent in today’s world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication. And kids want to learn these skills. Harvard Graduate School of Education’s \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MCC) surveyed over 3,000 young adults and high school students and found that young adults want more guidance about developing caring, long-lasting relationships. “We do almost nothing to prepare young people for the subtle, tender, generous, focused, disciplined, tough, wonderful work of learning how to love somebody else and learning how to be loved,” said Richard Weissbourd, the director of MCC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, consent education sometimes faces resistance from parents and community members who worry that the topics covered are too mature. As a result, implementing consent education programs in schools can be a challenge. In Utah, for example, when state representative Carol Spackman Moss – a former English teacher – \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2021/02/20/second-try-bill-updating/\">\u003cspan style=\"font-weight: 400\">proposed a bill to mandate consent education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, opposing groups claimed the legislation promoted sexual activity. \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2022/03/08/i-was-just-stunned-bill/\">\u003cspan style=\"font-weight: 400\">The bill failed.\u003c/span>\u003c/a>\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>\u003cspan style=\"font-weight: 400\">When politicians and activists focus on the “sex” part of consent, they forget that consent can be applied to many non-sexual situations, said health educator \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent\">\u003cspan style=\"font-weight: 400\">Shafia Zaloom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kids are navigating complex social landscapes every day, and their brains are primed to seek social acceptance. When young people say “no” to things like vaping or cheating, they’re saying no to the social power and the meaning that that person has in their relationships, according to Zaloom. That’s hard to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom teaches health education and consent workshops at schools and nonprofit organizations. Learning to express and respect boundaries are central to her curriculum. In a class she teaches at Urban High School in San Francisco, Zaloom emphasizes that consent is not only about getting a yes or no. The goal is to make sure people leave an experience or relationship feeling respected. “That simply means that both people feel like they were treated like they have value,” she said. Through this work, she has seen that by teaching students about consent, schools can create a lasting culture of empathy and inclusion that benefits the whole community.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Some schools are rethinking sex ed with lessons on consent\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/9lh4XkuG_1A?start=1&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>From space bubbles to role playing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Zaloom defines consent with her students, she uses concepts that are suited to their developmental stage. Generally, she said, consent can be boiled down to the idea that your body belongs to you. “You get to choose how you touch and how you get touched,” said Zaloom. When she’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59875/the-case-for-starting-sex-ed-in-kindergarten-hula-hoops-recommended\">\u003cspan style=\"font-weight: 400\">teaching young kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zaloom prompts them to think about their space bubbles so little ones can easily conceptualize how they interact with each other. Zaloom is sometimes asked to speak at schools where a young child has been hugging and kissing classmates on the playground without their consent. Adults in the school typically respond to the child by saying “no means no” with regard to touching other kids. While well-intended, Zaloom said this response teaches kids that the responsibility is on the recipient to object to something like a hug or a kiss. It’s more helpful, she said, to teach that people must actively seek consent before initiating such actions. And that a “yes” in one moment doesn’t mean “yes” always. “It’s an opportunity then to engage with kids around the reasons for consent and why they’re so important,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older students, consent definitions are less concrete because consent can be applied to so many different situations. It comes into play when a student needs to borrow a calculator from a peer or when they are asking one another to be their date to prom. Older students are more interested in what consent looks like in action, said Zaloom, who finds that many teens already know the definition of consent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classes, Zaloom has students role play scenarios that may come up in relationships. For instance, twenty-three year old Alyssa Romo, a graduate from Urban High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> participated in a role play where a classmate said “I love you” when she wasn’t ready to reciprocate those feelings. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s something I still struggle with,” Romo said. “I remember thinking, ‘Oh, like it’s okay to not say [you’re in love] if you don’t want to.’” By actively participating in these scenarios, students develop skills for navigating complex emotional situations in relationships. Role playing allows students to explore different perspectives, learn effective ways to express their feelings and boundaries, and practice active listening and empathy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really important to meet kids where they are and to find things that translate all of this language and expectation into things that don’t feel so big and overwhelming,” said Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6515570052&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>More than a “moment of legal responsibility” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sex education is often the closest schools get to teaching about love and relationships, but sex and health education programs can fall short when they only focus on STD and pregnancy prevention. According to \u003c/span>\u003ca href=\"https://siecus.org/wp-content/uploads/2021/09/2022-Sex-Ed-State-Law-and-Policy-Chart.pdf\">\u003cspan style=\"font-weight: 400\">Sex Ed for Social Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 16 states provide abstinence-only sex education. “It’s not about how to have an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence\">\u003cspan style=\"font-weight: 400\">ethical, intimate relationship or sexual relationship \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with somebody else,” said MCC’s Weissbourd. While some \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4882098/\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlight the effectiveness of abstinence-based education, \u003c/span>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">\u003cspan style=\"font-weight: 400\">a recent analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that abstinence-only programs do not reduce teen pregnancies or STD rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s so much more to think about, to take into consideration, to be attuned to, if we’re really talking about promoting healthy sexuality and relationships that are grounded in mutual respect, empathy, care and dignity,” said Zaloom. She teaches students about laws pertaining to sex and consent, but also encourages students to think of consent as a “vibe”, rather than a moment of legal responsibility, meaning that consent isn’t about just checking a box and moving on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she talks to students about ethical sexuality, which takes into account a person’s wellbeing. So whether it’s a casual relationship or something they’ve been building up to for a long time, both people involved should be consenting and aligned. Zaloom prompts students to think about what good sex means to them. “Because you can have a consensual sexual experience that is boring. That’s embarrassing. That’s disappointing. And not that that isn’t a part of life. It certainly is. But we want to aspire to something a little more than that,” said Zaloom. “So there’s legal, there’s ethical, and then there’s what’s good.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving beyond popular culture messages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">MCC’s survey of teens and young adults indicates that if children do not receive education about love and relationships from their parents or schools, they are likely to seek information from popular culture, including movies and social media. While popular culture representations are not inherently negative, unchecked models of unhealthy relationships can influence young people’s perceptions. “In that way, images of the media are more damaging and dangerous than images of violence in the media,” said Weissbourd. Misconceptions can result in young people staying in unhealthy relationships, alcoholism, or domestic abuse, according to MCC’s survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counteract the negative influence of popular entertainment, Zaloom assigns romantic comedies for students to watch and facilitates whole-class discussions about them. During these discussions, students identify and analyze both healthy and unhealthy relationship practices portrayed by the main characters. Romo, Zaloom’s former student, remembered watching the movie “Friends with Benefits,” and identifying the characters’ healthy relationship practices. “Like setting expectations for the relationship or boundaries or telling each other what they wanted,” said Romo. “It’s a silly movie, but that’s kind of a big deal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When done well, consent education can help young people to navigate relationships, establish boundaries, and build meaningful connections. Romo, who is recently single after ending a five-year-long relationship, said she’s insistent on how people treat her because of what she learned in Zaloom’s class. “We had a lot of conversations about setting boundaries and being conscious of what you want out of a relationship and a partner and the people in your life,” said Romo. “That really stuck with me.”\u003c/span>\u003c/p>\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>\u003cem>Correction: A previous version of this post misspelled Shafia Zaloom’s last name. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21512","mindshift_21504","mindshift_21280","mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21250","mindshift_21036","mindshift_21231","mindshift_21268","mindshift_268","mindshift_21067","mindshift_21213","mindshift_944","mindshift_20963","mindshift_943","mindshift_30"],"featImg":"mindshift_62012","label":"mindshift_21847"},"mindshift_61430":{"type":"posts","id":"mindshift_61430","meta":{"index":"posts_1591205157","site":"mindshift","id":"61430","score":null,"sort":[1681782021000]},"guestAuthors":[],"slug":"want-to-teach-quality-personal-finance-classes-follow-the-4-cs","title":"Want to teach quality personal finance classes? Follow the 4 Cs","publishDate":1681782021,"format":"standard","headTitle":"Want to teach quality personal finance classes? Follow the 4 Cs | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Preferential access to concert ticket presales and exclusive entrances at popular venues are just two of the ways credit card companies try to \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/12/24/business/taylor-swift-tour-capital-one.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">entice young people to sign up for their first credit card\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Drawn in by benefits such as cash advances, many are not aware of looming consequences like high annual fees or \u003c/span>\u003ca href=\"https://www.forbes.com/advisor/credit-cards/average-credit-card-interest-rate/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">steep interest rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on debt. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://money.usnews.com/credit-cards/articles/survey-46-of-students-with-credit-cards-have-debt\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">A 2022 survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by U.S. News & World Report found that almost half of college students have credit card debt with nearly a quarter of respondents with debts over $2,000. One way to get kids to swipe their cards more responsibly and make better financial decisions overall is financial education. Students from states with high school financial education requirements were \u003c/span>\u003ca href=\"https://www.nefe.org/_images/research/Effects-of-K-12-Financial-Education-Mandates/Better-Borrowing-Report-MSU-Executive-Summary.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">21% less likely to carry a balance on a credit card during college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to a 2018 economic analysis. Personal finance classes are on the rise with more states making these classes mandatory for graduation. Since 2019, the number of states that guarantee a personal finance course has \u003c/span>\u003ca href=\"https://www.ngpf.org/state-of-financial-education-report/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">tripled from six to 18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are eager to teach this course because of the level of engagement they see from their students, because nobody leaves their classroom saying, ‘How am I going to use this in my real life?’ Every day they’re walking out with something that they can bring back to their families or something they can implement in their own lives,” said \u003c/span>\u003ca href=\"https://twitter.com/TRanzetta\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Tim Ranzetta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who taught personal finance to high schoolers at Eastside College Prep in California. He co-founded \u003c/span>\u003ca href=\"https://www.ngpf.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Next Gen Personal Finance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NGPF), a nonprofit organization that provides personal finance curriculum and professional development for middle and high school teachers. Ranzetta recommends that teachers follow the four Cs – current, comprehensive, customizable and curated – to create \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">effective personal finance classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that equip students with the skills needed to manage their finances in the real world.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Current\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A good personal finance class ensures that students are learning topics relevant to current life, not financial wisdom from a decade ago, according to Ranzetta. “If we’re not talking about current topics, we’re going to lose kids,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Current financial topics that weren’t popular even a few years ago include cryptocurrency and non-fungible tokens (NFTs). Additionally, Ranzetta has seen sports betting become widely available with\u003c/span>\u003ca href=\"https://www.forbes.com/sites/willyakowicz/2023/01/09/where-is-sports-betting-legal-america-2022/?sh=104a5167386b\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> nearly half of states now offering online sports betting from mobile phones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Between\u003c/span>\u003ca href=\"https://www.wsj.com/articles/problem-gambling-is-on-the-rise-among-young-men-11671388600\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> 60% and 80% of high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> report having gambled for money in the past year, according to the National Council on Problem Gambling. Young men and \u003c/span>\u003ca href=\"https://www.wsj.com/articles/problem-gambling-is-on-the-rise-among-young-men-11671388600\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">teen boys are particularly susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to gambling and risky behaviors.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ranzetta recommends that teachers incorporate explainers about financial topics in the news into a weekly lesson. For example, Tara Razi, a teacher at San Marcos High School who uses NGPF’s curriculum, brought an article to her personal finance class about “buy now, pay later,” a newly popular payment practice that allows consumers to make a purchase immediately and pay it off in installments. “I always try to keep things relevant and up to date,” she said during a California Department of Education \u003c/span>\u003ca href=\"https://www.facebook.com/watch/live/?ref=watch_permalink&v=899620537677797\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the benefits of financial literacy. “‘Buy now, pay later’ is becoming such a big thing in our society because people are financially hurting post-pandemic with inflation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, NGPF offers a weekly financial current events quiz game and explainer video called \u003c/span>\u003ca href=\"https://www.ngpf.org/fincap-friday/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">FinCap Friday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for classroom use.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"FinCap Friday: A Bank Run is No Fun | Hosted by @missbehelpful\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Ijz9jislLxQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Comprehensive\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ranzetta said quality personal finance classes should cover a broad range of topics, including budgeting, investing, credit management and behavioral economics. From their first paycheck at a part-time job to accessing their retirement account, comprehensive financial literacy classes are designed to prepare students to manage money throughout all life stages and career trajectories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While almost all states have \u003c/span>\u003ca href=\"https://files.consumerfinance.gov/f/201304_cfpb_OFE-Policy-White-Paper-Final.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">adopted content standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include personal finance, they don’t all require teaching the subject. Consequently, financial education can take a backseat to other requirements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address this issue, some schools are integrating personal finance education into existing curricula. For example, the K-6 program, \u003c/span>\u003ca href=\"https://everydaymath.uchicago.edu/about/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Everyday Math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teaches students how to use math to solve practical financial problems, such as making change and counting with tally marks. At the high school level, standalone financial literacy classes are more common because students are starting to make their own financial decisions. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Customizable \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0167268121005096#!\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a randomized control study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in Italy, students who took an instructor-led financial literacy class and students who took a similar online course showed increased financial literacy compared to a control group. But three months later, the effects persisted only for students in the instructor-led course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The thing about having 25 students in front of you in a personal finance class is every one of them has had a different experience with money,” said Ranzetta. “Ultimately, we’re shaped by our own experiences.” Ranzetta encourages teachers to tailor financial literacy lessons to their students so they can apply what they know to their real life financial decisions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, financial literacy education can cater to college-bound students who may not get the support they need at home or at college and career offices. \u003c/span>\u003ca href=\"https://nacacnet.org/wp-content/uploads/2022/10/soca2019_all.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to the National Association for College Admission Counseling, only 28% of public schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> employ at least one counselor with the exclusive responsibility of college counseling. “There’s a certain percentage of kids who are like, ‘This isn’t for me. I can’t possibly afford this, not recognizing that they may actually qualify for significant amounts of financial aid,” said Ranzetta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tara Razi’s students at San Marcos High School can schedule a time to meet with her and get hands-on support with their finances. One student, for example, asked Razi for step-by-step guidance in transferring money from a checking account to a savings account. Additionally, if students feel prepared after the credit management unit and get written permission from their parents, she will walk them through signing up for a credit card. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Curated\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have access to abundant financial information online, but they aren’t always great at \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57665/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">recognizing misinformation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You have access to all the world’s information, which is great, but it’s also a curse,” said Ranzetta. It’s increasingly important to provide financial literacy at school that is based on advice from knowledgeable experts. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/07/27/1021262899/finance-money-tips-kids-families-conversations\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Parents are often students’ first financial literacy teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, \u003c/span>\u003ca href=\"https://www.momentive.ai/en/blog/cnbc-financial-literacy-2022/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a recent survey by CNBC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that only 15% of parents said they spoke with their children more than once a week about household finances. “If they’re not getting it from parents and they’re not getting it from schools, they’re getting it from TikTok,” said Ranzetta. “They need to have the foundational knowledge to say, ‘Is this good advice or bad advice?” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While personal finance classes won’t explicitly tell students exactly what choices to make with their money, quality financial education can help them understand their options.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When financial literacy classes are current, comprehensive, customizable and curated, students develop the skills needed to manage their finances effectively in the real world.","status":"publish","parent":0,"modified":1681781975,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1207},"headData":{"title":"Want to teach quality personal finance classes? Follow the 4 Cs | KQED","description":"Since 2019, the number of states that require a personal finance course before high school graduation has tripled from 6 to 18.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want to teach quality personal finance classes? Follow the 4 Cs","datePublished":"2023-04-18T01:40:21.000Z","dateModified":"2023-04-18T01:39:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61430/want-to-teach-quality-personal-finance-classes-follow-the-4-cs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Preferential access to concert ticket presales and exclusive entrances at popular venues are just two of the ways credit card companies try to \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/12/24/business/taylor-swift-tour-capital-one.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">entice young people to sign up for their first credit card\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Drawn in by benefits such as cash advances, many are not aware of looming consequences like high annual fees or \u003c/span>\u003ca href=\"https://www.forbes.com/advisor/credit-cards/average-credit-card-interest-rate/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">steep interest rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on debt. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://money.usnews.com/credit-cards/articles/survey-46-of-students-with-credit-cards-have-debt\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">A 2022 survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by U.S. News & World Report found that almost half of college students have credit card debt with nearly a quarter of respondents with debts over $2,000. One way to get kids to swipe their cards more responsibly and make better financial decisions overall is financial education. Students from states with high school financial education requirements were \u003c/span>\u003ca href=\"https://www.nefe.org/_images/research/Effects-of-K-12-Financial-Education-Mandates/Better-Borrowing-Report-MSU-Executive-Summary.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">21% less likely to carry a balance on a credit card during college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to a 2018 economic analysis. Personal finance classes are on the rise with more states making these classes mandatory for graduation. Since 2019, the number of states that guarantee a personal finance course has \u003c/span>\u003ca href=\"https://www.ngpf.org/state-of-financial-education-report/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">tripled from six to 18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are eager to teach this course because of the level of engagement they see from their students, because nobody leaves their classroom saying, ‘How am I going to use this in my real life?’ Every day they’re walking out with something that they can bring back to their families or something they can implement in their own lives,” said \u003c/span>\u003ca href=\"https://twitter.com/TRanzetta\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Tim Ranzetta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who taught personal finance to high schoolers at Eastside College Prep in California. He co-founded \u003c/span>\u003ca href=\"https://www.ngpf.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Next Gen Personal Finance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NGPF), a nonprofit organization that provides personal finance curriculum and professional development for middle and high school teachers. Ranzetta recommends that teachers follow the four Cs – current, comprehensive, customizable and curated – to create \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">effective personal finance classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that equip students with the skills needed to manage their finances in the real world.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Current\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A good personal finance class ensures that students are learning topics relevant to current life, not financial wisdom from a decade ago, according to Ranzetta. “If we’re not talking about current topics, we’re going to lose kids,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Current financial topics that weren’t popular even a few years ago include cryptocurrency and non-fungible tokens (NFTs). Additionally, Ranzetta has seen sports betting become widely available with\u003c/span>\u003ca href=\"https://www.forbes.com/sites/willyakowicz/2023/01/09/where-is-sports-betting-legal-america-2022/?sh=104a5167386b\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> nearly half of states now offering online sports betting from mobile phones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Between\u003c/span>\u003ca href=\"https://www.wsj.com/articles/problem-gambling-is-on-the-rise-among-young-men-11671388600\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> 60% and 80% of high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> report having gambled for money in the past year, according to the National Council on Problem Gambling. Young men and \u003c/span>\u003ca href=\"https://www.wsj.com/articles/problem-gambling-is-on-the-rise-among-young-men-11671388600\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">teen boys are particularly susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to gambling and risky behaviors.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">Ranzetta recommends that teachers incorporate explainers about financial topics in the news into a weekly lesson. For example, Tara Razi, a teacher at San Marcos High School who uses NGPF’s curriculum, brought an article to her personal finance class about “buy now, pay later,” a newly popular payment practice that allows consumers to make a purchase immediately and pay it off in installments. “I always try to keep things relevant and up to date,” she said during a California Department of Education \u003c/span>\u003ca href=\"https://www.facebook.com/watch/live/?ref=watch_permalink&v=899620537677797\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the benefits of financial literacy. “‘Buy now, pay later’ is becoming such a big thing in our society because people are financially hurting post-pandemic with inflation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, NGPF offers a weekly financial current events quiz game and explainer video called \u003c/span>\u003ca href=\"https://www.ngpf.org/fincap-friday/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">FinCap Friday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for classroom use.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"FinCap Friday: A Bank Run is No Fun | Hosted by @missbehelpful\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Ijz9jislLxQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Comprehensive\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ranzetta said quality personal finance classes should cover a broad range of topics, including budgeting, investing, credit management and behavioral economics. From their first paycheck at a part-time job to accessing their retirement account, comprehensive financial literacy classes are designed to prepare students to manage money throughout all life stages and career trajectories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While almost all states have \u003c/span>\u003ca href=\"https://files.consumerfinance.gov/f/201304_cfpb_OFE-Policy-White-Paper-Final.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">adopted content standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include personal finance, they don’t all require teaching the subject. Consequently, financial education can take a backseat to other requirements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address this issue, some schools are integrating personal finance education into existing curricula. For example, the K-6 program, \u003c/span>\u003ca href=\"https://everydaymath.uchicago.edu/about/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Everyday Math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teaches students how to use math to solve practical financial problems, such as making change and counting with tally marks. At the high school level, standalone financial literacy classes are more common because students are starting to make their own financial decisions. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Customizable \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0167268121005096#!\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a randomized control study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in Italy, students who took an instructor-led financial literacy class and students who took a similar online course showed increased financial literacy compared to a control group. But three months later, the effects persisted only for students in the instructor-led course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The thing about having 25 students in front of you in a personal finance class is every one of them has had a different experience with money,” said Ranzetta. “Ultimately, we’re shaped by our own experiences.” Ranzetta encourages teachers to tailor financial literacy lessons to their students so they can apply what they know to their real life financial decisions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, financial literacy education can cater to college-bound students who may not get the support they need at home or at college and career offices. \u003c/span>\u003ca href=\"https://nacacnet.org/wp-content/uploads/2022/10/soca2019_all.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to the National Association for College Admission Counseling, only 28% of public schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> employ at least one counselor with the exclusive responsibility of college counseling. “There’s a certain percentage of kids who are like, ‘This isn’t for me. I can’t possibly afford this, not recognizing that they may actually qualify for significant amounts of financial aid,” said Ranzetta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tara Razi’s students at San Marcos High School can schedule a time to meet with her and get hands-on support with their finances. One student, for example, asked Razi for step-by-step guidance in transferring money from a checking account to a savings account. Additionally, if students feel prepared after the credit management unit and get written permission from their parents, she will walk them through signing up for a credit card. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Curated\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have access to abundant financial information online, but they aren’t always great at \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57665/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">recognizing misinformation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You have access to all the world’s information, which is great, but it’s also a curse,” said Ranzetta. It’s increasingly important to provide financial literacy at school that is based on advice from knowledgeable experts. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/07/27/1021262899/finance-money-tips-kids-families-conversations\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Parents are often students’ first financial literacy teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, \u003c/span>\u003ca href=\"https://www.momentive.ai/en/blog/cnbc-financial-literacy-2022/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a recent survey by CNBC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that only 15% of parents said they spoke with their children more than once a week about household finances. “If they’re not getting it from parents and they’re not getting it from schools, they’re getting it from TikTok,” said Ranzetta. “They need to have the foundational knowledge to say, ‘Is this good advice or bad advice?” \u003c/span>\u003c/p>\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>\u003cspan style=\"font-weight: 400\">While personal finance classes won’t explicitly tell students exactly what choices to make with their money, quality financial education can help them understand their options.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61430/want-to-teach-quality-personal-finance-classes-follow-the-4-cs","authors":["11721"],"categories":["mindshift_21445","mindshift_21385","mindshift_21579","mindshift_193"],"tags":["mindshift_21306","mindshift_1024","mindshift_392","mindshift_21067","mindshift_21595","mindshift_231","mindshift_20568","mindshift_21596","mindshift_21594"],"featImg":"mindshift_61434","label":"mindshift"},"mindshift_58133":{"type":"posts","id":"mindshift_58133","meta":{"index":"posts_1591205157","site":"mindshift","id":"58133","score":null,"sort":[1626420826000]},"guestAuthors":[],"slug":"what-do-alabama-and-california-have-in-common-top-notch-u-s-history-standards","title":"What Do Alabama And California Have In Common? Top-Notch U.S. History Standards","publishDate":1626420826,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated July 15, 2021 at 7:55 AM ET\u003c/strong>\u003c/div>\n\u003cp>A new review of states' learning standards brings fresh insight — and facts — to \u003ca href=\"https://www.npr.org/2021/05/28/1000537206/teachers-laws-banning-critical-race-theory-are-leading-to-self-censorship\">the heated debate\u003c/a> over critical race theory (CRT) and America's K-12 schools.\u003c/p>\n\u003cp>Critical race theory is an academic approach that looks at how race and racism has shaped U.S. institutions — and the discourse around it has been hard to miss. Some families, mostly white, accuse K-12 schools of teaching children to be ashamed of their race and their country. Many educators and school leaders insist they're simply teaching U.S. history, and that they are victims in \u003ca href=\"https://www.npr.org/2021/06/02/1001055828/the-brewing-political-battle-over-critical-race-theory\">a culture war\u003c/a> drummed up by conservative activists.\u003c/p>\n\u003cp>Into this fight arrives a 377-page review of states' U.S. history and civics standards that eschews politics for a deep-dive into what states say kids should actually be learning.\u003c/p>\n\u003cp>Learning standards act as a kind of lighthouse for schools, guiding curriculum, the creation of textbooks and, ultimately, teaching itself. They might not be a thrilling read, but they do provide vital context for this roiling CRT debate — because they are the clearest view we have of a state's \u003cem>values\u003c/em>. Where else but Texas would \u003ca href=\"https://tea.texas.gov/sites/default/files/ch113a.pdf\">standards require\u003c/a> that first-graders understand the contributions of George Washington, Abraham Lincoln, Martin Luther King Jr. and ... Sam Houston, \u003ca href=\"https://www.britannica.com/biography/Sam-Houston\">a leader of the Texas Revolution\u003c/a>?\u003c/p>\n\u003cp>Better yet, while many educators and activists have argued that students everywhere should learn about \u003ca href=\"https://www.npr.org/2021/05/24/998683497/a-century-after-the-race-massacre-tulsa-confronts-its-bloody-past\">the 1921 Tulsa Race Massacre\u003c/a>, Oklahoma \u003ca href=\"https://sde.ok.gov/sites/default/files/documents/files/Oklahoma%20Academic%20Standards%20for%20Social%20Studies%208.26.19.pdf\">\u003cem>requires\u003c/em> it\u003c/a> in its fifth grade history standards. Yes, the language still uses \"riot\" to describe \u003ca href=\"https://www.tulsahistory.org/exhibit/1921-tulsa-race-massacre/\">the slaughter of as many as 300 Black Tulsans\u003c/a>, but a follow-up standard demands that classrooms examine \"the role labels play in understanding historic events, for example 'riot' versus 'massacre.' \" If the former suggests Oklahoma's continued reluctance to speak honestly of its painful past, the latter shines a hot light on that reluctance and invites students to pick it apart.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For \u003ca href=\"https://fordhaminstitute.org/sites/default/files/publication/pdfs/20210623-state-state-standards-civics-and-us-history-20210.pdf#page=15\">this new survey\u003c/a>, reviewers rated the U.S. history and civics standards for all 50 states and Washington, D.C., giving them letter grades — A through F — for things like depth and clarity.\u003c/p>\n\u003cp>At the top, earning As, were Alabama, California, D.C., Massachusetts and Tennessee. At the bottom, 10 states earned Fs, including Pennsylvania, Wisconsin and Alaska. In the case of Alaska, the reviewers quipped, \"The Lower Forty-Eight states sometimes seem to forget that Alaska exists — and judging from its social studies standards, the state seems determined to return the favor.\"\u003c/p>\n\u003cp>Ouch.\u003c/p>\n\u003cp>Ten more states scored no better than Ds.\u003c/p>\n\u003cp>\"Unfortunately, what I found is that [the low-rated standards] tended to be broad and vague, not specific enough,\" says José Gregory, who has taught high school U.S. history for nearly 20 years and was one of the reviewers for the r\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/fordham-grades-20210713/\">eport, which comes from the Thomas B. Fordham Institute\u003c/a>. Though Fordham is a conservative-leaning think tank, a handful of experts told NPR the \u003ca href=\"https://apps.npr.org/dailygraphics/graphics/fordham-grades-20210713/\">survey\u003c/a> is nonpartisan and worth taking seriously.\u003c/p>\n\u003cp>\"I'm really worried,\" says Hasan Kwame Jeffries, an associate professor of history at the Ohio State University. \"If you don't teach about race and racism in American history, past and present, I don't know what the hell you're teaching. It's not the truth.\"\u003c/p>\n\u003cp>Jeffries says the fight over critical race theory is, essentially, about how schools teach about race and racism. And \u003cem>that\u003c/em> is deeply informed by what states do — and do not — include in their U.S. history and civics standards.\u003c/p>\n\u003ch3>In Texas, students learn about the Civil War before they learn about slavery\u003c/h3>\n\u003cp>Since its last survey, in 2011, Fordham says states' handling of race and racism — for example, slavery and Jim Crow — has improved, though many states' standards are still vague or disjointed.\u003c/p>\n\u003cp>Texas, for example, wants fifth-graders to \"explain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War.\" But students aren't expected to learn about slavery itself — including \"the development of the plantation system, the transatlantic slave trade, and the spread of slavery\" — until three years later, in eighth grade.\u003c/p>\n\u003cp>\"I cannot teach students about the emancipation without talking about slavery itself,\" says reviewer José Gregory, who currently teaches AP U.S. History in Georgia. \"I cannot talk about civil rights and the movement for equality without discussing Jim Crow.\"\u003c/p>\n\u003cp>The Fordham report highlights one Southern state with a more streamlined approach. In Tennessee, third-graders must \"identify the economic, political, and religious reasons for founding the Thirteen Colonies and the role of indentured servitude and slavery in their settlement.\"\u003c/p>\n\u003cp>The following year, in fourth grade, Tennessee asks students to \"contrast how the principles set forth in the Declaration of Independence clashed with treatment of different groups including: women, slaves, and American Indians.\"\u003c/p>\n\u003ch3>Strong state standards can help teachers navigate anti-CRT laws\u003c/h3>\n\u003cp>The depth and clarity of history and civics standards matter now more than ever as some state legislatures have moved to pass anti-CRT laws that purport to limit what teachers can say about race and racism in the classroom. For example, in June, \u003ca href=\"https://www.desmoinesregister.com/story/news/politics/2021/06/08/governor-kim-reynolds-signs-law-targeting-critical-race-theory-iowa-schools-diversity-training/7489896002/\">Iowa's governor signed a new law\u003c/a> prohibiting teachers from doing anything that might make students \"feel discomfort, guilt, anguish, or any other form of psychological distress on account of that individual's race or sex.\"\u003c/p>\n\u003cp>Stefanie Wager, past president of the National Council for the Social Studies, lives in Iowa and says she's heard from history teachers there who say they feel vulnerable.\u003c/p>\n\u003cp>\"They're just very scared. They don't know, you know, 'Does this mean I can't, like, teach my unit on the Civil War and we talk about slavery as one of the causes? Like, what does this mean?' \"\u003c/p>\n\u003cp>The same is true, Wager says, when Iowa teachers tackle the U.S. Constitution. How should they handle something like the Three-Fifths Compromise, which allowed states to count three-fifths of enslaved people in their population tallies — thereby \u003ca href=\"https://apnews.com/article/electoral-college-slavery-election-2020-race-and-ethnicity-government-and-politics-0ef97970a86255bf89c897838fcdb335\">increasing slaveholding states' political power\u003c/a>.\u003c/p>\n\u003cp>\"How could you talk about that in any other way than to say this was all about White power, maintaining systems of power,\" Wager asks.\u003c/p>\n\u003cp>In some states, educators can turn to their state's standards for help and, to a certain extent, political cover. But Fordham gave Iowa's U.S. history standards an F for their lack of depth; the standards don't mention the Three-Fifths Compromise, which could make it easier for anxious teachers to avoid it.\u003c/p>\n\u003cp>On the other hand, Oklahoma — which got a B+ for both its history and civics standards — specifically says fifth-graders should study the Three-Fifths Compromise \"and its maintenance of the institution of slavery.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As it happens, \u003ca href=\"https://stateimpact.npr.org/oklahoma/2021/07/08/what-oklahoma-teachers-need-to-know-about-the-states-so-called-critical-race-theory-ban/\">Oklahoma also recently passed an anti-CRT law\u003c/a> which, like Iowa's, says students should not be made to feel discomfort based on race. But unlike Iowa, Oklahoma's standards offer educators a roadmap through the uncomfortable facts of our history. And that new Oklahoma law? It says, explicitly, that it does not stop teachers from following those standards.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Do+Alabama+And+California+Have+In+Common%3F+Top-Notch+U.S.+History+Standards&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"State history standards can give educators a roadmap through the uncomfortable facts of U.S. history. In the current debate over critical race theory, they can also offer political cover.","status":"publish","parent":0,"modified":1626420826,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1218},"headData":{"title":"What Do Alabama And California Have In Common? Top-Notch U.S. History Standards - MindShift","description":"State history standards can give educators a roadmap through the uncomfortable facts of U.S. history. In the current debate over critical race theory, they can also offer political cover.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do Alabama And California Have In Common? Top-Notch U.S. History Standards","datePublished":"2021-07-16T07:33:46.000Z","dateModified":"2021-07-16T07:33:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58133 https://ww2.kqed.org/mindshift/?p=58133","disqusUrl":"https://ww2.kqed.org/mindshift/2021/07/16/what-do-alabama-and-california-have-in-common-top-notch-u-s-history-standards/","disqusTitle":"What Do Alabama And California Have In Common? Top-Notch U.S. History Standards","nprByline":"Cory Turner","nprImageAgency":"Laurent Hrybyk for NPR","nprStoryId":"1015338155","nprApiLink":"http://api.npr.org/query?id=1015338155&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/07/12/1015338155/new-survey-shows-what-parts-of-u-s-history-kids-across-america-are-actually-lear?ft=nprml&f=1015338155","nprRetrievedStory":"1","nprPubDate":"Thu, 15 Jul 2021 07:55:00 -0400","nprStoryDate":"Mon, 12 Jul 2021 16:20:00 -0400","nprLastModifiedDate":"Thu, 15 Jul 2021 07:55:21 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/07/20210712_atc_history_standards_review.mp3?orgId=1&topicId=1013&d=244&p=2&story=1015338155&ft=nprml&f=1015338155","nprAudioM3u":"http://api.npr.org/m3u/11015371462-c10b77.m3u?orgId=1&topicId=1013&d=244&p=2&story=1015338155&ft=nprml&f=1015338155","path":"/mindshift/58133/what-do-alabama-and-california-have-in-common-top-notch-u-s-history-standards","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/07/20210712_atc_history_standards_review.mp3?orgId=1&topicId=1013&d=244&p=2&story=1015338155&ft=nprml&f=1015338155","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated July 15, 2021 at 7:55 AM ET\u003c/strong>\u003c/div>\n\u003cp>A new review of states' learning standards brings fresh insight — and facts — to \u003ca href=\"https://www.npr.org/2021/05/28/1000537206/teachers-laws-banning-critical-race-theory-are-leading-to-self-censorship\">the heated debate\u003c/a> over critical race theory (CRT) and America's K-12 schools.\u003c/p>\n\u003cp>Critical race theory is an academic approach that looks at how race and racism has shaped U.S. institutions — and the discourse around it has been hard to miss. Some families, mostly white, accuse K-12 schools of teaching children to be ashamed of their race and their country. Many educators and school leaders insist they're simply teaching U.S. history, and that they are victims in \u003ca href=\"https://www.npr.org/2021/06/02/1001055828/the-brewing-political-battle-over-critical-race-theory\">a culture war\u003c/a> drummed up by conservative activists.\u003c/p>\n\u003cp>Into this fight arrives a 377-page review of states' U.S. history and civics standards that eschews politics for a deep-dive into what states say kids should actually be learning.\u003c/p>\n\u003cp>Learning standards act as a kind of lighthouse for schools, guiding curriculum, the creation of textbooks and, ultimately, teaching itself. They might not be a thrilling read, but they do provide vital context for this roiling CRT debate — because they are the clearest view we have of a state's \u003cem>values\u003c/em>. Where else but Texas would \u003ca href=\"https://tea.texas.gov/sites/default/files/ch113a.pdf\">standards require\u003c/a> that first-graders understand the contributions of George Washington, Abraham Lincoln, Martin Luther King Jr. and ... Sam Houston, \u003ca href=\"https://www.britannica.com/biography/Sam-Houston\">a leader of the Texas Revolution\u003c/a>?\u003c/p>\n\u003cp>Better yet, while many educators and activists have argued that students everywhere should learn about \u003ca href=\"https://www.npr.org/2021/05/24/998683497/a-century-after-the-race-massacre-tulsa-confronts-its-bloody-past\">the 1921 Tulsa Race Massacre\u003c/a>, Oklahoma \u003ca href=\"https://sde.ok.gov/sites/default/files/documents/files/Oklahoma%20Academic%20Standards%20for%20Social%20Studies%208.26.19.pdf\">\u003cem>requires\u003c/em> it\u003c/a> in its fifth grade history standards. Yes, the language still uses \"riot\" to describe \u003ca href=\"https://www.tulsahistory.org/exhibit/1921-tulsa-race-massacre/\">the slaughter of as many as 300 Black Tulsans\u003c/a>, but a follow-up standard demands that classrooms examine \"the role labels play in understanding historic events, for example 'riot' versus 'massacre.' \" If the former suggests Oklahoma's continued reluctance to speak honestly of its painful past, the latter shines a hot light on that reluctance and invites students to pick it apart.\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>For \u003ca href=\"https://fordhaminstitute.org/sites/default/files/publication/pdfs/20210623-state-state-standards-civics-and-us-history-20210.pdf#page=15\">this new survey\u003c/a>, reviewers rated the U.S. history and civics standards for all 50 states and Washington, D.C., giving them letter grades — A through F — for things like depth and clarity.\u003c/p>\n\u003cp>At the top, earning As, were Alabama, California, D.C., Massachusetts and Tennessee. At the bottom, 10 states earned Fs, including Pennsylvania, Wisconsin and Alaska. In the case of Alaska, the reviewers quipped, \"The Lower Forty-Eight states sometimes seem to forget that Alaska exists — and judging from its social studies standards, the state seems determined to return the favor.\"\u003c/p>\n\u003cp>Ouch.\u003c/p>\n\u003cp>Ten more states scored no better than Ds.\u003c/p>\n\u003cp>\"Unfortunately, what I found is that [the low-rated standards] tended to be broad and vague, not specific enough,\" says José Gregory, who has taught high school U.S. history for nearly 20 years and was one of the reviewers for the r\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/fordham-grades-20210713/\">eport, which comes from the Thomas B. Fordham Institute\u003c/a>. Though Fordham is a conservative-leaning think tank, a handful of experts told NPR the \u003ca href=\"https://apps.npr.org/dailygraphics/graphics/fordham-grades-20210713/\">survey\u003c/a> is nonpartisan and worth taking seriously.\u003c/p>\n\u003cp>\"I'm really worried,\" says Hasan Kwame Jeffries, an associate professor of history at the Ohio State University. \"If you don't teach about race and racism in American history, past and present, I don't know what the hell you're teaching. It's not the truth.\"\u003c/p>\n\u003cp>Jeffries says the fight over critical race theory is, essentially, about how schools teach about race and racism. And \u003cem>that\u003c/em> is deeply informed by what states do — and do not — include in their U.S. history and civics standards.\u003c/p>\n\u003ch3>In Texas, students learn about the Civil War before they learn about slavery\u003c/h3>\n\u003cp>Since its last survey, in 2011, Fordham says states' handling of race and racism — for example, slavery and Jim Crow — has improved, though many states' standards are still vague or disjointed.\u003c/p>\n\u003cp>Texas, for example, wants fifth-graders to \"explain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War.\" But students aren't expected to learn about slavery itself — including \"the development of the plantation system, the transatlantic slave trade, and the spread of slavery\" — until three years later, in eighth grade.\u003c/p>\n\u003cp>\"I cannot teach students about the emancipation without talking about slavery itself,\" says reviewer José Gregory, who currently teaches AP U.S. History in Georgia. \"I cannot talk about civil rights and the movement for equality without discussing Jim Crow.\"\u003c/p>\n\u003cp>The Fordham report highlights one Southern state with a more streamlined approach. In Tennessee, third-graders must \"identify the economic, political, and religious reasons for founding the Thirteen Colonies and the role of indentured servitude and slavery in their settlement.\"\u003c/p>\n\u003cp>The following year, in fourth grade, Tennessee asks students to \"contrast how the principles set forth in the Declaration of Independence clashed with treatment of different groups including: women, slaves, and American Indians.\"\u003c/p>\n\u003ch3>Strong state standards can help teachers navigate anti-CRT laws\u003c/h3>\n\u003cp>The depth and clarity of history and civics standards matter now more than ever as some state legislatures have moved to pass anti-CRT laws that purport to limit what teachers can say about race and racism in the classroom. For example, in June, \u003ca href=\"https://www.desmoinesregister.com/story/news/politics/2021/06/08/governor-kim-reynolds-signs-law-targeting-critical-race-theory-iowa-schools-diversity-training/7489896002/\">Iowa's governor signed a new law\u003c/a> prohibiting teachers from doing anything that might make students \"feel discomfort, guilt, anguish, or any other form of psychological distress on account of that individual's race or sex.\"\u003c/p>\n\u003cp>Stefanie Wager, past president of the National Council for the Social Studies, lives in Iowa and says she's heard from history teachers there who say they feel vulnerable.\u003c/p>\n\u003cp>\"They're just very scared. They don't know, you know, 'Does this mean I can't, like, teach my unit on the Civil War and we talk about slavery as one of the causes? Like, what does this mean?' \"\u003c/p>\n\u003cp>The same is true, Wager says, when Iowa teachers tackle the U.S. Constitution. How should they handle something like the Three-Fifths Compromise, which allowed states to count three-fifths of enslaved people in their population tallies — thereby \u003ca href=\"https://apnews.com/article/electoral-college-slavery-election-2020-race-and-ethnicity-government-and-politics-0ef97970a86255bf89c897838fcdb335\">increasing slaveholding states' political power\u003c/a>.\u003c/p>\n\u003cp>\"How could you talk about that in any other way than to say this was all about White power, maintaining systems of power,\" Wager asks.\u003c/p>\n\u003cp>In some states, educators can turn to their state's standards for help and, to a certain extent, political cover. But Fordham gave Iowa's U.S. history standards an F for their lack of depth; the standards don't mention the Three-Fifths Compromise, which could make it easier for anxious teachers to avoid it.\u003c/p>\n\u003cp>On the other hand, Oklahoma — which got a B+ for both its history and civics standards — specifically says fifth-graders should study the Three-Fifths Compromise \"and its maintenance of the institution of slavery.\"\u003c/p>\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>As it happens, \u003ca href=\"https://stateimpact.npr.org/oklahoma/2021/07/08/what-oklahoma-teachers-need-to-know-about-the-states-so-called-critical-race-theory-ban/\">Oklahoma also recently passed an anti-CRT law\u003c/a> which, like Iowa's, says students should not be made to feel discomfort based on race. But unlike Iowa, Oklahoma's standards offer educators a roadmap through the uncomfortable facts of our history. And that new Oklahoma law? It says, explicitly, that it does not stop teachers from following those standards.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Do+Alabama+And+California+Have+In+Common%3F+Top-Notch+U.S.+History+Standards&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58133/what-do-alabama-and-california-have-in-common-top-notch-u-s-history-standards","authors":["byline_mindshift_58133"],"categories":["mindshift_192"],"tags":["mindshift_21322","mindshift_20533","mindshift_21442","mindshift_21067","mindshift_20615"],"featImg":"mindshift_58134","label":"mindshift"},"mindshift_57969":{"type":"posts","id":"mindshift_57969","meta":{"index":"posts_1591205157","site":"mindshift","id":"57969","score":null,"sort":[1623397354000]},"guestAuthors":[],"slug":"ready-set-think-hackathon-aims-to-kill-off-fake-health-rumors","title":"Ready, Set ... Think! Hackathon Aims To Kill Off Fake Health Rumors","publishDate":1623397354,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A new drug makes teen girls collapse! And it's secretly a birth control pill, part of a plan to reduce the national population.\u003c/p>\n\u003cp>Those are some of the rumors that revolve around the treatments for life-threatening diseases.\u003c/p>\n\u003cp>Now imagine you have 24 hours to come up with a plan to discourage people from believing the rumors and encourage them to seek treatment.\u003c/p>\n\u003cp>That was the challenge at this spring's \u003ca href=\"https://www.ntdsupport.org/spread-truth-hackathon\">Hackathon\u003c/a>, an international competition hosted by the \u003ca href=\"https://www.ntdsupport.org/cor-ntd/blog/authors/the-task-force-for-global-health\">Task Force for Global Health's Neglected Tropical Diseases Support Center\u003c/a>. While the competition sounds very COVID-relevant, in this case, the event challenged participants to dispel misinformation surrounding diseases like leprosy, Dengue fever and schistosomiasis.\u003c/p>\n\u003cp>\"Rumors and misinformation are threats to progress [against diseases] and are not a laughing matter. They cost lives,\" says Moses Katabarwa, a competition judge who works at the Carter Center's \u003ca href=\"https://www.cartercenter.org/health/river_blindness/program_staff.html\">Uganda River Blindness program\u003c/a> and has seen how misinformation prevents patients from taking life-saving treatments. \"Well-proven ideas can be threatened unless we tackle [rumors] intelligently and wisely head-on.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fourteen teams participated in the virtual event, composed of up to four students in any major and from any school. They included students from Emory University in Georgia, the University of Buea in Cameroon and Aix-Marseille University in France.\u003c/p>\n\u003cp>A panel of public health experts looked at the solutions to see how innovative — and practical — they might be.\u003c/p>\n\u003cp>The first-place team won $2,000 and the chance to present their ideas in November at the annual meeting of the Coalition for Operational Research on Neglected Tropical Diseases. Second place also earned the opportunity to present the solution at the meeting but no cash prize.\u003c/p>\n\u003cp>Here's what the top two came up with.\u003c/p>\n\u003cp>\u003cstrong>This pill pack is designed for you!\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_57974\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-57974 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Hackathon-Aims-To-Kill-Off-Fake-Health-Rumors-e1623397229408.png\" alt=\"\" width=\"1920\" height=\"1081\">\u003cfigcaption class=\"wp-caption-text\">The winning team from Boston University had an idea for a better pill package. Clockwise from top left: Bridget Yates, Caroline Pane, Samuel Tomp and Julia Hermann. \u003ccite>(Caroline Pane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Getting people to take a pill to prevent elephantiasis is a matter of trust.\u003c/p>\n\u003cp>That's what the winning team in the Hackathon found out.\u003c/p>\n\u003cp>Elephantiasis is a horrible condition, typically triggered by a parasitic worm. (The disease that causes it is called lymphatic filariasis.) If afflicted, a person's limbs and genitalia swell. It's very, very painful. In Tanzania alone, more than \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7290598/__;!!Iwwt!B5hUVZ2PO60PRqz9C7izfUgSgbn_r1COiM_BgU-1PldmxJAfH35iNR8K0F11%24\">6 million people \u003c/a>are affected.\u003c/p>\n\u003cp>Taking the drug albendazole can help kill the worms. So why wouldn't you take the pill?\u003c/p>\n\u003cp>Caroline Pane, a 20-year-old public health major at Boston University, and her three teammates analyzed a 2016 \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4668335/__;!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdkAvQbzT%24\">study\u003c/a> where researchers recorded first-hand interviews with villagers in southeast Tanzania about why they did or did not accept treatment for the disease. Pane and the team recognized a recurring theme: The villagers didn't trust the health officials or the drugs they were giving out. As one woman in a village said: \"We don't trust free drugs; they have been brought to finish us off.\"\u003c/p>\n\u003cp>Other rumors, as noted in another \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3666211/\">study\u003c/a>, were that the drug could cause infertility.\u003c/p>\n\u003cp>The team's solution? Redesign the pill packaging to build trust and confidence among Tanzanian communities.\u003c/p>\n\u003cp>The students got the idea after watching an educational \u003ca href=\"https://www.youtube.com/watch?v=GNYpMUr3soc\">video\u003c/a> on the mass distribution of the drug in Tanzania.\u003c/p>\n\u003cp>\"[Health officials] take a big white bottle that's covered in scientific writing in English to a village and just hand out pills,\" Pane explains. \"The writing is foreign to them; they don't understand what it says. I probably wouldn't take it either if I was them.\"\u003c/p>\n\u003cp>In another \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3666211/__;!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdgNsaS8V%24\">study\u003c/a> about the treatment that the team reviewed, one interviewee said, \"There is no sign [on the drug] that it is for \u003cem>mabusha\u003c/em> or \u003cem>matende\u003c/em>,\" the Swahili words for swollen scrotum and swollen limbs. \"You have to trust in the government to swallow the tablets ... the program doesn't come with enough knowledge.\"\u003c/p>\n\u003cp>To quell these fears and build trust, the team designed and \u003ca href=\"https://urldefense.com/v3/__https://www.ntdsupport.org/sites/default/files/uploads/docs/resources/Lymphatic*20Filariasis*20Mass*20Drug*20Administration*20in*20Tanzania*20-*20Team*2016*20*20*282*29.pdf__;JSUlJSUlJSUlJSUlJQ!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdvO9phB6%24\">proposed a single-dose pill pack\u003c/a> with information about the pill's purpose and side effects in Swahili.\u003c/p>\n\u003cp>The team also created a comic on the pill packaging to overcome any language barriers. The illustration shows how lymphatic filariasis spreads through the bite of a parasite-carrying mosquito, depicting a popular Tanzanian cartoon character who wears traditional African garb and jewelry catching the disease.\u003c/p>\n\u003cp>The team hoped that patients would be more willing to take the pill if they say a familiar character downing a dose.\u003c/p>\n\u003cp>\u003ca href=\"https://taskforce.org/employees/katie-gass-operational-research/\">Katie Gass\u003c/a>, who helped design the Hackathon and is the director of research at the Neglected Tropical Diseases Support Center, thought the idea was excellent.\u003c/p>\n\u003cp>\"People don't want a pill out of a random bottle dumped in their hand,\" she says. \"This was a very simple, elegant and community-focused idea.\"\u003c/p>\n\u003cp>\u003cstrong>A rumor-finding tool — and a board game, too\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_57972\" class=\"wp-caption alignnone\" style=\"max-width: 1526px\">\u003cimg class=\"wp-image-57972 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd.png\" alt=\"\" width=\"1526\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd.png 1526w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-800x453.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-1020x578.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-768x435.png 768w\" sizes=\"(max-width: 1526px) 100vw, 1526px\">\u003cfigcaption class=\"wp-caption-text\">Students from the Sharif University of Technology in Tehran, Iran and the Complexity Science Hub in Vienna proposed a computer program to help locate the source of disease rumors. Clockwise from top left: Sina Sajjadi, Saeed Hedayatian, Yasaman Asgary, Alireza Hashemi. \u003ccite>(Alireza Hashemi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To stop rumors in their tracks, the second place team decided to map them.\u003c/p>\n\u003cp>The rumors were about schistosomiasis, a parasitic disease prevalent in tropical and subtropical regions such as Africa, the Middle East and the Caribbean. The disease is spread through contact with water contaminated by parasite-carrying snails and can cause anemia, malnutrition and even organ damage.\u003c/p>\n\u003cp>\"The rumors are not about the disease itself, but about the cures and preventions health officials are trying to implement,\" says team member Sina Sajjadi, 28, from the Complexity Science Hub in Vienna. \"One that's popular [across regions] is, 'They're trying to test their drugs on us.' \"\u003c/p>\n\u003cp>He was one of the four physics, computer science and math students on the team, from the Sharif University of Technology in Tehran, Iran and the Complexity Science Hub in Vienna.\u003c/p>\n\u003cp>Instead of focusing on a particular rumor surrounding the disease, the group proposed mapping where rumors are prevalent to identify regions that need further education about the disease and its treatment.\u003c/p>\n\u003cp>\"We focused on where the rumors come from, like Facebook or Twitter,\" says team member Yasaman Asgari, 21, who attends the Sharif University of Technology in Tehran.\u003c/p>\n\u003cp>The team proposed \u003ca href=\"https://www.ntdsupport.org/sites/default/files/uploads/docs/resources/NTD%20Hackathon%20Team%203.pdf\">creating a computer program\u003c/a> to analyze online social media sentiments around treatments for schistosomiasis. The program would flag and map false claims using GPS data. Public health experts would then be able to pinpoint hot spots of misinformation – and create campaigns to address specific rumors. The team also suggested calling upon online influencers in the region to help dispel the falsehoods.\u003c/p>\n\u003cp>There's one more part to their plan: making a custom board game to teach children to be cautious around water sources such as ponds and streams, which could be infected with parasites. In regions with schistosomiasis, all freshwater is considered unsafe unless it's boiled, filtered or treated with chlorine.\u003c/p>\n\u003cp>\"We would have different water sources on the board, as is the case for real-world villages,\" explains Sajjadi. The goal of the game is to avoid interacting with water contaminated with the worms.\u003c/p>\n\u003cp>While the students say they did not pull all-nighters to complete the 24-hour challenge, Gass wants to give the Iranian team a special shout out.\u003c/p>\n\u003cp>\"Hats off,\" she says. They presented their work to the judges \"when it was in the middle of the night for them.\"\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://nadiawhitehead.com/\">\u003cem>Nadia Whitehead\u003c/em>\u003c/a> \u003cem>is a freelance journalist and science writer. Her work has appeared in\u003c/em> Science, The Washington Post \u003cem>and NPR. Find her on Twitter\u003c/em> \u003ca href=\"https://twitter.com/nadiamacias\">@NadiaMacias\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ready%2C+Set+...+Think%21+Hackathon+Aims+To+Kill+Off+Fake+Health+Rumors&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"How do you fight misinformation around neglected tropical diseases? In this competition, teams of college students across the globe had 24 hours to cook up a cool plan.","status":"publish","parent":0,"modified":1623397354,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1294},"headData":{"title":"Ready, Set ... Think! Hackathon Aims To Kill Off Fake Health Rumors - MindShift","description":"How do you fight misinformation around neglected tropical diseases? In this competition, teams of college students across the globe had 24 hours to cook up a cool plan.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Ready, Set ... Think! Hackathon Aims To Kill Off Fake Health Rumors","datePublished":"2021-06-11T07:42:34.000Z","dateModified":"2021-06-11T07:42:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57969 https://ww2.kqed.org/mindshift/?p=57969","disqusUrl":"https://ww2.kqed.org/mindshift/2021/06/11/ready-set-think-hackathon-aims-to-kill-off-fake-health-rumors/","disqusTitle":"Ready, Set ... Think! Hackathon Aims To Kill Off Fake Health Rumors","nprByline":"Nadia Whitehead","nprImageAgency":"Caroline Pane and Sina Sajjadi","nprStoryId":"1004317823","nprApiLink":"http://api.npr.org/query?id=1004317823&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2021/06/10/1004317823/ready-set-think-hackathon-aims-to-kill-off-fake-health-rumors?ft=nprml&f=1004317823","nprRetrievedStory":"1","nprPubDate":"Thu, 10 Jun 2021 08:54:00 -0400","nprStoryDate":"Thu, 10 Jun 2021 08:54:25 -0400","nprLastModifiedDate":"Thu, 10 Jun 2021 08:54:25 -0400","path":"/mindshift/57969/ready-set-think-hackathon-aims-to-kill-off-fake-health-rumors","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A new drug makes teen girls collapse! And it's secretly a birth control pill, part of a plan to reduce the national population.\u003c/p>\n\u003cp>Those are some of the rumors that revolve around the treatments for life-threatening diseases.\u003c/p>\n\u003cp>Now imagine you have 24 hours to come up with a plan to discourage people from believing the rumors and encourage them to seek treatment.\u003c/p>\n\u003cp>That was the challenge at this spring's \u003ca href=\"https://www.ntdsupport.org/spread-truth-hackathon\">Hackathon\u003c/a>, an international competition hosted by the \u003ca href=\"https://www.ntdsupport.org/cor-ntd/blog/authors/the-task-force-for-global-health\">Task Force for Global Health's Neglected Tropical Diseases Support Center\u003c/a>. While the competition sounds very COVID-relevant, in this case, the event challenged participants to dispel misinformation surrounding diseases like leprosy, Dengue fever and schistosomiasis.\u003c/p>\n\u003cp>\"Rumors and misinformation are threats to progress [against diseases] and are not a laughing matter. They cost lives,\" says Moses Katabarwa, a competition judge who works at the Carter Center's \u003ca href=\"https://www.cartercenter.org/health/river_blindness/program_staff.html\">Uganda River Blindness program\u003c/a> and has seen how misinformation prevents patients from taking life-saving treatments. \"Well-proven ideas can be threatened unless we tackle [rumors] intelligently and wisely head-on.\"\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>Fourteen teams participated in the virtual event, composed of up to four students in any major and from any school. They included students from Emory University in Georgia, the University of Buea in Cameroon and Aix-Marseille University in France.\u003c/p>\n\u003cp>A panel of public health experts looked at the solutions to see how innovative — and practical — they might be.\u003c/p>\n\u003cp>The first-place team won $2,000 and the chance to present their ideas in November at the annual meeting of the Coalition for Operational Research on Neglected Tropical Diseases. Second place also earned the opportunity to present the solution at the meeting but no cash prize.\u003c/p>\n\u003cp>Here's what the top two came up with.\u003c/p>\n\u003cp>\u003cstrong>This pill pack is designed for you!\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_57974\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-57974 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Hackathon-Aims-To-Kill-Off-Fake-Health-Rumors-e1623397229408.png\" alt=\"\" width=\"1920\" height=\"1081\">\u003cfigcaption class=\"wp-caption-text\">The winning team from Boston University had an idea for a better pill package. Clockwise from top left: Bridget Yates, Caroline Pane, Samuel Tomp and Julia Hermann. \u003ccite>(Caroline Pane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Getting people to take a pill to prevent elephantiasis is a matter of trust.\u003c/p>\n\u003cp>That's what the winning team in the Hackathon found out.\u003c/p>\n\u003cp>Elephantiasis is a horrible condition, typically triggered by a parasitic worm. (The disease that causes it is called lymphatic filariasis.) If afflicted, a person's limbs and genitalia swell. It's very, very painful. In Tanzania alone, more than \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7290598/__;!!Iwwt!B5hUVZ2PO60PRqz9C7izfUgSgbn_r1COiM_BgU-1PldmxJAfH35iNR8K0F11%24\">6 million people \u003c/a>are affected.\u003c/p>\n\u003cp>Taking the drug albendazole can help kill the worms. So why wouldn't you take the pill?\u003c/p>\n\u003cp>Caroline Pane, a 20-year-old public health major at Boston University, and her three teammates analyzed a 2016 \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4668335/__;!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdkAvQbzT%24\">study\u003c/a> where researchers recorded first-hand interviews with villagers in southeast Tanzania about why they did or did not accept treatment for the disease. Pane and the team recognized a recurring theme: The villagers didn't trust the health officials or the drugs they were giving out. As one woman in a village said: \"We don't trust free drugs; they have been brought to finish us off.\"\u003c/p>\n\u003cp>Other rumors, as noted in another \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3666211/\">study\u003c/a>, were that the drug could cause infertility.\u003c/p>\n\u003cp>The team's solution? Redesign the pill packaging to build trust and confidence among Tanzanian communities.\u003c/p>\n\u003cp>The students got the idea after watching an educational \u003ca href=\"https://www.youtube.com/watch?v=GNYpMUr3soc\">video\u003c/a> on the mass distribution of the drug in Tanzania.\u003c/p>\n\u003cp>\"[Health officials] take a big white bottle that's covered in scientific writing in English to a village and just hand out pills,\" Pane explains. \"The writing is foreign to them; they don't understand what it says. I probably wouldn't take it either if I was them.\"\u003c/p>\n\u003cp>In another \u003ca href=\"https://urldefense.com/v3/__https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3666211/__;!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdgNsaS8V%24\">study\u003c/a> about the treatment that the team reviewed, one interviewee said, \"There is no sign [on the drug] that it is for \u003cem>mabusha\u003c/em> or \u003cem>matende\u003c/em>,\" the Swahili words for swollen scrotum and swollen limbs. \"You have to trust in the government to swallow the tablets ... the program doesn't come with enough knowledge.\"\u003c/p>\n\u003cp>To quell these fears and build trust, the team designed and \u003ca href=\"https://urldefense.com/v3/__https://www.ntdsupport.org/sites/default/files/uploads/docs/resources/Lymphatic*20Filariasis*20Mass*20Drug*20Administration*20in*20Tanzania*20-*20Team*2016*20*20*282*29.pdf__;JSUlJSUlJSUlJSUlJQ!!Iwwt!EuWabZHmzGqoeDNqGiGLUx9sm_rW_t-Jo9acj1K1SSKG1BWS4RBFdvO9phB6%24\">proposed a single-dose pill pack\u003c/a> with information about the pill's purpose and side effects in Swahili.\u003c/p>\n\u003cp>The team also created a comic on the pill packaging to overcome any language barriers. The illustration shows how lymphatic filariasis spreads through the bite of a parasite-carrying mosquito, depicting a popular Tanzanian cartoon character who wears traditional African garb and jewelry catching the disease.\u003c/p>\n\u003cp>The team hoped that patients would be more willing to take the pill if they say a familiar character downing a dose.\u003c/p>\n\u003cp>\u003ca href=\"https://taskforce.org/employees/katie-gass-operational-research/\">Katie Gass\u003c/a>, who helped design the Hackathon and is the director of research at the Neglected Tropical Diseases Support Center, thought the idea was excellent.\u003c/p>\n\u003cp>\"People don't want a pill out of a random bottle dumped in their hand,\" she says. \"This was a very simple, elegant and community-focused idea.\"\u003c/p>\n\u003cp>\u003cstrong>A rumor-finding tool — and a board game, too\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_57972\" class=\"wp-caption alignnone\" style=\"max-width: 1526px\">\u003cimg class=\"wp-image-57972 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd.png\" alt=\"\" width=\"1526\" height=\"865\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd.png 1526w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-800x453.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-1020x578.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-160x91.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/secondplace-1-_custom-5005498234d63108ea4db6cc4bafea27d36ea7cd-768x435.png 768w\" sizes=\"(max-width: 1526px) 100vw, 1526px\">\u003cfigcaption class=\"wp-caption-text\">Students from the Sharif University of Technology in Tehran, Iran and the Complexity Science Hub in Vienna proposed a computer program to help locate the source of disease rumors. Clockwise from top left: Sina Sajjadi, Saeed Hedayatian, Yasaman Asgary, Alireza Hashemi. \u003ccite>(Alireza Hashemi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To stop rumors in their tracks, the second place team decided to map them.\u003c/p>\n\u003cp>The rumors were about schistosomiasis, a parasitic disease prevalent in tropical and subtropical regions such as Africa, the Middle East and the Caribbean. The disease is spread through contact with water contaminated by parasite-carrying snails and can cause anemia, malnutrition and even organ damage.\u003c/p>\n\u003cp>\"The rumors are not about the disease itself, but about the cures and preventions health officials are trying to implement,\" says team member Sina Sajjadi, 28, from the Complexity Science Hub in Vienna. \"One that's popular [across regions] is, 'They're trying to test their drugs on us.' \"\u003c/p>\n\u003cp>He was one of the four physics, computer science and math students on the team, from the Sharif University of Technology in Tehran, Iran and the Complexity Science Hub in Vienna.\u003c/p>\n\u003cp>Instead of focusing on a particular rumor surrounding the disease, the group proposed mapping where rumors are prevalent to identify regions that need further education about the disease and its treatment.\u003c/p>\n\u003cp>\"We focused on where the rumors come from, like Facebook or Twitter,\" says team member Yasaman Asgari, 21, who attends the Sharif University of Technology in Tehran.\u003c/p>\n\u003cp>The team proposed \u003ca href=\"https://www.ntdsupport.org/sites/default/files/uploads/docs/resources/NTD%20Hackathon%20Team%203.pdf\">creating a computer program\u003c/a> to analyze online social media sentiments around treatments for schistosomiasis. The program would flag and map false claims using GPS data. Public health experts would then be able to pinpoint hot spots of misinformation – and create campaigns to address specific rumors. The team also suggested calling upon online influencers in the region to help dispel the falsehoods.\u003c/p>\n\u003cp>There's one more part to their plan: making a custom board game to teach children to be cautious around water sources such as ponds and streams, which could be infected with parasites. In regions with schistosomiasis, all freshwater is considered unsafe unless it's boiled, filtered or treated with chlorine.\u003c/p>\n\u003cp>\"We would have different water sources on the board, as is the case for real-world villages,\" explains Sajjadi. The goal of the game is to avoid interacting with water contaminated with the worms.\u003c/p>\n\u003cp>While the students say they did not pull all-nighters to complete the 24-hour challenge, Gass wants to give the Iranian team a special shout out.\u003c/p>\n\u003cp>\"Hats off,\" she says. They presented their work to the judges \"when it was in the middle of the night for them.\"\u003c/p>\n\u003chr>\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>\u003ca href=\"https://nadiawhitehead.com/\">\u003cem>Nadia Whitehead\u003c/em>\u003c/a> \u003cem>is a freelance journalist and science writer. Her work has appeared in\u003c/em> Science, The Washington Post \u003cem>and NPR. Find her on Twitter\u003c/em> \u003ca href=\"https://twitter.com/nadiamacias\">@NadiaMacias\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ready%2C+Set+...+Think%21+Hackathon+Aims+To+Kill+Off+Fake+Health+Rumors&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57969/ready-set-think-hackathon-aims-to-kill-off-fake-health-rumors","authors":["byline_mindshift_57969"],"categories":["mindshift_194"],"tags":["mindshift_21424","mindshift_21068","mindshift_21067"],"featImg":"mindshift_57970","label":"mindshift"},"mindshift_55625":{"type":"posts","id":"mindshift_55625","meta":{"index":"posts_1591205157","site":"mindshift","id":"55625","score":null,"sort":[1585204687000]},"guestAuthors":[],"slug":"how-to-help-kids-understand-coronavirus-during-distance-learning","title":"How to Help Kids Understand Coronavirus During Distance Learning","publishDate":1585204687,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Before schools actually shut their doors in response to coronavirus, \u003c/span>\u003ca href=\"https://www.instagram.com/readlikearockstar/\">\u003cspan style=\"font-weight: 400\">Naomi O’Brien\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was anticipating how to help teachers discuss the growing global health crisis with students. A teacher with a decade of experience in kindergarten through second grade, O’Brien took this year off to have her second child but has continued to create educational materials that she sells through \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/\">\u003cspan style=\"font-weight: 400\">Teachers Pay Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the school where her friend and frequent collaborator \u003c/span>\u003ca href=\"https://educationwithanapron.com/about/\">\u003cspan style=\"font-weight: 400\">LaNesha Tabb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed, the pair “dropped everything” to produce a free, child-friendly \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cspan style=\"font-weight: 400\">e-book on pandemics and COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We wanted to put something out there to give kids information, so they didn’t feel left in the dark,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapt to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they also take on responsibility for helping students understand why schools are closed in the first place. While explaining current events is familiar terrain, the rapid change and potential for misinformation involved with COVID-19 add to the challenge. O’Brien, along with other educators and experts, offered guidance for teachers on how to discuss pandemic with students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Address the facts in a calm, rational tone\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though some parents may want to shelter their kids from the news, it’s important that young people \u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">learn what’s happening in the world\u003c/a> from trusted adults, according to Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">communicating with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Howard said educators should name the elephant in the room, but be thoughtful about how they frame the situation: “A lot of times kids will think things are worse than they are. You have a responsibility to correct any misinformation and allay any fears.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children might think they’re staying home because of immediate danger, but prevention and social responsibility are more accurate explanations, Howard said. For the youngest learners, “You want to explain that it’s more about being helpers.” Such framing can provide a healthy counterweight to the fearful tones children may encounter online or on TV.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said that she and Tabb chose not to talk about death or compromised immune systems in their “\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">What Is a Pandemic?\u003c/a>” e-book but focused on basic explanations and what students can do to stay safe. For example, they knew that with schools closed, children might want to visit friends, so they defined “quarantine” and why it’s important. They also included historical context on pandemics “to let kids know that this has happened before, and people have gotten through it, to give them a little bit of hope.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Let kids’ questions lead\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While working on the e-book, O’Brien asked a friend what her children wanted to know about COVID-19. The second- and third-grader were concerned about how to protect themselves from infection, so the e-book concludes with two pages answering the question, “So, what can you do?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, educators doing distance learning can let children’s questions and concerns drive conversations about coronavirus. “They’re going to have questions and you can't just pretend like nothing’s happening,” O’Brien said. “We always say, ‘Facts over fear.’ And make it age-appropriate, of course.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers also may have to address \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">xenophobia and anti-Asian discrimination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when answering student questions. A \u003c/span>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism#\">\u003cspan style=\"font-weight: 400\">coronavirus teaching guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published by the anti-hate organization \u003ca href=\"https://www.facinghistory.org/\">Facing History and Ourselves\u003c/a> recommends providing students first with facts about the virus, then opportunities to explore examples of coronavirus-linked racism and to reflect on the consequences of discrimination.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check in on students’ emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said teachers should assess how much their class can handle when discussing coronavirus and check in on their feelings consistently. From disrupted routines to health worries to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">family stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to missing friends, coronavirus has created many reasons for \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/03/11/well/family/coronavirus-teenagers-anxiety.html\">\u003cspan style=\"font-weight: 400\">anxiety and stress among young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can provide a safe space for students to express those feelings, and they should be sure to validate those emotions, according to Howard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such check-ins can occur during video meetings, phone calls and emails, or through “Today I’m feeling …” writing prompts. Narrower questions can also be useful as students digest specific information about coronavirus. Several pages in O’Brien and Tabb’s e-book, for instance, include “Turn and Talk” prompts that can be adapted to assess not only student understanding but emotional reactions to the facts.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Promote news literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As educators discuss coronavirus with students, it’s also an opportunity to teach news literacy, according to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/meet-our-team#/bio/kelly-mendoza-phd\">\u003cspan style=\"font-weight: 400\">Kelly Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Senior Director of Education Programs at Common Sense Education. \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">Rumors and hoaxes about coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have spread rapidly, and young people need the skills to filter fact from fiction.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/holden\">\u003cspan style=\"font-weight: 400\">Mike Caulfield\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a digital literacy expert at Washington State University, has developed a site \u003c/span>\u003ca href=\"https://infodemic.blog/\">\u003cspan style=\"font-weight: 400\">applying his SIFT model for “information hygiene” to the coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. SIFT stands for “Stop, Investigate the source, Find better coverage, and Trace claims, quotes and media to the original context.” According to the site, these skills can be learned in less than an hour. Common Sense Education also has a curated list with dozens of \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/news-literacy-resources-for-classrooms\">\u003cspan style=\"font-weight: 400\">resources for teaching and learning about news literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Stay informed but be mindful \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s important for educators to keep up with the latest information from reliable sources, such as the Centers for Disease Control, the World Health Organization and public health departments, the barrage of breaking news can be overwhelming. Teachers should set limits for themselves and help students do the same, Mendoza said. “It’s not saying don’t be informed, but when there’s breaking news we tend to just be glued to our screens and that’s not a healthy thing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students think critically about screen time, Mendoza said, is through a four-question framework for media balance, which asks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What media am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When am I consuming it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does it make me feel?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students can track those questions over a few days. Teachers can then facilitate discussions on students’ observations. To go deeper, Common Sense Education offers \u003c/span>\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/curriculum?topic=media-balance--well-being\">\u003cspan style=\"font-weight: 400\">lesson plans on media balance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for grades K-12.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"There's a lot of misinformation about COVID-19 and news that's genuinely scary. By helping kids develop their media literacy skills in an age-appropriate way, caregivers and teachers can help them make sense of their world. ","status":"publish","parent":0,"modified":1585204934,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1085},"headData":{"title":"How to Help Kids Understand Coronavirus During Distance Learning | KQED","description":"There's a lot of misinformation about COVID-19 and news that's genuinely scary. By helping kids develop their media literacy skills in an age-appropriate way, caregivers and teachers can help them make sense of their world. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Help Kids Understand Coronavirus During Distance Learning","datePublished":"2020-03-26T06:38:07.000Z","dateModified":"2020-03-26T06:42:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55625 https://ww2.kqed.org/mindshift/?p=55625","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/25/how-to-help-kids-understand-coronavirus-during-distance-learning/","disqusTitle":"How to Help Kids Understand Coronavirus During Distance Learning","path":"/mindshift/55625/how-to-help-kids-understand-coronavirus-during-distance-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Before schools actually shut their doors in response to coronavirus, \u003c/span>\u003ca href=\"https://www.instagram.com/readlikearockstar/\">\u003cspan style=\"font-weight: 400\">Naomi O’Brien\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was anticipating how to help teachers discuss the growing global health crisis with students. A teacher with a decade of experience in kindergarten through second grade, O’Brien took this year off to have her second child but has continued to create educational materials that she sells through \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/\">\u003cspan style=\"font-weight: 400\">Teachers Pay Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When the school where her friend and frequent collaborator \u003c/span>\u003ca href=\"https://educationwithanapron.com/about/\">\u003cspan style=\"font-weight: 400\">LaNesha Tabb\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> closed, the pair “dropped everything” to produce a free, child-friendly \u003c/span>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cspan style=\"font-weight: 400\">e-book on pandemics and COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We wanted to put something out there to give kids information, so they didn’t feel left in the dark,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapt to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they also take on responsibility for helping students understand why schools are closed in the first place. While explaining current events is familiar terrain, the rapid change and potential for misinformation involved with COVID-19 add to the challenge. O’Brien, along with other educators and experts, offered guidance for teachers on how to discuss pandemic with students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Address the facts in a calm, rational tone\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though some parents may want to shelter their kids from the news, it’s important that young people \u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">learn what’s happening in the world\u003c/a> from trusted adults, according to Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">communicating with students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Howard said educators should name the elephant in the room, but be thoughtful about how they frame the situation: “A lot of times kids will think things are worse than they are. You have a responsibility to correct any misinformation and allay any fears.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children might think they’re staying home because of immediate danger, but prevention and social responsibility are more accurate explanations, Howard said. For the youngest learners, “You want to explain that it’s more about being helpers.” Such framing can provide a healthy counterweight to the fearful tones children may encounter online or on TV.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said that she and Tabb chose not to talk about death or compromised immune systems in their “\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">What Is a Pandemic?\u003c/a>” e-book but focused on basic explanations and what students can do to stay safe. For example, they knew that with schools closed, children might want to visit friends, so they defined “quarantine” and why it’s important. They also included historical context on pandemics “to let kids know that this has happened before, and people have gotten through it, to give them a little bit of hope.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Let kids’ questions lead\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While working on the e-book, O’Brien asked a friend what her children wanted to know about COVID-19. The second- and third-grader were concerned about how to protect themselves from infection, so the e-book concludes with two pages answering the question, “So, what can you do?”\u003c/span>\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>\u003cspan style=\"font-weight: 400\">Similarly, educators doing distance learning can let children’s questions and concerns drive conversations about coronavirus. “They’re going to have questions and you can't just pretend like nothing’s happening,” O’Brien said. “We always say, ‘Facts over fear.’ And make it age-appropriate, of course.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers also may have to address \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">xenophobia and anti-Asian discrimination\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when answering student questions. A \u003c/span>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism#\">\u003cspan style=\"font-weight: 400\">coronavirus teaching guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published by the anti-hate organization \u003ca href=\"https://www.facinghistory.org/\">Facing History and Ourselves\u003c/a> recommends providing students first with facts about the virus, then opportunities to explore examples of coronavirus-linked racism and to reflect on the consequences of discrimination.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check in on students’ emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">O’Brien said teachers should assess how much their class can handle when discussing coronavirus and check in on their feelings consistently. From disrupted routines to health worries to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">family stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to missing friends, coronavirus has created many reasons for \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/03/11/well/family/coronavirus-teenagers-anxiety.html\">\u003cspan style=\"font-weight: 400\">anxiety and stress among young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers can provide a safe space for students to express those feelings, and they should be sure to validate those emotions, according to Howard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such check-ins can occur during video meetings, phone calls and emails, or through “Today I’m feeling …” writing prompts. Narrower questions can also be useful as students digest specific information about coronavirus. Several pages in O’Brien and Tabb’s e-book, for instance, include “Turn and Talk” prompts that can be adapted to assess not only student understanding but emotional reactions to the facts.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Promote news literacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As educators discuss coronavirus with students, it’s also an opportunity to teach news literacy, according to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/meet-our-team#/bio/kelly-mendoza-phd\">\u003cspan style=\"font-weight: 400\">Kelly Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Senior Director of Education Programs at Common Sense Education. \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">Rumors and hoaxes about coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have spread rapidly, and young people need the skills to filter fact from fiction.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/holden\">\u003cspan style=\"font-weight: 400\">Mike Caulfield\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a digital literacy expert at Washington State University, has developed a site \u003c/span>\u003ca href=\"https://infodemic.blog/\">\u003cspan style=\"font-weight: 400\">applying his SIFT model for “information hygiene” to the coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. SIFT stands for “Stop, Investigate the source, Find better coverage, and Trace claims, quotes and media to the original context.” According to the site, these skills can be learned in less than an hour. Common Sense Education also has a curated list with dozens of \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/news-literacy-resources-for-classrooms\">\u003cspan style=\"font-weight: 400\">resources for teaching and learning about news literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Stay informed but be mindful \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s important for educators to keep up with the latest information from reliable sources, such as the Centers for Disease Control, the World Health Organization and public health departments, the barrage of breaking news can be overwhelming. Teachers should set limits for themselves and help students do the same, Mendoza said. “It’s not saying don’t be informed, but when there’s breaking news we tend to just be glued to our screens and that’s not a healthy thing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students think critically about screen time, Mendoza said, is through a four-question framework for media balance, which asks:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What media am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When am I consuming it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much am I consuming?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How does it make me feel?\u003c/span>\u003c/li>\n\u003c/ol>\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>\u003cspan style=\"font-weight: 400\">Students can track those questions over a few days. Teachers can then facilitate discussions on students’ observations. To go deeper, Common Sense Education offers \u003c/span>\u003ca href=\"https://www.commonsense.org/education/digital-citizenship/curriculum?topic=media-balance--well-being\">\u003cspan style=\"font-weight: 400\">lesson plans on media balance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for grades K-12.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55625/how-to-help-kids-understand-coronavirus-during-distance-learning","authors":["11487"],"categories":["mindshift_21345","mindshift_193"],"tags":["mindshift_20525","mindshift_21344","mindshift_21343","mindshift_968","mindshift_20784","mindshift_1040","mindshift_21067"],"featImg":"mindshift_55641","label":"mindshift"},"mindshift_53986":{"type":"posts","id":"mindshift_53986","meta":{"index":"posts_1591205157","site":"mindshift","id":"53986","score":null,"sort":[1563519605000]},"guestAuthors":[],"slug":"now-starring-in-childrens-cartoons-authentic-indigenous-characters","title":"Now Starring In Children's Cartoons: Authentic Indigenous Characters","publishDate":1563519605,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For decades, animated children's stories included negative stereotypes of Indigenous people.\u003c/p>\n\u003cp>There was Disney's \u003cem>Pocahontas\u003c/em>, which presented the daughter of a Powhatan chief in a romantic love story with Captain John Smith. Crystal Echo Hawk, CEO of the media watchdog group IllumiNative, says it was a false narrative about a girl who in reality was \"taken by force and sexually assaulted.\"\u003c/p>\n\u003cp>There was Tiger Lily in the classic film \u003cem>Peter Pan\u003c/em>, the princess of the \"Piccaninny\" tribe who smoked a peace pipe and spoke in one-syllable gibberish. The same went for the various \"injuns\" in old Bugs Bunny cartoons.\u003c/p>\n\u003cp>More recently, Disney and Pixar got kudos for more authentic representations of Native people in the films \u003ca href=\"https://www.npr.org/2016/11/23/503066811/moana-actress-grew-up-with-the-polynesian-myth-that-inspired-the-movie\">\u003cem>Moana\u003c/em>\u003c/a> and \u003ca href=\"https://www.npr.org/2017/11/20/564385036/mexico-music-and-family-take-center-stage-in-coco\">\u003cem>Coco\u003c/em>\u003c/a>. Now, TV networks and streaming services are reaching children with realistic portrayals on the small screen — where they consume most of their media.\u003c/p>\n\u003cp>The new PBS show \u003cem>Molly of Denali\u003c/em> is the first nationally distributed children's series to feature an Alaska Native lead character. She's 10 years old; her heritage is Gwich'in, Koyukon and Dena'ina Athabascan. She lives in the fictional village of Qyah, population 94. She goes fishing and hunting, and also looks up information on the Internet and on her smartphone.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Molly is computer-savvy,\" says the show's creative producer, Princess Daazhraii Johnson. \"I think it's really important for us to show that, because we are modern, living people that are not relegated to the past. That stereotype, that romanticized notion of who we are as Native people, is rampant.\"\u003c/p>\n\u003cp>Johnson says when she travels, she still meets people who assume all Alaskans live in igloos and are Eskimos — \"which isn't a term that people really even use anymore up here,\" she says. \"We have 229 federally recognized tribes in Alaska; we have 20 officially recognized Alaska Native languages here. We are so diverse and dynamic. And that's something else that we're going to be able to share out to the world.\"\u003c/p>\n\u003cp>In one episode, Molly learns that her grandfather stopped drumming and singing as a child when he was taken away to a Bureau of Indian Affairs boarding school. \"At the school we weren't allowed to sing the songs from our people,\" an elder tells her. \"We were made to feel bad about who we were.\"\u003c/p>\n\u003cp>Johnson says this storyline really happened to one of the elders on the show's advisory board. It's a kid's show, so it has a happy ending: Molly and her grandfather sing together.\u003c/p>\n\u003cp>\"We're just over the moon about \u003cem>Molly of Denali\u003c/em>, because this is exactly the type of thing that can really began to shift perceptions in this country,\" Echo Hawk says.\u003c/p>\n\u003cfigure id=\"attachment_53988\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53988\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/pachamama.23_wide-3a5bb4ddd45e54ea7090e0b7f02f69126549522c-e1563519484190.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">In the Netflix film Pachamama, set in the Andes during the time of Spanish conquest, 10-year-old Tepulpai and his friend Naira go on a journey to retrieve their village's treasured statue. \u003ccite>(Netflix)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Echo Hawk says that for years, Hollywood didn't produce stories about or by Native people because it didn't think a market existed for them. But that, she says, was shortsighted. Her organization polled more than 13,000 Americans, and found that nearly 80% of them said they want to learn more about Native peoples.\u003c/p>\n\u003cp>\"Media makers have always used the excuse 'the Native population in the United States is statistically insignificant ... there's not a demand because you guys are so small,'\" she says. \"But what this new research shows is that there is demand well beyond the Native population in this country.\"\u003c/p>\n\u003cp>For several decades, the Australian and Canadian Broadcasting Corporations have spotlighted shows by and about their indigenous populations. Now, Netflix is \u003ca href=\"https://globalnews.ca/news/5379809/netflix-partners-indigenous-groups/\">partnering with three Indigenous cultural organizations\u003c/a> to develop the next generation of First Nation creators across Canada.\u003c/p>\n\u003cp>And in the U.S. and in Latin America, Netflix is running the animated film \u003cem>Pachamama\u003c/em>. The story centers on a 10-year-old boy in an Andean village who dreams of becoming a shaman. His people suffer under both the Spanish conquest and the Incan Empire.\u003c/p>\n\u003cp>\"It's told from the point of view of the Indigenous people,\" says Juan Antin, who wrote and directed the film. He says he wanted to give a realistic view of domination in the region.\u003c/p>\n\u003cp>Antin, who is from Argentina, says he was inspired by his travels with his anthropologist wife in Bolivia and Peru. \"There, I fell in love with the culture of Pachamama, which is how the indigenous people call Mother Earth, having respect, love to the Earth,\" he says.\u003c/p>\n\u003cp>The Cartoon Network series \u003cem>Victor and Valentino\u003c/em> features two half-brothers in a fictitious Mesoamerican village, exploring myths that come to life. For example, they follow the dog Achi into the land of the dead, where they encounter a \u003cem>chupacabra \u003c/em>and other legends.\u003c/p>\n\u003cp>Animator Diego Molano, whose heritage is Mexican, Colombian and Cuban, began drawing his characters in college before writing for cartoons like \u003cem>The Powerpuff Girls\u003c/em>. He says with his new series, he wanted to share the folk tales his grandfather used to tell him.\u003c/p>\n\u003cp>\"I love the myths, but sometimes the myths are not kid-friendly,\" Molano says. \"So I kind of use what I like about them and kind of make a story that is relatable.\"\u003c/p>\n\u003cp>Molano says it's about time networks began showing cartoons with Indigenous characters and themes. He just hopes it's not just a fad.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ted Robbins edited this story for broadcast.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Now+Starring+In+Children%27s+Cartoons%3A+Authentic+Indigenous+Characters&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"An Alaska Native girl (\u003cem>Molly of Denali\u003c/em>), an Andean boy (\u003cem>Pachamama\u003c/em>), two half-brothers in Mesoamerica (\u003cem>Victor and Valentino\u003c/em>): Three new animations feature Native people without bygone-era baggage.","status":"publish","parent":0,"modified":1563519605,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":929},"headData":{"title":"Now Starring In Children's Cartoons: Authentic Indigenous Characters | KQED","description":"An Alaska Native girl (Molly of Denali), an Andean boy (Pachamama), two half-brothers in Mesoamerica (Victor and Valentino): Three new animations feature Native people without bygone-era baggage.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Now Starring In Children's Cartoons: Authentic Indigenous Characters","datePublished":"2019-07-19T07:00:05.000Z","dateModified":"2019-07-19T07:00:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53986 https://ww2.kqed.org/mindshift/?p=53986","disqusUrl":"https://ww2.kqed.org/mindshift/2019/07/19/now-starring-in-childrens-cartoons-authentic-indigenous-characters/","disqusTitle":"Now Starring In Children's Cartoons: Authentic Indigenous Characters","nprByline":"Mandalit del Barco","nprImageAgency":"WGBH Educational Foundation","nprStoryId":"740804272","nprApiLink":"http://api.npr.org/query?id=740804272&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/07/17/740804272/now-starring-in-childrens-cartoons-authentic-indigenous-characters?ft=nprml&f=740804272","nprRetrievedStory":"1","nprPubDate":"Wed, 17 Jul 2019 12:01:00 -0400","nprStoryDate":"Wed, 17 Jul 2019 12:01:20 -0400","nprLastModifiedDate":"Wed, 17 Jul 2019 12:01:20 -0400","path":"/mindshift/53986/now-starring-in-childrens-cartoons-authentic-indigenous-characters","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For decades, animated children's stories included negative stereotypes of Indigenous people.\u003c/p>\n\u003cp>There was Disney's \u003cem>Pocahontas\u003c/em>, which presented the daughter of a Powhatan chief in a romantic love story with Captain John Smith. Crystal Echo Hawk, CEO of the media watchdog group IllumiNative, says it was a false narrative about a girl who in reality was \"taken by force and sexually assaulted.\"\u003c/p>\n\u003cp>There was Tiger Lily in the classic film \u003cem>Peter Pan\u003c/em>, the princess of the \"Piccaninny\" tribe who smoked a peace pipe and spoke in one-syllable gibberish. The same went for the various \"injuns\" in old Bugs Bunny cartoons.\u003c/p>\n\u003cp>More recently, Disney and Pixar got kudos for more authentic representations of Native people in the films \u003ca href=\"https://www.npr.org/2016/11/23/503066811/moana-actress-grew-up-with-the-polynesian-myth-that-inspired-the-movie\">\u003cem>Moana\u003c/em>\u003c/a> and \u003ca href=\"https://www.npr.org/2017/11/20/564385036/mexico-music-and-family-take-center-stage-in-coco\">\u003cem>Coco\u003c/em>\u003c/a>. Now, TV networks and streaming services are reaching children with realistic portrayals on the small screen — where they consume most of their media.\u003c/p>\n\u003cp>The new PBS show \u003cem>Molly of Denali\u003c/em> is the first nationally distributed children's series to feature an Alaska Native lead character. She's 10 years old; her heritage is Gwich'in, Koyukon and Dena'ina Athabascan. She lives in the fictional village of Qyah, population 94. She goes fishing and hunting, and also looks up information on the Internet and on her smartphone.\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>\"Molly is computer-savvy,\" says the show's creative producer, Princess Daazhraii Johnson. \"I think it's really important for us to show that, because we are modern, living people that are not relegated to the past. That stereotype, that romanticized notion of who we are as Native people, is rampant.\"\u003c/p>\n\u003cp>Johnson says when she travels, she still meets people who assume all Alaskans live in igloos and are Eskimos — \"which isn't a term that people really even use anymore up here,\" she says. \"We have 229 federally recognized tribes in Alaska; we have 20 officially recognized Alaska Native languages here. We are so diverse and dynamic. And that's something else that we're going to be able to share out to the world.\"\u003c/p>\n\u003cp>In one episode, Molly learns that her grandfather stopped drumming and singing as a child when he was taken away to a Bureau of Indian Affairs boarding school. \"At the school we weren't allowed to sing the songs from our people,\" an elder tells her. \"We were made to feel bad about who we were.\"\u003c/p>\n\u003cp>Johnson says this storyline really happened to one of the elders on the show's advisory board. It's a kid's show, so it has a happy ending: Molly and her grandfather sing together.\u003c/p>\n\u003cp>\"We're just over the moon about \u003cem>Molly of Denali\u003c/em>, because this is exactly the type of thing that can really began to shift perceptions in this country,\" Echo Hawk says.\u003c/p>\n\u003cfigure id=\"attachment_53988\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53988\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/pachamama.23_wide-3a5bb4ddd45e54ea7090e0b7f02f69126549522c-e1563519484190.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">In the Netflix film Pachamama, set in the Andes during the time of Spanish conquest, 10-year-old Tepulpai and his friend Naira go on a journey to retrieve their village's treasured statue. \u003ccite>(Netflix)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Echo Hawk says that for years, Hollywood didn't produce stories about or by Native people because it didn't think a market existed for them. But that, she says, was shortsighted. Her organization polled more than 13,000 Americans, and found that nearly 80% of them said they want to learn more about Native peoples.\u003c/p>\n\u003cp>\"Media makers have always used the excuse 'the Native population in the United States is statistically insignificant ... there's not a demand because you guys are so small,'\" she says. \"But what this new research shows is that there is demand well beyond the Native population in this country.\"\u003c/p>\n\u003cp>For several decades, the Australian and Canadian Broadcasting Corporations have spotlighted shows by and about their indigenous populations. Now, Netflix is \u003ca href=\"https://globalnews.ca/news/5379809/netflix-partners-indigenous-groups/\">partnering with three Indigenous cultural organizations\u003c/a> to develop the next generation of First Nation creators across Canada.\u003c/p>\n\u003cp>And in the U.S. and in Latin America, Netflix is running the animated film \u003cem>Pachamama\u003c/em>. The story centers on a 10-year-old boy in an Andean village who dreams of becoming a shaman. His people suffer under both the Spanish conquest and the Incan Empire.\u003c/p>\n\u003cp>\"It's told from the point of view of the Indigenous people,\" says Juan Antin, who wrote and directed the film. He says he wanted to give a realistic view of domination in the region.\u003c/p>\n\u003cp>Antin, who is from Argentina, says he was inspired by his travels with his anthropologist wife in Bolivia and Peru. \"There, I fell in love with the culture of Pachamama, which is how the indigenous people call Mother Earth, having respect, love to the Earth,\" he says.\u003c/p>\n\u003cp>The Cartoon Network series \u003cem>Victor and Valentino\u003c/em> features two half-brothers in a fictitious Mesoamerican village, exploring myths that come to life. For example, they follow the dog Achi into the land of the dead, where they encounter a \u003cem>chupacabra \u003c/em>and other legends.\u003c/p>\n\u003cp>Animator Diego Molano, whose heritage is Mexican, Colombian and Cuban, began drawing his characters in college before writing for cartoons like \u003cem>The Powerpuff Girls\u003c/em>. He says with his new series, he wanted to share the folk tales his grandfather used to tell him.\u003c/p>\n\u003cp>\"I love the myths, but sometimes the myths are not kid-friendly,\" Molano says. \"So I kind of use what I like about them and kind of make a story that is relatable.\"\u003c/p>\n\u003cp>Molano says it's about time networks began showing cartoons with Indigenous characters and themes. He just hopes it's not just a fad.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ted Robbins edited this story for broadcast.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Now+Starring+In+Children%27s+Cartoons%3A+Authentic+Indigenous+Characters&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53986/now-starring-in-childrens-cartoons-authentic-indigenous-characters","authors":["byline_mindshift_53986"],"categories":["mindshift_192"],"tags":["mindshift_273","mindshift_20784","mindshift_1040","mindshift_21026","mindshift_21067","mindshift_21025","mindshift_150"],"featImg":"mindshift_53987","label":"mindshift"},"mindshift_53978":{"type":"posts","id":"mindshift_53978","meta":{"index":"posts_1591205157","site":"mindshift","id":"53978","score":null,"sort":[1563374885000]},"guestAuthors":[],"slug":"these-teens-started-podcasting-as-a-hobby-then-it-turned-into-serious-journalism","title":"These Teens Started Podcasting As A Hobby, Then It Turned Into Serious Journalism","publishDate":1563374885,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Twin brothers Erin and Evan Addison had never heard a podcast before joining the podcasting club at their school. And they managed to convince their best friend, Andrew Arevalo, to join as well.\u003c/p>\n\u003cp>\"We were just looking for a hobby and Erin was like 'hey, you know we could do podcasting — it will be fun,' \" says Arevalo.\u003c/p>\n\u003cp>That was two years ago, when the three boys were in seventh grade at Steel City Academy, a charter school in Gary, Ind. In March of 2018, however, their reporting took a serious turn. Students learned about a proposal to build a waste management facility next to their school — and they weren't happy about it.\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>They started interviewing classmates and teachers. They learned how to submit a Freedom of Information Act (FOIA) request. They also attended informational meetings and peppered representatives from Maya Energy, the company behind the plant, with questions — their recorders rolling, of course.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At one protest outside a Gary City Council meeting, about 150 students showed up to demand that the council reject the proposal. Student Malik Hubbard told Erin, \"I really want Steel City to stay here. And that dump gotta go somewhere else.\"\u003c/p>\n\u003cp>Maya Energy disputes the use of the term \"dump\" to describe the facility, and claims that the project will create as many as 124 full time jobs. In a statement to NPR, Maya Energy also writes: \"The Maya Facility will recycle about 90% of the incoming waste and will divert the waste from it going to landfill, resulting in a positive environmental impact: reduction in greenhouse gas!\"\u003c/p>\n\u003cfigure id=\"attachment_53982\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-53982\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/2019-07-03-studentpodcast-shuang-01_custom-cacccb9c4026d8c65e83d16fd6c46041c4ccd732-s800-c85.jpg\" alt=\"Evan Addison (left) and Erin Addison, students of the Steel City Academy in Gary, Indiana, pose for portraits.\" width=\"800\" height=\"260\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/07/2019-07-03-studentpodcast-shuang-01_custom-cacccb9c4026d8c65e83d16fd6c46041c4ccd732-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/2019-07-03-studentpodcast-shuang-01_custom-cacccb9c4026d8c65e83d16fd6c46041c4ccd732-s800-c85-160x52.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/2019-07-03-studentpodcast-shuang-01_custom-cacccb9c4026d8c65e83d16fd6c46041c4ccd732-s800-c85-768x250.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Evan Addison (left) and Erin Addison, students of the Steel City Academy in Gary, Indiana, pose for portraits. \u003ccite>(Shuran Huang/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But school administrators, teachers and other students were not convinced by Maya Energy's statements. In interviews the boys conducted, many people were worried about noise and air quality. The company says it won't burn anything at the facility, but hundreds of trucks a day could be needed to bring all the waste in to the facility.\u003c/p>\n\u003cp>\"It's exhibit A for environmental injustice,\" says Kim Ferraro, senior staff attorney at the Hoosier Environmental Council, a non-profit environmental group in Indiana which has opposed the facility. \"You have well-resourced industries that have political connections and the ability to run roughshod over existing communities that don't have the resources to fight back.\" ( More than a third of residents live below the poverty line in Gary.)\u003c/p>\n\u003cp>Initially all of the student activism seemed to have an impact. In October of last year, citing the concerns of Steel City Academy students, the Gary City Council voted 8-0 to reverse their earlier zoning approval for the Maya Energy project. Steel City Academy students were elated. One student activist, Danielle Sipp, told the Steel City Podcast, \"People say young people can't accomplish but yeah we can do these things if we put our minds together and act as a unit.\"\u003c/p>\n\u003cp>But Maya sued the council in February and Gary City Council reversed \u003cem>back\u003c/em>, clearing the way for Maya to build the plant. In March, the state's Department of Environmental Management awarded Maya its solid waste permit.\u003c/p>\n\u003cp>Still, podcaster Erin Addison told NPR's Audie Cornish the experience hasn't diminished his pride in his city. \"I've seen Gary for all of what it is. With the good and bad you take it all together and you'd get so much more good than you get bad. And I just love Gary, honestly.\"\u003c/p>\n\u003cp>The boys all say the reporting has also increased their pride in themselves and shown them how much power they have. \"I was always told to stay in a child's place,\" Evan says. \"But now I know there are times where you have to tell people that they're wrong.\"\u003c/p>\n\u003cp>\"We are definitely going to keep on the story,\" adds Erin Addison. Evan and Andrew agree: The reporting will continue.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Producer Bill Healy leads the podcasting club at Steel City Academy and helped produce this story. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+Teens+Started+Podcasting+As+A+Hobby%2C+Then+It+Turned+Into+Serious+Journalism+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"An energy company announced a proposal to build a waste management facility next to a school. So these three students turned to podcasting to get to the bottom of what has happening.","status":"publish","parent":0,"modified":1566331652,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":694},"headData":{"title":"These Teens Started Podcasting As A Hobby, Then It Turned Into Serious Journalism | KQED","description":"An energy company announced a proposal to build a waste management facility next to a school. So these three students turned to podcasting to get to the bottom of what has happening.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"These Teens Started Podcasting As A Hobby, Then It Turned Into Serious Journalism","datePublished":"2019-07-17T14:48:05.000Z","dateModified":"2019-08-20T20:07:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53978 https://ww2.kqed.org/mindshift/?p=53978","disqusUrl":"https://ww2.kqed.org/mindshift/2019/07/17/these-teens-started-podcasting-as-a-hobby-then-it-turned-into-serious-journalism/","disqusTitle":"These Teens Started Podcasting As A Hobby, Then It Turned Into Serious Journalism","nprByline":"Matt Ozug","nprImageAgency":"Courtesy of Bill Healy","nprStoryId":"738429366","nprApiLink":"http://api.npr.org/query?id=738429366&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/07/17/738429366/these-teens-started-podcasting-as-a-hobby-then-it-turned-into-serious-journalism?ft=nprml&f=738429366","nprRetrievedStory":"1","nprPubDate":"Wed, 17 Jul 2019 09:30:00 -0400","nprStoryDate":"Wed, 17 Jul 2019 09:29:20 -0400","nprLastModifiedDate":"Wed, 17 Jul 2019 09:30:27 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/07/20190705_atc_steel_city_podcast.mp3?orgId=1&topicId=1013&d=490&story=738429366&ft=nprml&f=738429366","nprAudioM3u":"http://api.npr.org/m3u/1742606968-e48bcc.m3u?orgId=1&topicId=1013&d=490&story=738429366&ft=nprml&f=738429366","audioTrackLength":490,"templateType":"standard","featuredImageType":"standard","path":"/mindshift/53978/these-teens-started-podcasting-as-a-hobby-then-it-turned-into-serious-journalism","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/07/20190705_atc_steel_city_podcast.mp3?orgId=1&topicId=1013&d=490&story=738429366&ft=nprml&f=738429366","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Twin brothers Erin and Evan Addison had never heard a podcast before joining the podcasting club at their school. And they managed to convince their best friend, Andrew Arevalo, to join as well.\u003c/p>\n\u003cp>\"We were just looking for a hobby and Erin was like 'hey, you know we could do podcasting — it will be fun,' \" says Arevalo.\u003c/p>\n\u003cp>That was two years ago, when the three boys were in seventh grade at Steel City Academy, a charter school in Gary, Ind. In March of 2018, however, their reporting took a serious turn. Students learned about a proposal to build a waste management facility next to their school — and they weren't happy about it.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>They started interviewing classmates and teachers. They learned how to submit a Freedom of Information Act (FOIA) request. They also attended informational meetings and peppered representatives from Maya Energy, the company behind the plant, with questions — their recorders rolling, of course.\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>At one protest outside a Gary City Council meeting, about 150 students showed up to demand that the council reject the proposal. Student Malik Hubbard told Erin, \"I really want Steel City to stay here. And that dump gotta go somewhere else.\"\u003c/p>\n\u003cp>Maya Energy disputes the use of the term \"dump\" to describe the facility, and claims that the project will create as many as 124 full time jobs. In a statement to NPR, Maya Energy also writes: \"The Maya Facility will recycle about 90% of the incoming waste and will divert the waste from it going to landfill, resulting in a positive environmental impact: reduction in greenhouse gas!\"\u003c/p>\n\u003cfigure id=\"attachment_53982\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-53982\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/2019-07-03-studentpodcast-shuang-01_custom-cacccb9c4026d8c65e83d16fd6c46041c4ccd732-s800-c85.jpg\" alt=\"Evan Addison (left) and Erin Addison, students of the Steel City Academy in Gary, Indiana, pose for portraits.\" width=\"800\" height=\"260\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/07/2019-07-03-studentpodcast-shuang-01_custom-cacccb9c4026d8c65e83d16fd6c46041c4ccd732-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/2019-07-03-studentpodcast-shuang-01_custom-cacccb9c4026d8c65e83d16fd6c46041c4ccd732-s800-c85-160x52.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/2019-07-03-studentpodcast-shuang-01_custom-cacccb9c4026d8c65e83d16fd6c46041c4ccd732-s800-c85-768x250.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Evan Addison (left) and Erin Addison, students of the Steel City Academy in Gary, Indiana, pose for portraits. \u003ccite>(Shuran Huang/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But school administrators, teachers and other students were not convinced by Maya Energy's statements. In interviews the boys conducted, many people were worried about noise and air quality. The company says it won't burn anything at the facility, but hundreds of trucks a day could be needed to bring all the waste in to the facility.\u003c/p>\n\u003cp>\"It's exhibit A for environmental injustice,\" says Kim Ferraro, senior staff attorney at the Hoosier Environmental Council, a non-profit environmental group in Indiana which has opposed the facility. \"You have well-resourced industries that have political connections and the ability to run roughshod over existing communities that don't have the resources to fight back.\" ( More than a third of residents live below the poverty line in Gary.)\u003c/p>\n\u003cp>Initially all of the student activism seemed to have an impact. In October of last year, citing the concerns of Steel City Academy students, the Gary City Council voted 8-0 to reverse their earlier zoning approval for the Maya Energy project. Steel City Academy students were elated. One student activist, Danielle Sipp, told the Steel City Podcast, \"People say young people can't accomplish but yeah we can do these things if we put our minds together and act as a unit.\"\u003c/p>\n\u003cp>But Maya sued the council in February and Gary City Council reversed \u003cem>back\u003c/em>, clearing the way for Maya to build the plant. In March, the state's Department of Environmental Management awarded Maya its solid waste permit.\u003c/p>\n\u003cp>Still, podcaster Erin Addison told NPR's Audie Cornish the experience hasn't diminished his pride in his city. \"I've seen Gary for all of what it is. With the good and bad you take it all together and you'd get so much more good than you get bad. And I just love Gary, honestly.\"\u003c/p>\n\u003cp>The boys all say the reporting has also increased their pride in themselves and shown them how much power they have. \"I was always told to stay in a child's place,\" Evan says. \"But now I know there are times where you have to tell people that they're wrong.\"\u003c/p>\n\u003cp>\"We are definitely going to keep on the story,\" adds Erin Addison. Evan and Andrew agree: The reporting will continue.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Producer Bill Healy leads the podcasting club at Steel City Academy and helped produce this story. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+Teens+Started+Podcasting+As+A+Hobby%2C+Then+It+Turned+Into+Serious+Journalism+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53978/these-teens-started-podcasting-as-a-hobby-then-it-turned-into-serious-journalism","authors":["byline_mindshift_53978"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21067","mindshift_74","mindshift_391","mindshift_21278"],"featImg":"mindshift_53979","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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