How PBS LearningMedia Can Strengthen Students' Media Literacy for Common Core

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PBS LearningMedia, a free destination for instant access to tens of thousands of classroom-ready, digital public media resources including videos, games, audio clips, photos, and lesson plans, provides core subject area resources. Included in this resource library are resources that address media literacy skills underlying the basic tenants of Common Core State Standards.

The introduction of the Common Core State Standards explains, "To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new."

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Everybody Dance Now! (Do Now #82)

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Gangnam Style


To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with @KQEDEdspace and end it with #DoNowDance

For more info on how to use Twitter, click here.


Do Now

What's your best dance move? If you don’t have a signature dance move that you consider your own, then make one up! Capture your move in a short video and share the link with us via Vine, Twitter, YouTube, or in the comments section below. Dancers with the most creativity will be featured here on KQED’s Web site, and one grand prize winner will receive a handy messenger bag loaded with KQED goodies. If you can't send a video, tell us what your move would be called or what would it look like?

Introduction

You’ve undoubtedly noticed viral videos flying around the Internet featuring dance sensations, trends, and memes like the Harlem shake phenomenon and riffs off of Gangnam Style. Dance crazes have a long history of sweeping the nation, and platforms like YouTube and Facebook foster a worldwide dancing dialogue. Dance crazes are a significant part of American culture and span history, including wildly varying moves, ranging from the 1920’s Charleston to contemporary twerking.

You’ve probably tried some of these dances, but have you made up your own personal dance move? It’s time to show off! Celebrate the arrival of summer by showing off your best move, or making up a new one! Capture your move in a short video and share the link with us via Vine, Twitter, YouTube, or in the comments section below.l Don’t forget to give your dance a name and tag #DoNowDance. Everybody dance now!

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Constitution USA in PBS LearningMedia

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This spring, PBS LearningMedia spotlights the U.S. Constitution!

Enhance your next lesson with PBS LearningMedia’s brand new collection of FREE, curriculum-targeted resources from the series, Constitution USA (Grades 9-12). Use these resources to instigate classroom discussion around key concepts like Federalism, equality, and separation of powers – and to help your students to better-understand the impact of the Constitution in their own lives. Click here to access to the new collection.

The framers of the Constitution were cautious about centralizing power and, as a result, adopted the philosophy of ‘divide and conquer’. At the national level, they created three different branches of government to administer three different types of power: The legislative branch made the laws through a Congress of two houses, the Senate and the House of Representatives. The executive branch enforced the laws through a president, vice president, and numerous executive departments such as Treasury and State. And the judicial branch interpreted the laws through a Supreme Court and other lower courts. Use this special collection from PBS LearningMedia to expand on these concepts with your high school students and to reinforce key concepts in your next history, government, or social studies class. Featured resources include:

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Are You Willing to Alter Your Fashion for Ethics? (Do Now #81)

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To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with @KQEDEdspace and end it with #DoNowFashion

For more info on how to use Twitter, click here.


Do Now

Would you pay more for clothes if they were manufactured ethically i.e. produced in a factory with fair working conditions and wages? What would ethical shopping look like to you?

Before answering, look at a garment that you recently purchased and find out the brand and where it was made. Take a picture and tweet it with the info (or post it in the comments section below).

Introduction

Two weeks ago, KQED Do Now examined the human cost of making clothing cheaply, stating that U.S. fashion companies design their merchandise in the United States and then outsource the labor in countries like Bangladesh where workers are paid very little to sew the garments. Has the tragedy in Bangladesh changed our thinking? Have we made the connection between the cost of clothes and the conditions of these factories? Are we ready to acknowledge the human costs of this relentless fashion treadmill and shop ethically? If workers are to be paid a living wage, would we be prepared to pay more for clothes?

Take a look at the label on your latest bargain, those trendy, cheap items from stores such as H&M, Esprit, Lee, Wrangler, Nike, J.C. Penney and Wal-Mart. Where were these clothes made?

In her book Overdressed: The Shockingly High Cost of Cheap Fashion, journalist Elizabeth L. Cline describes buying “seven pairs of $7 shoes” at Kmart and admits to being a “reformed fast-fashion junkie. She writes “because of low prices, chasing trends is now a mass activity, accessible to anyone with a few bucks to spare.” Fashion trends dangle the constant lure of display and self branding in front of us and the drive to keep up becomes relentless. Quality is not the issue, but the fear of losing face in the social mirror.

There is now an “ethical fashion” movement and clothing companies like H&M, for example, has a “Conscious Collection.” American Apparel and Fair Trade Fashion offer natural, organic cotton or hand made clothing and sweatshop free production. Is then organic and locally produced clothing a way of shopping ethically? Does it also become a marketing strategy?

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Teach Civic Engagement Using Social Media with KQED Do Now (An Online PD Module)

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Do Now

Are you interested in having your students debate about current events with other students from around the country? KQED Do Now is a weekly activity for students to engage and respond to current issues using social media tools like Twitter. KQED aims to introduce 21st Century skills and add value to learning through the integration of relevant content and new media tools and technologies. Do Now gives students a chance to practice civic engagement and digital citizenship skills while they explore ways to connect topics in their classes to the present day.

If you are interesting in using Do Now with your students, here is a self-paced tutorial that will get you oriented and ready to implement. Give yourself about 1 hour to go through it. Also, if you are interested in participating in the KQED Do Now working group for Fall, 2013, email Matt Williams at mwilliams@kqed.org. Educators who participate in working groups will receive a small stipend.

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Inventing Our Future: Summer Institute for Educators

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Join KQED, SFMOMA, the Alameda County Office of Education, local artists and educators for the Integrated Learning Summer Institute, August 13-15, 2013 at Chabot Space and Science Center. All educators are welcome to register. Plenary speakers will include Spark-featured artists Favianna Rodriguez and Rhodessa Jones. The Integrated Learning institute is like summer camp for educators, set in a beautiful, natural environment with three days full of working with arts education experts and getting inspired to integrate the arts across all subjects.

KQED and SFMOMA will be presenting a three-part workshop during the institute about storytelling and exploring identity. Educators who sign up for this special session will create their own short film using personal symbolism to create a storyline. This professional development opportunity, related to using and making media in the classroom, is a perfect way to learn best practices for incorporating art and technology into CCSS curricula.

Sign up by the end of May for $50 off the registration fee, and select "Tracing Identity through Digital Media" as one of your mini-courses. We look forward to seeing you in August!


After Newtown: Classroom Resources for Examining Gun Control

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Source: factcheck.org

Source: factcheck.org

The battle over gun control can be boiled down to a tug-of-war between maintaining our rights and ensuring our safety. Specifically, the issue is about the balance between Americans' constitutional right to bear arms -- as spelled out in the Second Amendment -- and the desire that almost all of us share to live safely without the threat of being harmed by gun violence. The U.S. has the highest gun ownership rate in the world, and the most gun-related deaths of any industrialized country. It also has some of the loosest gun control laws.

A mass shooting in December 2012 at the Sandy Hook Elementary School in Newtown, Connecticut resulted in the deaths of 27 people, including 20 children. The tragedy helped revive demand for tighter gun control laws, to which President Obama responded by promising action, and a number of lawmakers got to work crafting a set of measures to address the issue. But groups like the National Rifle Association staunchly opposed any new kind of gun regulations, and the legislative effort to enact background checks and other moderate new measures was narrowly defeated in the Senate this spring. At present, the issue is on hold, but the problem gun violence in America has certainly not gone away, and efforts at reform will likely resurface soon. - (From the introduction to KQED's The Lowdown resources around gun control.)

Use these resources about gun violence in your high school government and English language arts classrooms to support the use of informational text and argumentative writing as defined in the Common Core State Standards, and the study of the Bill of Rights and the division of power between the federal governments and individual states.  Begin with this lesson plan for ideas on using the resources that are part of the first collection of resources below from KQED's news education blog, The Lowdown.

1. Gun Violence
Grade: 9-12 |Social Studies & English Language Arts | Interactive Maps, Timelines, Multimedia Visualizations, Videos

Topics include America’s Mass Shooting Dilemma, U.S. Gun Homicides: Visualizing the Numbers, Are States With Tough Gun Laws Actually Safer?, The Loose Laws and Loopholes of Federal Gun Regulations, Gun Control in America: The History, The Issues, and One Controversial Cartoon, The Geography of U.S. Gun Homicides, The United States of Firearms: America’s Love of the Gun, How Come No One’s Talking About Gun Control This Election?

2. The Path to Violence: Gun Violence & The Path to Violence: School Violence
Grade: 9-12 | Subject: Social Studies & Health | Video

The Path to Violence tells the story of a powerfully effective Secret Service program — the Safe School Initiative — that’s helped schools detect problem behavior in advance.

But despite the progress made, recent attacks have revealed a gaping hole in our safety net. Adam Lanza, Jared Loughner and allegedly James Holmes all executed their attacks after they’d left their respective schools. Here parents may be the only line of defense — parents who are terrified of their own children. Can the hard-won gains made by psychologists and law enforcement be extended to the families of some of the nation’s most violent individuals? Is the country ready to have a national conversation about the balance between safety and civil liberties that such interventions would require?

3. After Newtown: Guns in America: Colonial Era
Grade: 9-12 | Subject: Social Studies & Health | Video

From the first European settlements in the New World, guns have been at center of our national narrative for 400 years.

4. After Newtown: Guns in America: Chicago
Grade: 9-12 | Subject: Social Studies & Health |Video

Gun technology has evolved a great deal since the Colonial era. So too has America's gun culture. With an estimated 300 million firearms in circulation, many argue that the nation is inundated with weapons and fear the human toll they've taken is too high. Over 30,000 people die each year from a gun-related injury. At the same time, guns are enjoyed by tens of thousands of Americans for sport, and many more rely on them for self-defense.

5. After Newtown: Guns in America: Philadelphia
Grade: 9-12 | Subject: Social Studies & Health |Video

Examine the evolution of guns in America, their frequent link to violence, and the clash of cultures that reflect competing visions of our national identity.

4. Student Reporting Labs React to Newtown
Grade: 9-12 | Subject: Social Studies & Health | Video

When breaking news is reported, stories often lack a youth voice or perspective. After the tragic shooting of 26 students and faculty at Sandy Hook Elementary School in Newtown, Connecticut, Student Reporting Labs mobilized its youth journalists and asked them to interview their peers about the tragedy.


Our Learners' Voices

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SV ALLIES Initiative ESL students

SV ALLIES Initiative ESL students

by Usha Narayanan

The video footage below was taken at Campbell Adult and Community Education (CUHSD) in Campbell, California and highlights the experience of adult English as a Second Language learners.  The video was made possible by the ALLIES initiative.  This initiative in Santa Clara and San Mateo Counties is engaged in forming a multi-sector alliance that brings adult education schools, community colleges, non-profit agencies, businesses, Workforce Investment Boards etc. to support better integration of immigrants and enhance their contribution to the economy through education and training.

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Art21's 100 Artists Project

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The PBS series Art in the Twenty-First Century is celebrating a milestone this year: As of now, they've featured 100 artists! To mark this grand occasion, Art21 is following up with some of the artists they've interviewed over the past decade, translating their films into multiple languages, and offering all of their video content for free to educators and organizations who want to host public screenings of the series. Imagine bringing world-renowned graffiti artist Barry McGee to your classroom for a virtual artist talk, or watching dynamic public artist Maya Lin at work in her studio — Art21 can make that happen through their free public screening program, Access 100 Artists. Visit the web site to discover the impressive list of artist videos to choose from and sign up to host your own event. Participants in Access 100 Artists can select any DVDs from Art21's massive archive, and are encouraged to plan events in formal and informal contexts.

Art21's compelling, documentary-style short films that are used by educators around the world to introduce students to the cultural importance of art and initiate dialogue about relevant issues. As executive producer Susan Sollins states, "As role models for creative thinking, these artists reveal alternative ways to consider and publicly address the important issues of our time, from technological innovation to environmental sustainability to globalization." Art can be an engaging portal through which to view the challenges and successes of society on a global scale, and Art21 has countless resources for helping educators incorporate the study of contemporary art into their curricula. Check out the Art21 education page to learn more.

Check out a short Art21 clip of Barry McGee talking about the act of tagging:


Do Now #80: What Makes a Good Citizen?

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photo by USDAgov/Flickr

photo by USDAgov/Flickr


To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with @KQEDEdspace and end it with #KQEDDoNow

For more info on how to use Twitter, click here.


Do Now

What makes a good citizen? What should be required of a citizen and how do you prove worthiness?

Introduction

Last month, there was quite a rich conversation on KQED Do Now about immigration reform, as students examined the proposed changes to legal immigration to the United States and the path to obtaining citizenship. The discussion focused on immigrant rights and what policy should be put into place to attain citizenship. It invited a further question that examines more deeply the whole idea of citizenship and asks what makes a good citizen? What should be required of a citizen? Does the current application system measure worthiness or should different criteria be taken into consideration? Do you feel you meet these criteria yourself?

The USCIS website specifies what is required to seek US citizenship and clearly explains the value:

“Deciding to become a U.S. citizen is one of the most important decisions in an individual’s life. If you decide to apply to become a U.S. citizen, you will be showing your commitment to the United States and your loyalty to its Constitution. In return, you are rewarded with all the rights and privileges that are part of U.S. citizenship.”

But what is important here? Should a good citizen be able to demonstrate commitment through some kind of community involvement, like cleaning beaches, taking care of the environment, or community service? In other words are good character and social responsibility important?

How about social contribution such as skills and expertise or the ability and willingness to work, especially in areas where there is demand for labor.

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