How Much Do You Really Know About Martin Luther King, Jr.?
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She loves very spicy food, and traveling to places where people make it.","avatar":"https://secure.gravatar.com/avatar/73c6b37759848abd644aaa064ec0fb95?s=600&d=blank&r=g","twitter":"Annelise_KQED","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"lowdown","roles":["editor"]},{"site":"education","roles":["administrator"]},{"site":"quest","roles":["editor"]}],"headData":{"title":"Annelise Wunderlich | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/73c6b37759848abd644aaa064ec0fb95?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/73c6b37759848abd644aaa064ec0fb95?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/awunderlich"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"education","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"education_102079":{"type":"posts","id":"education_102079","meta":{"index":"posts_1591205157","site":"education","id":"102079","score":null,"sort":[1454632157000]},"guestAuthors":[],"slug":"what-can-todays-social-movements-learn-from-the-black-panthers","title":"What Can Today's Social Movements Learn from the Black Panthers?","publishDate":1454632157,"format":"standard","headTitle":"What Can Today’s Social Movements Learn from the Black Panthers? | KQED","labelTerm":{},"content":"\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>“\u003ca href=\"http://www.pbslearningmedia.org/resource/b1c251f3-8d28-482c-8ec6-b002488c9158/film-clip-1-the-black-panthers-vanguard-of-the-revolution/\">The Black Panthers: Vanguard of the Revolution [excerpt]\u003c/a>” (Independent Lens/Firelight Media)\u003c/strong>\u003cbr>\n\u003cem>In the turbulent 1960s, change was coming to America and the fault lines could no longer be ignored — cities were burning, Vietnam was exploding, and disputes raged over equality and civil rights. A new revolutionary culture was emerging and it sought to drastically transform the system. The Black Panther Party for Self-Defense would, for a short time, put itself at the vanguard of that change.\u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">How does the work of the Black Panther Party relate to social justice activism today, or historical revolutionary movements? Would you apply any of their tactics to make change in your own community? \u003cb>\u003ci>#DoNowPanthers\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDedspace and #DoNowPanthers\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About the Black Panthers \u003c/strong>\u003c/h2>\n\u003cp>The Black Panthers Party’s role in the civil rights movement in 1960s America is often overlooked in history textbooks, or presented as radical departure from the non-violent organizing methods practiced by celebrated leaders like Martin Luther King, Jr. The Party’s legacy within American culture, however, is profound — and often controversial.\u003cbr>\nDocumentary filmmaker Stanley Nelson explores this complicated but pivotal history in the Independent Lens (PBS) film \u003ca href=\"http://www.pbs.org/independentlens/films/the-black-panthers-vanguard-of-the-revolution/\">\u003cem>The Black Panthers: Vanguard of the Revolution\u003c/em>\u003c/a>. Combining archival footage of the Panthers in action with interviews with scholars, former Panthers, and former police officers—Nelson captures the excitement, the turmoil, and ultimately the demise of this revolutionary movement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Black Panthers rose up as a grassroots organization during the late 1960s–a time of great social upheaval in the US. This was the Vietnam War, Cold War and civil rights era, when marginalized groups such as women, Latinos, American Indians, and African Americans were organizing to stand up against oppression and the status quo. College students around the country joined in these protests and coalitions were formed across many of these groups.\u003c/p>\n\u003cp>[media-credit name=\"Huey P. Newton at microphone/Independent Lens\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-103123\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web.jpg\" alt=\"black_panthers-press-05_web\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>Huey P. Newton and Bobby Seale started the Black Panther Party for Self-Defense in Oakland, California in 1966. They drafted a \u003ca href=\"http://collectiveliberation.org/wp-content/uploads/2015/01/BPP_Ten_Point_Program.pdf\">10-Point Program\u003c/a> to address what they viewed as the roots of inequality in the black community. Their early actions involved monitoring police conduct in their community, providing free breakfast and healthcare programs, and utilizing their own media and mainstream media outlets to publicize a strong stance against police brutality and the structures of racism. By 1970, the group had offices in 68 cities and enormous appeal, especially for a younger generation who were frustrated with the slow pace of change.\u003c/p>\n\u003cp>The rise of the Panthers drew intense media attention and debate. The Party \u003ca href=\"http://www.theatlantic.com/magazine/archive/2011/09/the-secret-history-of-guns/308608/\">claimed the right to bear arms under the 2nd Amendment\u003c/a>, and were often photographed carrying guns. The FBI classified the Panthers with domestic groups that they felt were a danger to national security, and targeted many members for surveillance through their \u003ca href=\"https://www.pbs.org/hueypnewton/actions/actions_cointelpro.html\">counterintelligence program COINTELPRO\u003c/a>. More than 20 Panthers remain in prison today, and others live in exile, sentenced for crimes associated with violent confrontations with police officers. Whether or not these Panthers received fair trials remains an issue of dispute.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>Why was the Party so appealing to young people, to people in low-income urban communities, and to many intellectuals?\u003c/li>\n\u003cli>Are there connections between the Panthers’ relationships with the police and the relationships between police and protesters today?\u003c/li>\n\u003cli>How did the organizing strategies of the Black Panthers differ from the methods you’ve learned about the civil rights movement?\u003c/li>\n\u003cli>Is there a place for violent protest or for the threat of violence in a movement for social change? Why or why not?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Although the Party no longer operates today, many former Panthers continue to work for the same causes that inspired the Black Panthers–such as reforming the education and criminal justice systems. Their example has inspired many other radical social movements in the US and abroad, and their history continues to be hotly contested.\u003c/p>\n\u003cp>While there may be differences in opinion about the Panthers, it is undeniable that Stanley Nelson’s film is timely–after recent events in Ferguson and Baltimore and a slew of police-related deaths of African Americans. As the filmmaker said to the British newspaper \u003ca href=\"http://www.theguardian.com/film/2015/sep/03/black-panthers-vanguard-revolution-film\">\u003cem>The Guardian\u003c/em>\u003c/a>: “A year and a half ago, it might have been easier for critics to say, ‘Oh, these guys [the Panthers] look crazy, how could they do this?’, and not take it seriously. But I think now they’ll understand – or a lot of people will understand – that the magnitude of police mistreatment of African Americans is real and it’s been going on for a long time.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://http://ww2.kqed.org/arts/black-panthers/\">The Black Panther Party: Through a KQED Lens (KQED)\u003cbr>\nOur cameras were there at the rallies in the ’60s and our reporters are still covering the story today, as our culture reflects on what’s changed, what hasn’t, and how, despite the demise of the party, Panther ideals live on today. This website contains archival clips of KQED coverage of the Black Panthers Party, along with other resources.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>DISCUSSION GUIDE: \u003ca href=\"http://independentlens.s3.amazonaws.com/1700/black-panthers/Black-Panthers_Discussion-Guide.pdf\">The Black Panthers: Vanguard of the Revolution Discussion Guide\u003c/a> (Independent Lens)\u003c/strong>\u003cbr>\nA discussion guide to support schools and organizations screening the documentary film. The guide is a tool to facilitate dialogue and deepen understanding of the complex topics in the film.\u003c/p>\n\u003cp>\u003cstrong>VIEWING GUIDE: \u003ca href=\"http://filmed.sffs.org/film-ed/lesson-library/sffs-viewing-guides/the-black-panthers-vanguard-of-the-revolution-sffs-viewing-guide\">The Black Panthers: Vanguard of the Revolution (San Francisco Film Society)\u003c/a>\u003c/strong>\u003cbr>\nDiscussion questions and supplemental materials facilitate further research into related topics such as government surveillance, the role of media in shaping a movement, and the relationship between peaceful and violent protest.\u003c/p>\n\u003cp>\u003cstrong>LESSON PLANS: \u003ca href=\"http://itvs.org/educators/collections/women-and-girls-lead-vol-2\">\u003cstrong>African American Women Lead\u003c/strong> \u003c/a> \u003cstrong>(ITVS Community Classroom)\u003c/strong>\u003cbr>\n\u003c/strong>This curricula collection features three films about extraordinary African American women leaders:\u003cem>Daisy Bates: The First Lady of Little Rock\u003c/em>, \u003cem>The Interrupters\u003c/em>, and \u003cem>The Black Power Mixtape 1967 – 1975\u003c/em>. The first lesson considers the crucial leadership of largely forgotten civil rights activist Daisy Bates in the desegregation of Central High School in Little Rock, Arkansas. The second introduces Ameena Matthews — a former drug-ring enforcer who now uses her unique skills to intervene in conflicts before they turn to bloodshed. The final lesson examines the legacy of former Black Panther Angela Davis and her profound impact on liberation movements around the globe.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. \u003cstrong>Make sure to tag your creations with #DoNowPanthers\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Annotate the 10-Point Program\u003c/strong>: Using the free online social annotation tool \u003ca href=\"https://hypothes.is/\">hypothes.is\u003c/a>, plan an “annotation flash mob” in class. Upload this URL hosting the \u003ca href=\"http://www.nathanielturner.com/blackpantherpartyplatpro.htm\">Black Panthers’ 10-Point Program\u003c/a> to the hypothes.is website and begin to highlight portions of the text to comment/debate/reflect with your classmates. Live Tweet about the flash mob so that others in the Do Now conversation can see the action!\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Host a Twitter Debate\u003c/strong>: In the classroom, choose sides on the issues presented in this Do Now and stage a mock debate. Create arguments, counter-arguments, rebuttals, and closing statements. To make it a contest, take a poll before and after each debate to see how many viewers changed their opinions. Assign a classmate to live-Tweet the debate and invite others to chime in. The team that sways the most people to their side wins!\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Illustrate the Debate\u003c/strong>: Make an infographic using an online tool like \u003ca href=\"http://www.easel.ly/\">ease.ly\u003c/a> or \u003ca href=\"http://piktochart.com/\">Piktochart\u003c/a> or even \u003ca href=\"http://blog.hubspot.com/blog/tabid/6307/bid/34223/5-Infographics-to-Teach-You-How-to-Easily-Create-Infographics-in-PowerPoint-TEMPLATES.aspx\">PowerPoint\u003c/a> to explain your position on the legacy of the Black Panthers and the connection to social movements today.\u003c/span>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"How does the work of the Black Panther Party relate to social justice activism today? Would you apply any of their tactics to make change in your own community? #DoNowPanthers ","status":"publish","parent":0,"modified":1704763023,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1451},"headData":{"title":"What Can Today's Social Movements Learn from the Black Panthers? | KQED","description":"How does the work of the Black Panther Party relate to social justice activism today? Would you apply any of their tactics to make change in your own community? #DoNowPanthers ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Can Today's Social Movements Learn from the Black Panthers?","datePublished":"2016-02-05T00:29:17.000Z","dateModified":"2024-01-09T01:17:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"source":"Do Now News & Civics","sourceUrl":"https://ww2.kqed.org/education/category/news-and-civics/","sticky":false,"path":"/education/102079/what-can-todays-social-movements-learn-from-the-black-panthers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>“\u003ca href=\"http://www.pbslearningmedia.org/resource/b1c251f3-8d28-482c-8ec6-b002488c9158/film-clip-1-the-black-panthers-vanguard-of-the-revolution/\">The Black Panthers: Vanguard of the Revolution [excerpt]\u003c/a>” (Independent Lens/Firelight Media)\u003c/strong>\u003cbr>\n\u003cem>In the turbulent 1960s, change was coming to America and the fault lines could no longer be ignored — cities were burning, Vietnam was exploding, and disputes raged over equality and civil rights. A new revolutionary culture was emerging and it sought to drastically transform the system. The Black Panther Party for Self-Defense would, for a short time, put itself at the vanguard of that change.\u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">How does the work of the Black Panther Party relate to social justice activism today, or historical revolutionary movements? Would you apply any of their tactics to make change in your own community? \u003cb>\u003ci>#DoNowPanthers\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @KQEDedspace and #DoNowPanthers\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About the Black Panthers \u003c/strong>\u003c/h2>\n\u003cp>The Black Panthers Party’s role in the civil rights movement in 1960s America is often overlooked in history textbooks, or presented as radical departure from the non-violent organizing methods practiced by celebrated leaders like Martin Luther King, Jr. The Party’s legacy within American culture, however, is profound — and often controversial.\u003cbr>\nDocumentary filmmaker Stanley Nelson explores this complicated but pivotal history in the Independent Lens (PBS) film \u003ca href=\"http://www.pbs.org/independentlens/films/the-black-panthers-vanguard-of-the-revolution/\">\u003cem>The Black Panthers: Vanguard of the Revolution\u003c/em>\u003c/a>. Combining archival footage of the Panthers in action with interviews with scholars, former Panthers, and former police officers—Nelson captures the excitement, the turmoil, and ultimately the demise of this revolutionary movement.\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>The Black Panthers rose up as a grassroots organization during the late 1960s–a time of great social upheaval in the US. This was the Vietnam War, Cold War and civil rights era, when marginalized groups such as women, Latinos, American Indians, and African Americans were organizing to stand up against oppression and the status quo. College students around the country joined in these protests and coalitions were formed across many of these groups.\u003c/p>\n\u003cp>[media-credit name=\"Huey P. Newton at microphone/Independent Lens\" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-103123\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web.jpg\" alt=\"black_panthers-press-05_web\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/02/black_panthers-press-05_web-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>Huey P. Newton and Bobby Seale started the Black Panther Party for Self-Defense in Oakland, California in 1966. They drafted a \u003ca href=\"http://collectiveliberation.org/wp-content/uploads/2015/01/BPP_Ten_Point_Program.pdf\">10-Point Program\u003c/a> to address what they viewed as the roots of inequality in the black community. Their early actions involved monitoring police conduct in their community, providing free breakfast and healthcare programs, and utilizing their own media and mainstream media outlets to publicize a strong stance against police brutality and the structures of racism. By 1970, the group had offices in 68 cities and enormous appeal, especially for a younger generation who were frustrated with the slow pace of change.\u003c/p>\n\u003cp>The rise of the Panthers drew intense media attention and debate. The Party \u003ca href=\"http://www.theatlantic.com/magazine/archive/2011/09/the-secret-history-of-guns/308608/\">claimed the right to bear arms under the 2nd Amendment\u003c/a>, and were often photographed carrying guns. The FBI classified the Panthers with domestic groups that they felt were a danger to national security, and targeted many members for surveillance through their \u003ca href=\"https://www.pbs.org/hueypnewton/actions/actions_cointelpro.html\">counterintelligence program COINTELPRO\u003c/a>. More than 20 Panthers remain in prison today, and others live in exile, sentenced for crimes associated with violent confrontations with police officers. Whether or not these Panthers received fair trials remains an issue of dispute.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>Why was the Party so appealing to young people, to people in low-income urban communities, and to many intellectuals?\u003c/li>\n\u003cli>Are there connections between the Panthers’ relationships with the police and the relationships between police and protesters today?\u003c/li>\n\u003cli>How did the organizing strategies of the Black Panthers differ from the methods you’ve learned about the civil rights movement?\u003c/li>\n\u003cli>Is there a place for violent protest or for the threat of violence in a movement for social change? Why or why not?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Although the Party no longer operates today, many former Panthers continue to work for the same causes that inspired the Black Panthers–such as reforming the education and criminal justice systems. Their example has inspired many other radical social movements in the US and abroad, and their history continues to be hotly contested.\u003c/p>\n\u003cp>While there may be differences in opinion about the Panthers, it is undeniable that Stanley Nelson’s film is timely–after recent events in Ferguson and Baltimore and a slew of police-related deaths of African Americans. As the filmmaker said to the British newspaper \u003ca href=\"http://www.theguardian.com/film/2015/sep/03/black-panthers-vanguard-revolution-film\">\u003cem>The Guardian\u003c/em>\u003c/a>: “A year and a half ago, it might have been easier for critics to say, ‘Oh, these guys [the Panthers] look crazy, how could they do this?’, and not take it seriously. But I think now they’ll understand – or a lot of people will understand – that the magnitude of police mistreatment of African Americans is real and it’s been going on for a long time.”\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>WEBSITE: \u003ca href=\"http://http://ww2.kqed.org/arts/black-panthers/\">The Black Panther Party: Through a KQED Lens (KQED)\u003cbr>\nOur cameras were there at the rallies in the ’60s and our reporters are still covering the story today, as our culture reflects on what’s changed, what hasn’t, and how, despite the demise of the party, Panther ideals live on today. This website contains archival clips of KQED coverage of the Black Panthers Party, along with other resources.\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>DISCUSSION GUIDE: \u003ca href=\"http://independentlens.s3.amazonaws.com/1700/black-panthers/Black-Panthers_Discussion-Guide.pdf\">The Black Panthers: Vanguard of the Revolution Discussion Guide\u003c/a> (Independent Lens)\u003c/strong>\u003cbr>\nA discussion guide to support schools and organizations screening the documentary film. The guide is a tool to facilitate dialogue and deepen understanding of the complex topics in the film.\u003c/p>\n\u003cp>\u003cstrong>VIEWING GUIDE: \u003ca href=\"http://filmed.sffs.org/film-ed/lesson-library/sffs-viewing-guides/the-black-panthers-vanguard-of-the-revolution-sffs-viewing-guide\">The Black Panthers: Vanguard of the Revolution (San Francisco Film Society)\u003c/a>\u003c/strong>\u003cbr>\nDiscussion questions and supplemental materials facilitate further research into related topics such as government surveillance, the role of media in shaping a movement, and the relationship between peaceful and violent protest.\u003c/p>\n\u003cp>\u003cstrong>LESSON PLANS: \u003ca href=\"http://itvs.org/educators/collections/women-and-girls-lead-vol-2\">\u003cstrong>African American Women Lead\u003c/strong> \u003c/a> \u003cstrong>(ITVS Community Classroom)\u003c/strong>\u003cbr>\n\u003c/strong>This curricula collection features three films about extraordinary African American women leaders:\u003cem>Daisy Bates: The First Lady of Little Rock\u003c/em>, \u003cem>The Interrupters\u003c/em>, and \u003cem>The Black Power Mixtape 1967 – 1975\u003c/em>. The first lesson considers the crucial leadership of largely forgotten civil rights activist Daisy Bates in the desegregation of Central High School in Little Rock, Arkansas. The second introduces Ameena Matthews — a former drug-ring enforcer who now uses her unique skills to intervene in conflicts before they turn to bloodshed. The final lesson examines the legacy of former Black Panther Angela Davis and her profound impact on liberation movements around the globe.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. \u003cstrong>Make sure to tag your creations with #DoNowPanthers\u003c/strong>\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Annotate the 10-Point Program\u003c/strong>: Using the free online social annotation tool \u003ca href=\"https://hypothes.is/\">hypothes.is\u003c/a>, plan an “annotation flash mob” in class. Upload this URL hosting the \u003ca href=\"http://www.nathanielturner.com/blackpantherpartyplatpro.htm\">Black Panthers’ 10-Point Program\u003c/a> to the hypothes.is website and begin to highlight portions of the text to comment/debate/reflect with your classmates. Live Tweet about the flash mob so that others in the Do Now conversation can see the action!\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Host a Twitter Debate\u003c/strong>: In the classroom, choose sides on the issues presented in this Do Now and stage a mock debate. Create arguments, counter-arguments, rebuttals, and closing statements. To make it a contest, take a poll before and after each debate to see how many viewers changed their opinions. Assign a classmate to live-Tweet the debate and invite others to chime in. The team that sways the most people to their side wins!\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Illustrate the Debate\u003c/strong>: Make an infographic using an online tool like \u003ca href=\"http://www.easel.ly/\">ease.ly\u003c/a> or \u003ca href=\"http://piktochart.com/\">Piktochart\u003c/a> or even \u003ca href=\"http://blog.hubspot.com/blog/tabid/6307/bid/34223/5-Infographics-to-Teach-You-How-to-Easily-Create-Infographics-in-PowerPoint-TEMPLATES.aspx\">PowerPoint\u003c/a> to explain your position on the legacy of the Black Panthers and the connection to social movements today.\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/102079/what-can-todays-social-movements-learn-from-the-black-panthers","authors":["9619"],"series":["education_2837"],"categories":["education_1"],"tags":["education_277","education_5","education_1320"],"collections":["education_2403"],"featImg":"education_102332","label":"source_education_102079"},"education_13413":{"type":"posts","id":"education_13413","meta":{"index":"posts_1591205157","site":"education","id":"13413","score":null,"sort":[1403540999000]},"guestAuthors":[],"slug":"interactive-charts-analyzing-the-success-of-the-march-on-washingtons-demands","title":"Were the The March On Washington's Demands a Success?","publishDate":1403540999,"format":"aside","headTitle":"Were the The March On Washington’s Demands a Success? | KQED","labelTerm":{"site":"education"},"content":"\u003cp>It’s been 50 years since Martin Luther King Jr. delivered his iconic “I Have a Dream” speech, but have the March on Washington’s demands been met? King fought to eliminate school segregation, guarantee voting rights and create greater economic equality in America. While The March on Washington led to great steps in creating equality in society, according to the Economic Policy Institute, the unemployment rate among blacks is double that of whites, and more than a third of black adults with jobs work for poverty level wages. Take a look at these interactive charts created by KQED’s the Lowdown that explore how the gaps between whites and blacks have changed since The March on Washington such as the statistics behind unemployment rate and percentages of adults who completed high school.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2013/09/05/50-years-later-many-of-the-march-on-washingtons-goals-remain-elusive/\">Have the March on Washington’s Demands Been Met?\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif';color: black\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>calculate the rate of change\u003c/li>\n\u003cli>use the rate of change to interpret data in real-life graphs\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 8.F.B.4, 8.F.B.5\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Slope, rate of change, ratio, constant slope, constant rate of change\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Printed copies of the graphs\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">This lesson uses interactive graphs that present the relative inequality in health, education, and economics between African Americans and white Americans, a full 50 years after Dr. Martin Luther King, Jr.’s famous “I Have a Dream” speech. (If possible, distribute printed copies of these graphs to students for easier reference.) While many students will likely have heard of Dr. King and his iconic speech, they may not know as much about the March on Washington for Jobs and Freedom or of the civil rights struggle that led to the historic gathering in the summer of 1963. This lesson provides an opportunity for students to learn more about the context, people, and issues behind the graphs themselves.\u003c/p>\n\u003cp style=\"padding-left: 30px\">To introduce the mathematics part of the lesson, review slope and rate of change with students. Slope is calculated by finding the ratio of vertical change to horizontal change for two points on a line. Remind students that the slope of a line is the same between any two points on that line. This is called a constant slope, or a constant rate of change. (Make sure students interpret this phrase in the correct way. A constant rate of change does not mean that the rate is constantly changing—it means that it is a single, constant rate.)\u003c/p>\n\u003cp style=\"padding-left: 30px\">Many real-life functions do not have constant rates of change, however. Use the Unemployment Rate graph as an example. There have been big fluctuations in the unemployment rate between 1965 and 2012, and the change has certainly not been constant over that entire period. Ask students to identify which periods showed the greatest increase in African American unemployment rates, as indicated by the most extreme spikes. (They should find two periods: 1979–1983 and 2007–2010.) Then, calculate the rate of change during those periods.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Activity (10 minutes, pairs or small groups)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">In small groups, have students construct an answer to the following question: What story do the graphs tell about economic and social equality over the past 50 years?\u003c/p>\n\u003cp style=\"padding-left: 30px\">To answer the question, students should pick at least two graphs to analyze. They should do the following:\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>Describe the overall trend in the data from 1963–2012.\u003c/li>\n\u003cli>Describe the story that the data tell in terms of the issue of equality between blacks and whites.\u003c/li>\n\u003cli>Calculate the rate of change for each function during each decade (or periods of extreme change).\u003c/li>\n\u003cli>Use the rate of change to explain how living, economic, or social conditions measurably changed from decade to decade.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\">By the end of the activity time, students should be able to form some sort of evidence-based argument about whether economic and social equality between whites and blacks has changed since 1963.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Conclusion (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">Have each group present its argument, referencing data, the rate of change, and trends in the graph. Use the following questions to push students’ thinking:\u003c/p>\n\u003cp style=\"padding-left: 30px\">● Have economic and social opportunities for blacks actually increased, or have they just kept pace with those for whites?\u003c/p>\n\u003cp style=\"padding-left: 30px\">● Looking at the data, are there any specific areas where you would expect opportunities for blacks to eventually eclipse those for whites?\u003c/p>\n\u003cp style=\"padding-left: 30px\">Continue to bring the conversation back to the issue of the rate of change. Specifically, if opportunities for whites and blacks are both experiencing the same rate of change, then is the opportunity gap changing at all?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Activity Extension:\u003c/strong> Discuss the issue of economic equality—Why is it so important, and why has it been so elusive despite major societal and political changes since 1963? Put aside the mathematical conversation for the conclusion of the class and ask students what they think is needed for equality to become a reality, and not just a dream.\u003c/p>\n\n","blocks":[],"excerpt":"It’s been 100 years since Martin Luther King Jr. delivered his iconic “I Have a Dream” speech, but have the March on Washington's demands been met? ","status":"publish","parent":0,"modified":1704764185,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":868},"headData":{"title":"Were the The March On Washington's Demands a Success? | KQED","description":"It’s been 100 years since Martin Luther King Jr. delivered his iconic “I Have a Dream” speech, but have the March on Washington's demands been met? ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Were the The March On Washington's Demands a Success?","datePublished":"2014-06-23T16:29:59.000Z","dateModified":"2024-01-09T01:36:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/13413/interactive-charts-analyzing-the-success-of-the-march-on-washingtons-demands","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s been 50 years since Martin Luther King Jr. delivered his iconic “I Have a Dream” speech, but have the March on Washington’s demands been met? King fought to eliminate school segregation, guarantee voting rights and create greater economic equality in America. While The March on Washington led to great steps in creating equality in society, according to the Economic Policy Institute, the unemployment rate among blacks is double that of whites, and more than a third of black adults with jobs work for poverty level wages. Take a look at these interactive charts created by KQED’s the Lowdown that explore how the gaps between whites and blacks have changed since The March on Washington such as the statistics behind unemployment rate and percentages of adults who completed high school.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://blogs.kqed.org/lowdown/2013/09/05/50-years-later-many-of-the-march-on-washingtons-goals-remain-elusive/\">Have the March on Washington’s Demands Been Met?\u003c/a>\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-size: 10.5pt;font-family: 'Calibri','sans-serif';color: black\">Find \u003ca href=\"http://ca.pbslearningmedia.org/collection/mathcore/\" target=\"_blank\" rel=\"noopener\">hundreds more engaging math-focused media and integrated activities\u003c/a>, all aligned with CCSS at PBS LearningMedia.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Suggested Activity:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>calculate the rate of change\u003c/li>\n\u003cli>use the rate of change to interpret data in real-life graphs\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards:\u003c/strong> 8.F.B.4, 8.F.B.5\u003c/p>\n\u003cp>\u003cstrong>Vocabulary:\u003c/strong> Slope, rate of change, ratio, constant slope, constant rate of change\u003c/p>\n\u003cp>\u003cstrong>Materials:\u003c/strong> Printed copies of the graphs\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">This lesson uses interactive graphs that present the relative inequality in health, education, and economics between African Americans and white Americans, a full 50 years after Dr. Martin Luther King, Jr.’s famous “I Have a Dream” speech. (If possible, distribute printed copies of these graphs to students for easier reference.) While many students will likely have heard of Dr. King and his iconic speech, they may not know as much about the March on Washington for Jobs and Freedom or of the civil rights struggle that led to the historic gathering in the summer of 1963. This lesson provides an opportunity for students to learn more about the context, people, and issues behind the graphs themselves.\u003c/p>\n\u003cp style=\"padding-left: 30px\">To introduce the mathematics part of the lesson, review slope and rate of change with students. Slope is calculated by finding the ratio of vertical change to horizontal change for two points on a line. Remind students that the slope of a line is the same between any two points on that line. This is called a constant slope, or a constant rate of change. (Make sure students interpret this phrase in the correct way. A constant rate of change does not mean that the rate is constantly changing—it means that it is a single, constant rate.)\u003c/p>\n\u003cp style=\"padding-left: 30px\">Many real-life functions do not have constant rates of change, however. Use the Unemployment Rate graph as an example. There have been big fluctuations in the unemployment rate between 1965 and 2012, and the change has certainly not been constant over that entire period. Ask students to identify which periods showed the greatest increase in African American unemployment rates, as indicated by the most extreme spikes. (They should find two periods: 1979–1983 and 2007–2010.) Then, calculate the rate of change during those periods.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Activity (10 minutes, pairs or small groups)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">In small groups, have students construct an answer to the following question: What story do the graphs tell about economic and social equality over the past 50 years?\u003c/p>\n\u003cp style=\"padding-left: 30px\">To answer the question, students should pick at least two graphs to analyze. They should do the following:\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>Describe the overall trend in the data from 1963–2012.\u003c/li>\n\u003cli>Describe the story that the data tell in terms of the issue of equality between blacks and whites.\u003c/li>\n\u003cli>Calculate the rate of change for each function during each decade (or periods of extreme change).\u003c/li>\n\u003cli>Use the rate of change to explain how living, economic, or social conditions measurably changed from decade to decade.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\">By the end of the activity time, students should be able to form some sort of evidence-based argument about whether economic and social equality between whites and blacks has changed since 1963.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Conclusion (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">Have each group present its argument, referencing data, the rate of change, and trends in the graph. Use the following questions to push students’ thinking:\u003c/p>\n\u003cp style=\"padding-left: 30px\">● Have economic and social opportunities for blacks actually increased, or have they just kept pace with those for whites?\u003c/p>\n\u003cp style=\"padding-left: 30px\">● Looking at the data, are there any specific areas where you would expect opportunities for blacks to eventually eclipse those for whites?\u003c/p>\n\u003cp style=\"padding-left: 30px\">Continue to bring the conversation back to the issue of the rate of change. Specifically, if opportunities for whites and blacks are both experiencing the same rate of change, then is the opportunity gap changing at all?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Activity Extension:\u003c/strong> Discuss the issue of economic equality—Why is it so important, and why has it been so elusive despite major societal and political changes since 1963? Put aside the mathematical conversation for the conclusion of the class and ask students what they think is needed for equality to become a reality, and not just a dream.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/13413/interactive-charts-analyzing-the-success-of-the-march-on-washingtons-demands","authors":["9528"],"categories":["education_50"],"tags":["education_130","education_277","education_3368","education_3380"],"featImg":"education_13512","label":"education"},"education_11826":{"type":"posts","id":"education_11826","meta":{"index":"posts_1591205157","site":"education","id":"11826","score":null,"sort":[1391108662000]},"guestAuthors":[],"slug":"black-history-month-dig-deeper-with-8-pbs-learningmedia-collections","title":"Black History Month: Dig Deeper with Seven PBS LearningMedia Collections","publishDate":1391108662,"format":"standard","headTitle":"Black History Month: Dig Deeper with Seven PBS LearningMedia Collections | KQED","labelTerm":{"term":2838,"site":"education"},"content":"\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org\" target=\"_blank\" rel=\"noopener\">PBS LearningMedia\u003c/a> provides several notable collections from award winning documentaries around black history. These collections feature extensive multimedia resources, lesson plans and student guides that extend learning beyond Black History Month. \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/the-african-americans-many-rivers-to-cross/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The African Americans: Many Rivers to Cross\u003c/strong>\u003c/a>\u003cbr>\nUsing video clips, this collection of lesson plans address a wide range of themes of the African-American experience from 1500 to the present. Noted Harvard scholar Henry Louis Gates, Jr. recounts the full trajectory of African-American history in his groundbreaking series \u003cem>The African Americans: Many Rivers to Cross\u003c/em>. The series explores the evolution of the African-American people, as well as the multiplicity of cultural institutions, political strategies, and religious and social perspectives they developed — forging their own history, culture and society against unimaginable odds. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13.socst.us.afamquotations/african-american-quotation-posters/\">quotation posters\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13-socst-us-lpcourage/it-takes-courage-to-be-weak/\">lesson plans\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/frriders/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> Freedom Riders\u003c/strong>\u003c/a>\u003cbr>\nWith this collection, students learn about a courageous band of civil rights activists called Freedom Riders who in 1961 challenged segregation in the American South. The video segments document the events and accomplishments of the Freedom Rides, and introduce students to the real human stories of those who helped change history. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fr11.soc.civil.tactics.frgoals/freedom-riders-challenge-segregation/\">newsreel footage and archival photos\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/fyr/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> Finding Your Roots\u003c/strong>\u003c/a>\u003cbr>\nThis collection contains media-rich resources on a range of topics including colonialism, immigration, migration, the history of jazz, the American civil rights movement, and slavery. The basic drive to discover who we are and where we come from is at the core of the 10-part PBS series \u003cem>Finding Your Roots\u003c/em>. The series explores major historical events through the ancestries of prominent Americans. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fyr12.socst.us.const.lpfrblck/free-but-not-free-life-of-free-blacks-before-the-civil-war/\">media-rich hands on lessons\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/marchonwashington/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The March on Washington\u003c/strong>\u003c/a>\u003cbr>\nLast year marked the 50th anniversary of the March on Washington for Jobs and Freedom and was commemorated by teachers and students across the country and around the world. These resources help students appreciate the significance of this event – and its role in the larger Civil Rights Movement using this collection of digital content. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mow1/excerpts-from-the-march-on-washington-part-1/\">audio recording\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">flyers\u003c/a> from the event with \u003ca href=\"http://ca.pbslearningmedia.org/resource/9c6ebc8d-c391-4541-8151-76e86b9d30e0/9c6ebc8d-c391-4541-8151-76e86b9d30e0/\">lesson plans\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/146fb36f-7870-44d8-b1c5-362184f716d6/50th-anniversary-of-the-march-on-washington-lesson-plan-a-time-for-change/\">interactive timeline\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/jcr10/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> The Rise and Fall of Jim Crow\u003c/strong>\u003c/a>\u003cbr>\nThe landmark four-part series \u003cem>The Rise and Fall of Jim Crow\u003c/em> explores segregation from the end of the civil war to the dawn of the modern civil rights movement. It was a brutal and oppressive era in American history, but during this time, large numbers of African-Americans and a corps of influential black leaders bravely fought against the status quo, amazingly acquiring for African-Americans the opportunities of education, business, land ownership, and a true spirit of community. Collection highlights include a \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf10.socst.us.prog.lpgeocrow/the-geography-of-jim-crow/\">geography\u003c/a> lesson plan.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/civil/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Civil Rights\u003c/strong>\u003c/a>\u003cbr>\nIn 1954, the Supreme Court’s landmark ruling in Brown v. Board of Education declared segregated schools unconstitutional and sparked a decade of groundbreaking civil rights activism and legislation. Using archival news footage, primary sources, and interview segments filmed for \u003cem>Eyes on the Prize\u003c/em>, this collection captures the voices, images, and events of the Civil Rights movement and the ongoing struggle for \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.lp_whsup/understanding-white-supremacy/\">racial equality\u003c/a> in America.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> The Supreme Court: Civil Rights & Civil Liberties\u003c/strong>\u003c/a>\u003cbr>\nThese resources from the award-winning PBS series \u003cem>The Supreme Court\u003c/em> chart the Court’s unique evolution through archival footage, graphic techniques and interviews with legal historians and experts. Together, they help unfold complex legal concepts and \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf09.socst.us.const.lpprotect14/the-meaning-of-the-fourteenth-amendment/\">key Constitutional issues\u003c/a>. Explore the personalities and beliefs of individual Supreme Court justices as well as the dynamic social and political forces that have and continue to shape legal precedent in the United States. Collection highlights include lesson plans exploring key \u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/?topic_id=532\">court cases\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"PBS LearningMedia provides several notable collections from award winning documentaries around black history. These collections feature extensive multimedia resources, lesson plans and student guides that extend learning beyond Black History month.","status":"publish","parent":0,"modified":1704764407,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":611},"headData":{"title":"Black History Month: Dig Deeper with Seven PBS LearningMedia Collections | KQED","description":"PBS LearningMedia provides several notable collections from award winning documentaries around black history. These collections feature extensive multimedia resources, lesson plans and student guides that extend learning beyond Black History month.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Black History Month: Dig Deeper with Seven PBS LearningMedia Collections","datePublished":"2014-01-30T19:04:22.000Z","dateModified":"2024-01-09T01:40:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/11826/black-history-month-dig-deeper-with-8-pbs-learningmedia-collections","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org\" target=\"_blank\" rel=\"noopener\">PBS LearningMedia\u003c/a> provides several notable collections from award winning documentaries around black history. These collections feature extensive multimedia resources, lesson plans and student guides that extend learning beyond Black History Month. \u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/the-african-americans-many-rivers-to-cross/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The African Americans: Many Rivers to Cross\u003c/strong>\u003c/a>\u003cbr>\nUsing video clips, this collection of lesson plans address a wide range of themes of the African-American experience from 1500 to the present. Noted Harvard scholar Henry Louis Gates, Jr. recounts the full trajectory of African-American history in his groundbreaking series \u003cem>The African Americans: Many Rivers to Cross\u003c/em>. The series explores the evolution of the African-American people, as well as the multiplicity of cultural institutions, political strategies, and religious and social perspectives they developed — forging their own history, culture and society against unimaginable odds. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13.socst.us.afamquotations/african-american-quotation-posters/\">quotation posters\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/mr13-socst-us-lpcourage/it-takes-courage-to-be-weak/\">lesson plans\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/frriders/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> Freedom Riders\u003c/strong>\u003c/a>\u003cbr>\nWith this collection, students learn about a courageous band of civil rights activists called Freedom Riders who in 1961 challenged segregation in the American South. The video segments document the events and accomplishments of the Freedom Rides, and introduce students to the real human stories of those who helped change history. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fr11.soc.civil.tactics.frgoals/freedom-riders-challenge-segregation/\">newsreel footage and archival photos\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/fyr/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> Finding Your Roots\u003c/strong>\u003c/a>\u003cbr>\nThis collection contains media-rich resources on a range of topics including colonialism, immigration, migration, the history of jazz, the American civil rights movement, and slavery. The basic drive to discover who we are and where we come from is at the core of the 10-part PBS series \u003cem>Finding Your Roots\u003c/em>. The series explores major historical events through the ancestries of prominent Americans. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/fyr12.socst.us.const.lpfrblck/free-but-not-free-life-of-free-blacks-before-the-civil-war/\">media-rich hands on lessons\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/marchonwashington/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>The March on Washington\u003c/strong>\u003c/a>\u003cbr>\nLast year marked the 50th anniversary of the March on Washington for Jobs and Freedom and was commemorated by teachers and students across the country and around the world. These resources help students appreciate the significance of this event – and its role in the larger Civil Rights Movement using this collection of digital content. Collection highlights include \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mow1/excerpts-from-the-march-on-washington-part-1/\">audio recording\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">flyers\u003c/a> from the event with \u003ca href=\"http://ca.pbslearningmedia.org/resource/9c6ebc8d-c391-4541-8151-76e86b9d30e0/9c6ebc8d-c391-4541-8151-76e86b9d30e0/\">lesson plans\u003c/a> and \u003ca href=\"http://ca.pbslearningmedia.org/resource/146fb36f-7870-44d8-b1c5-362184f716d6/50th-anniversary-of-the-march-on-washington-lesson-plan-a-time-for-change/\">interactive timeline\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>\u003ca href=\"http://ca.pbslearningmedia.org/collection/jcr10/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> The Rise and Fall of Jim Crow\u003c/strong>\u003c/a>\u003cbr>\nThe landmark four-part series \u003cem>The Rise and Fall of Jim Crow\u003c/em> explores segregation from the end of the civil war to the dawn of the modern civil rights movement. It was a brutal and oppressive era in American history, but during this time, large numbers of African-Americans and a corps of influential black leaders bravely fought against the status quo, amazingly acquiring for African-Americans the opportunities of education, business, land ownership, and a true spirit of community. Collection highlights include a \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf10.socst.us.prog.lpgeocrow/the-geography-of-jim-crow/\">geography\u003c/a> lesson plan.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/civil/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Civil Rights\u003c/strong>\u003c/a>\u003cbr>\nIn 1954, the Supreme Court’s landmark ruling in Brown v. Board of Education declared segregated schools unconstitutional and sparked a decade of groundbreaking civil rights activism and legislation. Using archival news footage, primary sources, and interview segments filmed for \u003cem>Eyes on the Prize\u003c/em>, this collection captures the voices, images, and events of the Civil Rights movement and the ongoing struggle for \u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.lp_whsup/understanding-white-supremacy/\">racial equality\u003c/a> in America.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/\" target=\"_blank\" rel=\"noopener\">\u003cstrong> The Supreme Court: Civil Rights & Civil Liberties\u003c/strong>\u003c/a>\u003cbr>\nThese resources from the award-winning PBS series \u003cem>The Supreme Court\u003c/em> chart the Court’s unique evolution through archival footage, graphic techniques and interviews with legal historians and experts. Together, they help unfold complex legal concepts and \u003ca href=\"http://ca.pbslearningmedia.org/resource/bf09.socst.us.const.lpprotect14/the-meaning-of-the-fourteenth-amendment/\">key Constitutional issues\u003c/a>. Explore the personalities and beliefs of individual Supreme Court justices as well as the dynamic social and political forces that have and continue to shape legal precedent in the United States. Collection highlights include lesson plans exploring key \u003ca href=\"http://ca.pbslearningmedia.org/collection/sup/?topic_id=532\">court cases\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/11826/black-history-month-dig-deeper-with-8-pbs-learningmedia-collections","authors":["9323"],"series":["education_2838"],"categories":["education_50"],"tags":["education_277","education_5","education_1320"],"collections":["education_2405"],"featImg":"education_11861","label":"education_2838"},"education_7746":{"type":"posts","id":"education_7746","meta":{"index":"posts_1591205157","site":"education","id":"7746","score":null,"sort":[1378337078000]},"guestAuthors":[],"slug":"jose-antonio-vargas-has-a-dream-2","title":"Jose Antonio Vargas Has a Dream","publishDate":1378337078,"format":"aside","headTitle":"Jose Antonio Vargas Has a Dream | KQED","labelTerm":{"site":"education"},"content":"\u003cp>\u003cstrong>Jose Antonio Vargas\u003c/strong> reflects on the meaning of \u003cem>Martin Luther King\u003c/em>, \u003cem>Jr’\u003c/em>s famous speech 50 years ago, connecting it to the civil rights struggles of African Americans and to the dreams of undocumented immigrants today. For him and thousands like him “Immigrant rights are civil rights. The struggle continues. The dreams — and DREAMers — live on.”\u003c/p>\n\u003cp>Jose Antonio Vargas is a Pulitzer Prize-winning journalist and Founder of Define American. He was sent to the United States as a child from the Philippines when he was only 12-years-old and learned about his undocumented status when he tried to get his driver’s license at the age of 16. Having lived and worked in the US for 20 years, he considers the United States his home.\u003c/p>\n\u003cp>Vargas became an immigration reform activist after openly writing about his undocumented status in 2011\u003cem> \u003c/em>\u003cem>New York Times Magazine \u003c/em>\u003cem>essay\u003c/em>.\u003c/p>\n\u003cp>Here is an excerpt from his blog, published by kind permission of \u003cstrong>Define American. \u003c/strong>He describes his dreams today.\u003c/p>\n\u003ch2>‘I Have A Dream’: An Undocumented Immigrant Version, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\u003c/h2>\n\u003cp>Surely all Americans are thinking of Dr. King’s 1,670-word speech today, and creating their own versions. As one of our country’s estimated 11 million undocumented immigrants — many of us Americans in all but paper — here is mine.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I have a dream”… of citizenship, in a country I call my home, to a nation I want to keep contributing to.\u003c/p>\n\u003cp>“I have a dream”… of having a driver’s license, of getting a work permit, of not being constrained by a broken immigration system.\u003c/p>\n\u003cp>“I have a dream”…of not being separated from my family and hugging my Mama, whom I haven’t seen in person in 20 years. I cannot leave the U.S; there’s no guarantee I’d be allowed back, and she’s been denied a visa to come here.\u003c/p>\n\u003cp>“I have a dream”… of not being judged by the pieces of papers I lack, but by the content of my character and the talent and skills I offer.\u003c/p>\n\u003cp>“I have a dream”… of not living in fear, of not hiding in shame, of not being subjected by the law but being served by justice.\u003c/p>\n\u003cp>“I have a dream”… of being a free human being.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Visit KQED Resources for ESL Educators on Immigration \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">‘I HAVE A DREAM’: AN UNDOCUMENTED IMMIGRANT VERSION\u003c/a>, Define American, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\n\u003c/p>\u003cp>\u003ca href=\"http://www.kqed.org/a/forum/R201107120931\">Jose Antonio Vargas on Forum\u003c/a>, Jul 12, 2011\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=mqXpAKiTTug\">Watch Jose Antonio Vargas Testimony on Comprehensive Immigration Reform\u003c/a> from PBS NewsHour, Feb 13, 2013.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Image above: Jose Antonio Vargas (C) sits behind Homeland Security Secretary Janet Napolitano (R) as she testifies about the DREAM Act June 28, 2011 in Washington,D.C.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764551,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":508},"headData":{"title":"Jose Antonio Vargas Has a Dream | KQED","description":"Jose Antonio Vargas reflects on the meaning of Martin Luther King, Jr’s famous speech 50 years ago, connecting it to the civil rights struggles of African Americans and to the dreams of undocumented immigrants today. For him and thousands like him “Immigrant rights are civil rights. The struggle continues. The dreams — and DREAMers — live on.”","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Jose Antonio Vargas Has a Dream","datePublished":"2013-09-04T23:24:38.000Z","dateModified":"2024-01-09T01:42:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/7746/jose-antonio-vargas-has-a-dream-2","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Jose Antonio Vargas\u003c/strong> reflects on the meaning of \u003cem>Martin Luther King\u003c/em>, \u003cem>Jr’\u003c/em>s famous speech 50 years ago, connecting it to the civil rights struggles of African Americans and to the dreams of undocumented immigrants today. For him and thousands like him “Immigrant rights are civil rights. The struggle continues. The dreams — and DREAMers — live on.”\u003c/p>\n\u003cp>Jose Antonio Vargas is a Pulitzer Prize-winning journalist and Founder of Define American. He was sent to the United States as a child from the Philippines when he was only 12-years-old and learned about his undocumented status when he tried to get his driver’s license at the age of 16. Having lived and worked in the US for 20 years, he considers the United States his home.\u003c/p>\n\u003cp>Vargas became an immigration reform activist after openly writing about his undocumented status in 2011\u003cem> \u003c/em>\u003cem>New York Times Magazine \u003c/em>\u003cem>essay\u003c/em>.\u003c/p>\n\u003cp>Here is an excerpt from his blog, published by kind permission of \u003cstrong>Define American. \u003c/strong>He describes his dreams today.\u003c/p>\n\u003ch2>‘I Have A Dream’: An Undocumented Immigrant Version, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\u003c/h2>\n\u003cp>Surely all Americans are thinking of Dr. King’s 1,670-word speech today, and creating their own versions. As one of our country’s estimated 11 million undocumented immigrants — many of us Americans in all but paper — here is mine.\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 have a dream”… of citizenship, in a country I call my home, to a nation I want to keep contributing to.\u003c/p>\n\u003cp>“I have a dream”… of having a driver’s license, of getting a work permit, of not being constrained by a broken immigration system.\u003c/p>\n\u003cp>“I have a dream”…of not being separated from my family and hugging my Mama, whom I haven’t seen in person in 20 years. I cannot leave the U.S; there’s no guarantee I’d be allowed back, and she’s been denied a visa to come here.\u003c/p>\n\u003cp>“I have a dream”… of not being judged by the pieces of papers I lack, but by the content of my character and the talent and skills I offer.\u003c/p>\n\u003cp>“I have a dream”… of not living in fear, of not hiding in shame, of not being subjected by the law but being served by justice.\u003c/p>\n\u003cp>“I have a dream”… of being a free human being.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Visit KQED Resources for ESL Educators on Immigration \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">‘I HAVE A DREAM’: AN UNDOCUMENTED IMMIGRANT VERSION\u003c/a>, Define American, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\n\u003c/p>\u003cp>\u003ca href=\"http://www.kqed.org/a/forum/R201107120931\">Jose Antonio Vargas on Forum\u003c/a>, Jul 12, 2011\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=mqXpAKiTTug\">Watch Jose Antonio Vargas Testimony on Comprehensive Immigration Reform\u003c/a> from PBS NewsHour, Feb 13, 2013.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Image above: Jose Antonio Vargas (C) sits behind Homeland Security Secretary Janet Napolitano (R) as she testifies about the DREAM Act June 28, 2011 in Washington,D.C.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/7746/jose-antonio-vargas-has-a-dream-2","authors":["9253"],"categories":["education_48"],"tags":["education_277","education_5","education_1320","education_608"],"featImg":"education_7773","label":"education"},"education_7577":{"type":"posts","id":"education_7577","meta":{"index":"posts_1591205157","site":"education","id":"7577","score":null,"sort":[1377649740000]},"guestAuthors":[],"slug":"resources-teaching-march-on-washington","title":"Resources for Teaching the 1963 March on Washington","publishDate":1377649740,"format":"aside","headTitle":"Resources for Teaching the 1963 March on Washington | KQED","labelTerm":{"term":2838,"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/08/march-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-7594\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/08/march-1.jpg\" alt=\"march\" width=\"640\" height=\"568\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>This month marks the anniversary of the 1963 \u003cem>March on Washington for Jobs and Freedom\u003c/em>\u003c/strong> and will be commemorated by teachers and students across the United States and around the world. Help your students appreciate the significance of this event – and its role in the larger Civil Rights Movement using PBS LearningMedia’s collection of digital content. Get started with the featured resources below:\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">March on Washington, Flyers \u003c/a>| Primary Source Document | Grades 3-12\u003c/strong>\u003cbr>\nIn August of 1963, more than 200,000 activists from all over the country gathered for the March on Washington for Jobs and Freedom. The day was filled with speeches, musical performances, and the declaration of political platforms, whose common theme was racial equality in America. The largest demonstration in American history to that date, it marked the apex of the Civil Rights movement. These flyers document the speakers and issues that pressured President John F. Kennedy to draft legislation guaranteeing equal rights for African Americans.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/civil/\">Civil Rights Collection\u003c/a> | Media Gallery | Grades 6-12\u003c/strong>\u003cbr>\nIn 1954, the Supreme Court’s landmark ruling in Brown v. Board of Education declared segregated schools unconstitutional and sparkeda decade of groundbreaking civil rights activism and legislation.Using archival news footage, primary sources, and interview segments filmed for Eyes on the Prize, this collection captures the voices,images, and events of the Civil Rights movement and the ongoing struggle for racial equality in America.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/7778ec3a-f6b0-4142-a7ca-3ea793b96ba7/7778ec3a-f6b0-4142-a7ca-3ea793b96ba7/\">March on Washington, Program\u003c/a> | Primary Source Document | Grades 6-13+\u003c/strong>\u003cbr>\nThis program listed the events scheduled at the Lincoln Memorial during the August 28, 1963, March on Washington for Jobs and Freedom. The highlight of the march, which attracted 250,000 people, was Martin Luther King’s “I Have a Dream” speech. This resource group includes 2 primary source images, a background essay and a transcript.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/9c6ebc8d-c391-4541-8151-76e86b9d30e0/9c6ebc8d-c391-4541-8151-76e86b9d30e0/\">Analyzing King’s “I Have a Dream” Speech\u003c/a> | Lesson Plan | Grades 6-13+\u003c/strong>\u003cbr>\nStudents study Martin Luther King Jr.’s “I Have a Dream” speech and discuss the rhetorical influences on King’s speech, the oratorical devices that King uses in delivering his speech and how a speech is similar to/different from other literary forms.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/61a522a7-7329-47ee-8fb8-d31f0795d414/61a522a7-7329-47ee-8fb8-d31f0795d414/\">Civil Rights Act (1964)\u003c/a> | Primary Source Document | Grades 6-13+\u003c/strong>\u003cbr>\nThis act, signed into law by President Lyndon Johnson on July 2, 1964, prohibited discrimination in public places, provided for the integration of schools and other public facilities, and made employment discrimination illegal. This document was the most sweeping civil rights legislation since Reconstruction. This resource group includes 2 primary source images, a background essay and a transcript.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org\">PBS LearningMedia\u003c/a> provides teachers with free access to innovative, curriculum-targeted resources aligned to National and Common Core State Standards. Drawing from PBS programs like \u003cem>PBS NewsHour,\u003c/em> \u003cem>FRONTLINE\u003c/em>, and \u003cem>American Experience\u003c/em>, the service offers teachers more than 30,000 resources to enrich classroom instruction. Visit \u003ca href=\"http://ca.pbslearningmedia.org\">pbslearningmedia.org\u003c/a> today!\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764554,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":487},"headData":{"title":"Resources for Teaching the 1963 March on Washington | KQED","description":"This month marks the anniversary of the 1963 March on Washington for Jobs and Freedom and will be commemorated by teachers and students across the United States and around the world. Help your students appreciate the significance of this event – and its role in the larger Civil Rights Movement using PBS LearningMedia’s collection of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Resources for Teaching the 1963 March on Washington","datePublished":"2013-08-28T00:29:00.000Z","dateModified":"2024-01-09T01:42:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"WpOldSlug":"50th-anniversary-of-the-march-on-washington-for-jobs-and-freedom-resources","path":"/education/7577/resources-teaching-march-on-washington","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/08/march-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-7594\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/08/march-1.jpg\" alt=\"march\" width=\"640\" height=\"568\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>This month marks the anniversary of the 1963 \u003cem>March on Washington for Jobs and Freedom\u003c/em>\u003c/strong> and will be commemorated by teachers and students across the United States and around the world. Help your students appreciate the significance of this event – and its role in the larger Civil Rights Movement using PBS LearningMedia’s collection of digital content. Get started with the featured resources below:\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.mowfly/march-on-washington-flyers/\">March on Washington, Flyers \u003c/a>| Primary Source Document | Grades 3-12\u003c/strong>\u003cbr>\nIn August of 1963, more than 200,000 activists from all over the country gathered for the March on Washington for Jobs and Freedom. The day was filled with speeches, musical performances, and the declaration of political platforms, whose common theme was racial equality in America. The largest demonstration in American history to that date, it marked the apex of the Civil Rights movement. These flyers document the speakers and issues that pressured President John F. Kennedy to draft legislation guaranteeing equal rights for African Americans.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/collection/civil/\">Civil Rights Collection\u003c/a> | Media Gallery | Grades 6-12\u003c/strong>\u003cbr>\nIn 1954, the Supreme Court’s landmark ruling in Brown v. Board of Education declared segregated schools unconstitutional and sparkeda decade of groundbreaking civil rights activism and legislation.Using archival news footage, primary sources, and interview segments filmed for Eyes on the Prize, this collection captures the voices,images, and events of the Civil Rights movement and the ongoing struggle for racial equality in America.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/7778ec3a-f6b0-4142-a7ca-3ea793b96ba7/7778ec3a-f6b0-4142-a7ca-3ea793b96ba7/\">March on Washington, Program\u003c/a> | Primary Source Document | Grades 6-13+\u003c/strong>\u003cbr>\nThis program listed the events scheduled at the Lincoln Memorial during the August 28, 1963, March on Washington for Jobs and Freedom. The highlight of the march, which attracted 250,000 people, was Martin Luther King’s “I Have a Dream” speech. This resource group includes 2 primary source images, a background essay and a transcript.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/9c6ebc8d-c391-4541-8151-76e86b9d30e0/9c6ebc8d-c391-4541-8151-76e86b9d30e0/\">Analyzing King’s “I Have a Dream” Speech\u003c/a> | Lesson Plan | Grades 6-13+\u003c/strong>\u003cbr>\nStudents study Martin Luther King Jr.’s “I Have a Dream” speech and discuss the rhetorical influences on King’s speech, the oratorical devices that King uses in delivering his speech and how a speech is similar to/different from other literary forms.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/resource/61a522a7-7329-47ee-8fb8-d31f0795d414/61a522a7-7329-47ee-8fb8-d31f0795d414/\">Civil Rights Act (1964)\u003c/a> | Primary Source Document | Grades 6-13+\u003c/strong>\u003cbr>\nThis act, signed into law by President Lyndon Johnson on July 2, 1964, prohibited discrimination in public places, provided for the integration of schools and other public facilities, and made employment discrimination illegal. This document was the most sweeping civil rights legislation since Reconstruction. This resource group includes 2 primary source images, a background essay and a transcript.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org\">PBS LearningMedia\u003c/a> provides teachers with free access to innovative, curriculum-targeted resources aligned to National and Common Core State Standards. Drawing from PBS programs like \u003cem>PBS NewsHour,\u003c/em> \u003cem>FRONTLINE\u003c/em>, and \u003cem>American Experience\u003c/em>, the service offers teachers more than 30,000 resources to enrich classroom instruction. Visit \u003ca href=\"http://ca.pbslearningmedia.org\">pbslearningmedia.org\u003c/a> today!\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/7577/resources-teaching-march-on-washington","authors":["9323"],"series":["education_2838"],"categories":["education_50"],"tags":["education_277","education_2428"],"collections":["education_2405"],"featImg":"education_8353","label":"education_2838"},"education_4621":{"type":"posts","id":"education_4621","meta":{"index":"posts_1591205157","site":"education","id":"4621","score":null,"sort":[1360276555000]},"guestAuthors":[],"slug":"black-history-resources-in-pbs-learningmedia","title":"Black History Resources in PBS LearningMedia","publishDate":1360276555,"format":"aside","headTitle":"Black History Resources in PBS LearningMedia | KQED","labelTerm":{"term":2838,"site":"education"},"content":"\u003cp>Celebrate Black History Month in your classroom by highlighting the African American artists, educators, icons, and influential leaders that have impacted our nation’s history and culture. Use PBS LearningMedia to enhance your lessons with interviews, historic images and videos – and remember to \u003cspan style=\"color: #000000\">\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=7&ms=NTU1OTcyNwS2&r=MjY3OTQ2NjMyODIS1&b=0&j=NjUxNDM5NDkS1&mt=1&rt=0\">\u003cspan style=\"color: #000000\">register online\u003c/span>\u003c/a>\u003c/span> for full access to the library.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline\">\u003cspan style=\"color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.duke/duke/\">\u003cspan style=\"color: #000000;text-decoration: underline\">Duke\u003c/span>\u003c/a>\u003c/span>\u003c/span> Grades 1-4 | Animated Storybook | Icons in Music\u003c/strong>\u003c/p>\n\u003cp>Introduce your young students to the toe-tapping genres of ragtime and jazz through the story of iconic musician, Duke Ellington.\u003c/p>\n\u003cp>This video segment from Weston Woods presents \u003cem>Duke\u003c/em> by Andrea Davis Pinkney, illustrated by Brian Pinkney, about Duke Ellington, one of the founding fathers of jazz. When Duke Ellington was young, his parents wanted him to learn to play the piano. Although he began lessons, he was soon lured away by his love of baseball. Later, as a teenager he heard the new musical style called “ragtime” and he was inspired once again to learn to play piano. Soon, he created his own style of music using “hops” and “slides” on the piano. He became a popular entertainer with a flair that attracted many fans.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.parks/rosa-parks/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"color: #000000;text-decoration: underline\">\u003cstrong>Rosa Parks\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003cstrong>\u003cspan style=\"color: #000000\"> \u003c/span>Grades 3-12 | Interview | Civil Rights Icons\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enhance classroom discussion around the Civil Rights Movement with this interview of Rosa Parks and ask your students to examine her role in the struggle for racial equality.\u003c/p>\n\u003cp>This interview with civil rights activist Rosa Parks describes her role in the Montgomery Bus Boycott. On December 1, 1955, Parks refused to give up her seat to a white man on a bus in Montgomery, Alabama. Her refusal sparked a massive bus boycott that lasted 381 days, ending on December 21, 1956, after the United States Supreme Court ruled that racial segregation on city buses was unconstitutional.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/pa11.vhssocst.us.indust.business.lawpury/picturing-america-jacob-lawrence-and-martin-puryear/\">\u003cspan style=\"color: #000000\">\u003cstrong>Picturing America – Jacob Lawrence and Martin Puryear\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003cspan style=\"color: #000000\"> \u003c/span>\u003cstrong>Grades 6-12 | Video | Icons in Art\u003c/strong>\u003c/p>\n\u003cp>Invite your students to uncover the driving themes behind the paintings in Jacob Lawrence’s “Migration Series” and the elements influencing Martin Puryear’s sculpture work.\u003c/p>\n\u003cp>In this video from \u003cem>Picturing America on Screen\u003c/em>, students learn about American artists Jacob Lawrence and Martin Puryear. Inspired by the musical storytelling of West Africa’s griots, Jacob Lawrence employed in \u003cem>The Migration of the Negro Panel no. 57\u003c/em> a painted and written narrative to invoke how African-American families “came up” from the South to settle in cities such as New York, Chicago, Detroit, Cleveland, and Pittsburgh.\u003c/p>\n\u003cp>Suspended above the floor and anchored by almost undetectable wires, Martin Puryear’s 36-foot \u003cem>Ladder for Booker T. Washington\u003c/em> seems to float in space as it rises and abruptly narrows at the top. The artistic metaphor of a ladder not easily climbed dovetails with the contradictions in the legacy of slave-turned-educator Booker T. Washington.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/\">\u003cspan style=\"color: #000000\">\u003cstrong>Remembering Civil Rights Leader Dorothy Height\u003c/strong>\u003c/span>\u003c/a>\u003c/span> \u003cstrong>Grades 6-13+ | Video | Civil Rights Icons\u003c/strong>\u003c/p>\n\u003cp>Meet the woman that President Obama hailed as the “Godmother of the Civil Rights Movement.” Ask your students to consider her impact on the rights of African Americans and women.\u003c/p>\n\u003cp>This Newshour video clip with accompanying lesson plan highlights civil rights activist Dorthy Height long career during which she received the Presidential Medal of Freedom and the Congressional Gold Medal. She befriended Dr. Martin Luther King Jr. and was present at many great moments in history.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/40fd0467-3b1c-4825-a783-ad5e9cc81511/40fd0467-3b1c-4825-a783-ad5e9cc81511/\">\u003cspan style=\"color: #000000;text-decoration: underline\">\u003cstrong>Deconstructing the Documentary\u003c/strong>\u003c/span>\u003c/a> \u003c/span> \u003cstrong>Grades 9-12 | Collection\u003c/strong>\u003c/p>\n\u003cp>Invite your class to experience Bordentown, the remarkable all-black boarding school described as a “unique educational utopia.”\u003c/p>\n\u003cp>This lesson with accompanying video clips will ask students to analyze the film, to differentiate between narrative (fiction) and documentary storytelling, and to consider the ways in which all films are constructed by filmmaking decisions. They will ultimately consider the ways in which the final product (this documentary film) might or might not reflect the complete “reality” of the topic it presents.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline\">\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.lucylaney/lucy-laney/\">\u003cspan style=\"text-decoration: underline;color: #000000\">Lucy Laney\u003c/span>\u003c/a> \u003c/span>\u003c/span> Grades 9-12 | Video | Icons in Education\u003c/strong>\u003c/p>\n\u003cp>Laney, an influential Jim Crow-era educator, believed it was essential to cultivate the minds of her students in order to develop intellectual leaders for the future. Invite your students to consider her philosophy of education.\u003c/p>\n\u003cp>This video segment from \u003ca href=\"http://www.pbs.org/wnet/jimcrow/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Rise and Fall of Jim Crow\u003c/em>\u003c/a> addresses the life and impact of Lucy Laney, the founder of the Haines Normal and Industrial School in Augusta, Georgia. Laney was an influential Jim Crow-era educator.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And there are lots more lesson plans and video clips from \u003cspan style=\"text-decoration: underline;color: #000000\">\u003cstrong>\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/search/?q=%22the+rise+and+fall+of+jim+crow%22\" target=\"_blank\" rel=\"noopener\">The Rise and Fall of Jim Crow\u003c/a>\u003c/span>\u003c/strong>\u003c/span>\u003cspan style=\"color: #000000\">\u003cstrong>\u003cspan style=\"color: #000000\"> \u003c/span>\u003c/strong>\u003c/span>in PBS LearningMedia.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704764968,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":778},"headData":{"title":"Black History Resources in PBS LearningMedia | KQED","description":"Celebrate Black History Month in your classroom by highlighting the African American artists, educators, icons, and influential leaders that have impacted our nation’s history and culture. Use PBS LearningMedia to enhance your lessons with interviews, historic images and videos – and remember to register online for full access to the library. Duke Grades 1-4 |","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Black History Resources in PBS LearningMedia","datePublished":"2013-02-07T22:35:55.000Z","dateModified":"2024-01-09T01:49:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/4621/black-history-resources-in-pbs-learningmedia","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Celebrate Black History Month in your classroom by highlighting the African American artists, educators, icons, and influential leaders that have impacted our nation’s history and culture. Use PBS LearningMedia to enhance your lessons with interviews, historic images and videos – and remember to \u003cspan style=\"color: #000000\">\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=7&ms=NTU1OTcyNwS2&r=MjY3OTQ2NjMyODIS1&b=0&j=NjUxNDM5NDkS1&mt=1&rt=0\">\u003cspan style=\"color: #000000\">register online\u003c/span>\u003c/a>\u003c/span> for full access to the library.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline\">\u003cspan style=\"color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/vtl07.la.rv.text.duke/duke/\">\u003cspan style=\"color: #000000;text-decoration: underline\">Duke\u003c/span>\u003c/a>\u003c/span>\u003c/span> Grades 1-4 | Animated Storybook | Icons in Music\u003c/strong>\u003c/p>\n\u003cp>Introduce your young students to the toe-tapping genres of ragtime and jazz through the story of iconic musician, Duke Ellington.\u003c/p>\n\u003cp>This video segment from Weston Woods presents \u003cem>Duke\u003c/em> by Andrea Davis Pinkney, illustrated by Brian Pinkney, about Duke Ellington, one of the founding fathers of jazz. When Duke Ellington was young, his parents wanted him to learn to play the piano. Although he began lessons, he was soon lured away by his love of baseball. Later, as a teenager he heard the new musical style called “ragtime” and he was inspired once again to learn to play piano. Soon, he created his own style of music using “hops” and “slides” on the piano. He became a popular entertainer with a flair that attracted many fans.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/iml04.soc.ush.civil.parks/rosa-parks/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"color: #000000;text-decoration: underline\">\u003cstrong>Rosa Parks\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003cstrong>\u003cspan style=\"color: #000000\"> \u003c/span>Grades 3-12 | Interview | Civil Rights Icons\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enhance classroom discussion around the Civil Rights Movement with this interview of Rosa Parks and ask your students to examine her role in the struggle for racial equality.\u003c/p>\n\u003cp>This interview with civil rights activist Rosa Parks describes her role in the Montgomery Bus Boycott. On December 1, 1955, Parks refused to give up her seat to a white man on a bus in Montgomery, Alabama. Her refusal sparked a massive bus boycott that lasted 381 days, ending on December 21, 1956, after the United States Supreme Court ruled that racial segregation on city buses was unconstitutional.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/pa11.vhssocst.us.indust.business.lawpury/picturing-america-jacob-lawrence-and-martin-puryear/\">\u003cspan style=\"color: #000000\">\u003cstrong>Picturing America – Jacob Lawrence and Martin Puryear\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003cspan style=\"color: #000000\"> \u003c/span>\u003cstrong>Grades 6-12 | Video | Icons in Art\u003c/strong>\u003c/p>\n\u003cp>Invite your students to uncover the driving themes behind the paintings in Jacob Lawrence’s “Migration Series” and the elements influencing Martin Puryear’s sculpture work.\u003c/p>\n\u003cp>In this video from \u003cem>Picturing America on Screen\u003c/em>, students learn about American artists Jacob Lawrence and Martin Puryear. Inspired by the musical storytelling of West Africa’s griots, Jacob Lawrence employed in \u003cem>The Migration of the Negro Panel no. 57\u003c/em> a painted and written narrative to invoke how African-American families “came up” from the South to settle in cities such as New York, Chicago, Detroit, Cleveland, and Pittsburgh.\u003c/p>\n\u003cp>Suspended above the floor and anchored by almost undetectable wires, Martin Puryear’s 36-foot \u003cem>Ladder for Booker T. Washington\u003c/em> seems to float in space as it rises and abruptly narrows at the top. The artistic metaphor of a ladder not easily climbed dovetails with the contradictions in the legacy of slave-turned-educator Booker T. Washington.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/a5636d26-2685-47f9-bbfd-0205b09b52a9/a5636d26-2685-47f9-bbfd-0205b09b52a9/\">\u003cspan style=\"color: #000000\">\u003cstrong>Remembering Civil Rights Leader Dorothy Height\u003c/strong>\u003c/span>\u003c/a>\u003c/span> \u003cstrong>Grades 6-13+ | Video | Civil Rights Icons\u003c/strong>\u003c/p>\n\u003cp>Meet the woman that President Obama hailed as the “Godmother of the Civil Rights Movement.” Ask your students to consider her impact on the rights of African Americans and women.\u003c/p>\n\u003cp>This Newshour video clip with accompanying lesson plan highlights civil rights activist Dorthy Height long career during which she received the Presidential Medal of Freedom and the Congressional Gold Medal. She befriended Dr. Martin Luther King Jr. and was present at many great moments in history.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/40fd0467-3b1c-4825-a783-ad5e9cc81511/40fd0467-3b1c-4825-a783-ad5e9cc81511/\">\u003cspan style=\"color: #000000;text-decoration: underline\">\u003cstrong>Deconstructing the Documentary\u003c/strong>\u003c/span>\u003c/a> \u003c/span> \u003cstrong>Grades 9-12 | Collection\u003c/strong>\u003c/p>\n\u003cp>Invite your class to experience Bordentown, the remarkable all-black boarding school described as a “unique educational utopia.”\u003c/p>\n\u003cp>This lesson with accompanying video clips will ask students to analyze the film, to differentiate between narrative (fiction) and documentary storytelling, and to consider the ways in which all films are constructed by filmmaking decisions. They will ultimately consider the ways in which the final product (this documentary film) might or might not reflect the complete “reality” of the topic it presents.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline\">\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.lucylaney/lucy-laney/\">\u003cspan style=\"text-decoration: underline;color: #000000\">Lucy Laney\u003c/span>\u003c/a> \u003c/span>\u003c/span> Grades 9-12 | Video | Icons in Education\u003c/strong>\u003c/p>\n\u003cp>Laney, an influential Jim Crow-era educator, believed it was essential to cultivate the minds of her students in order to develop intellectual leaders for the future. Invite your students to consider her philosophy of education.\u003c/p>\n\u003cp>This video segment from \u003ca href=\"http://www.pbs.org/wnet/jimcrow/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Rise and Fall of Jim Crow\u003c/em>\u003c/a> addresses the life and impact of Lucy Laney, the founder of the Haines Normal and Industrial School in Augusta, Georgia. Laney was an influential Jim Crow-era educator.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And there are lots more lesson plans and video clips from \u003cspan style=\"text-decoration: underline;color: #000000\">\u003cstrong>\u003cspan style=\"text-decoration: underline;color: #000000\">\u003ca href=\"http://ca.pbslearningmedia.org/search/?q=%22the+rise+and+fall+of+jim+crow%22\" target=\"_blank\" rel=\"noopener\">The Rise and Fall of Jim Crow\u003c/a>\u003c/span>\u003c/strong>\u003c/span>\u003cspan style=\"color: #000000\">\u003cstrong>\u003cspan style=\"color: #000000\"> \u003c/span>\u003c/strong>\u003c/span>in PBS LearningMedia.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/4621/black-history-resources-in-pbs-learningmedia","authors":["9323"],"series":["education_2838"],"categories":["education_50"],"tags":["education_277","education_865","education_2428"],"collections":["education_2405"],"label":"education_2838"},"education_1354":{"type":"posts","id":"education_1354","meta":{"index":"posts_1591205157","site":"education","id":"1354","score":null,"sort":[1326404468000]},"guestAuthors":[],"slug":"how-much-do-you-really-know-about-martin-luther-king-jr","title":"How Much Do You Really Know About Martin Luther King, Jr.?","publishDate":1326404468,"format":"aside","headTitle":"How Much Do You Really Know About Martin Luther King, Jr.? | KQED","labelTerm":{"site":"education"},"content":"\u003cp>On Monday, Americans commemorate the life of Dr. Martin Luther King, Jr. Most of us know at least a little something about the man: he was an African American civil rights leader; he gave the “I Have a Dream” speech; he was assassinated for his efforts … and we get a day off in his honor.\u003c/p>\n\u003cp>For most American youth, though, knowledge about Dr. King and civil rights history in general doesn’t go much beyond that. The\u003ca href=\"http://www.nytimes.com/2011/06/15/education/15history.html\" target=\"_blank\" rel=\"noopener\"> National Assessment of Educational Progress\u003c/a> reported that only 2 percent of high school seniors could correctly answer a basic question about the Supreme Court’s landmark Brown v. Board of Education case (more about that later).\u003c/p>\n\u003cp>A recent study by the \u003ca href=\"http://www.splcenter.org/get-informed/news/splc-study-finds-that-more-than-half-of-states-fail-at-teaching-the-civil-rights-m\">Southern Poverty Law Center (SPLC) \u003c/a> examined public K-12 education standards and curriculum requirements in all 50 states and found that 35 states – including California – failed to cover many of the core concepts and details about the Civil Rights Movement. 16 of these states (Iowa and New Hampshire included) didn’t require any instruction about the movment at all.\u003c/p>\n\u003cblockquote>\u003cp>“For too many students, their civil rights education boils down to two people and four words: Rosa Parks, Dr. King and ‘I have a dream.’”\u003c/p>\u003c/blockquote>\n\u003cp>“For too many students, their civil rights education boils down to two people and four words: Rosa Parks, Dr. King and ‘I have a dream,’” said Maureen Costello, director of SPLC’s Teaching Tolerance program, which conducted the study. “By having weak or non-existent standards for history, particularly for the Civil Rights Movement, (most states) are saying loud and clear that it isn’t something students need to learn.”\u003c/p>\n\u003cp>The study also found that much of what is taught about the movement in schools largely focuses on addressing the major leaders and events, but fails to address the systemic and often persistent issues like racism and economic injustice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There’s no doubt that Dr. King is recognized as one of our national heros. Major city boulevards throughout the country bear his name, and last year a memorial was dedicated to him on the National Mall in Washington. But, notes the SPLC report, these symbolic tributes fall short if the lessons and significance of his legacy aren’t being properly taught to students.\u003c/p>\n\u003ch4>\u003cstrong>So, how much do you know? Take the quiz to find out\u003c/strong>\u003c/h4>\n\u003ch5>(no pressure of course)\u003c/h5>\n\u003cp>\u003ciframe src=\"http://www.proprofs.com/quiz-school/story.php?title=dont-know-much-about-history-civil-rights-movement-quiz\" height=\"460\" width=\"640\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>From KQED’s \u003ca href=\"http://blogs.kqed.org/howdwegethere/2012/01/12/how-much-do-you-really-know-about-martin-luther-king-jr/\">How’d We Get Here\u003c/a> blog\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704765393,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["http://www.proprofs.com/quiz-school/story.php"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":428},"headData":{"title":"How Much Do You Really Know About Martin Luther King, Jr.? | KQED","description":"On Monday, Americans commemorate the life of Dr. Martin Luther King, Jr. Most of us know at least a little something about the man: he was an African American civil rights leader; he gave the “I Have a Dream” speech; he was assassinated for his efforts … and we get a day off in his","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Much Do You Really Know About Martin Luther King, Jr.?","datePublished":"2012-01-12T21:41:08.000Z","dateModified":"2024-01-09T01:56:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/education/1354/how-much-do-you-really-know-about-martin-luther-king-jr","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On Monday, Americans commemorate the life of Dr. Martin Luther King, Jr. Most of us know at least a little something about the man: he was an African American civil rights leader; he gave the “I Have a Dream” speech; he was assassinated for his efforts … and we get a day off in his honor.\u003c/p>\n\u003cp>For most American youth, though, knowledge about Dr. King and civil rights history in general doesn’t go much beyond that. The\u003ca href=\"http://www.nytimes.com/2011/06/15/education/15history.html\" target=\"_blank\" rel=\"noopener\"> National Assessment of Educational Progress\u003c/a> reported that only 2 percent of high school seniors could correctly answer a basic question about the Supreme Court’s landmark Brown v. Board of Education case (more about that later).\u003c/p>\n\u003cp>A recent study by the \u003ca href=\"http://www.splcenter.org/get-informed/news/splc-study-finds-that-more-than-half-of-states-fail-at-teaching-the-civil-rights-m\">Southern Poverty Law Center (SPLC) \u003c/a> examined public K-12 education standards and curriculum requirements in all 50 states and found that 35 states – including California – failed to cover many of the core concepts and details about the Civil Rights Movement. 16 of these states (Iowa and New Hampshire included) didn’t require any instruction about the movment at all.\u003c/p>\n\u003cblockquote>\u003cp>“For too many students, their civil rights education boils down to two people and four words: Rosa Parks, Dr. King and ‘I have a dream.’”\u003c/p>\u003c/blockquote>\n\u003cp>“For too many students, their civil rights education boils down to two people and four words: Rosa Parks, Dr. King and ‘I have a dream,’” said Maureen Costello, director of SPLC’s Teaching Tolerance program, which conducted the study. “By having weak or non-existent standards for history, particularly for the Civil Rights Movement, (most states) are saying loud and clear that it isn’t something students need to learn.”\u003c/p>\n\u003cp>The study also found that much of what is taught about the movement in schools largely focuses on addressing the major leaders and events, but fails to address the systemic and often persistent issues like racism and economic injustice.\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>There’s no doubt that Dr. King is recognized as one of our national heros. Major city boulevards throughout the country bear his name, and last year a memorial was dedicated to him on the National Mall in Washington. But, notes the SPLC report, these symbolic tributes fall short if the lessons and significance of his legacy aren’t being properly taught to students.\u003c/p>\n\u003ch4>\u003cstrong>So, how much do you know? Take the quiz to find out\u003c/strong>\u003c/h4>\n\u003ch5>(no pressure of course)\u003c/h5>\n\u003cp>\u003ciframe src=\"http://www.proprofs.com/quiz-school/story.php?title=dont-know-much-about-history-civil-rights-movement-quiz\" height=\"460\" width=\"640\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>From KQED’s \u003ca href=\"http://blogs.kqed.org/howdwegethere/2012/01/12/how-much-do-you-really-know-about-martin-luther-king-jr/\">How’d We Get Here\u003c/a> blog\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/1354/how-much-do-you-really-know-about-martin-luther-king-jr","authors":["1263"],"categories":["education_50"],"tags":["education_277","education_935"],"featImg":"education_1366","label":"education"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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. 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