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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When former educator \u003c/span>\u003ca href=\"https://www.daniellebayardjackson.com/home\">\u003cspan style=\"font-weight: 400\">Danielle Bayard Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was called into the principal’s office, she was told to stop reading whole books with her students. She was advised to focus on chapters and summaries instead, in preparation for upcoming standardized tests that emphasized shorter passages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I knew I was being asked to do something that would be a disservice to my kids,” Jackson recalled. She continued to read full books with her students, who later scored well on the standardized tests. Jackson’s experience is common; many teachers face pressure to use excerpts rather than complete works, which aligns with test formats but \u003c/span>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/\">\u003cspan style=\"font-weight: 400\">may impact students’ reading endurance and comprehension\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to journalist Rose Horowitch in The Atlantic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Horowitch’s interviews with college professors reveal concerns about students’ reading skills, even at elite institutions. “Professors were clear-eyed about the fact that students have probably never done all of the reading,” she said. Yet today’s students struggle with vocabulary and understanding a book’s overarching structure, often losing track of plots and complex narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">well-documented benefits of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the focus on testing has pushed many to bypass the unique advantages of full-length books. However, reintroducing full-length texts may unlock the rewards of sustained reading.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making connections and Cultivating Empathy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Full books are particularly effective at fostering empathy in readers and students may miss out on developing these qualities when they only read shorter passages. Additionally, \u003c/span>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC3559433/\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that fiction elicits emotions from readers, who are likely to get “lost” in the narrative and identify with characters. “You could read about somebody and connect with them even if they lived a thousand years ago or far away or had such a different life,” Horowitch said. Discussions about characters and storylines, experts noted, can nurture these skills.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading also enables students to make broader connections to the world, whether it has to do with global events, personal conflicts, or societal dynamics. These connections to real life events are called \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/text-text-text-self-text-world-0\">\u003cspan style=\"font-weight: 400\">text-to-world connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to \u003c/span>\u003ca href=\"https://firstbook.org/solutions/diverse-books-study/\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students engage more deeply when books have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">\u003cspan style=\"font-weight: 400\">diverse characters and relatable topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson recalled teaching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lord of the Flies\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to her high schoolers. “It’s just such a cool and very important book about governing and groupthink,” she said. Through class discussions about personal experiences and acting out sections from the book, her students saw parallels between the characters’ experiences and situations they observe around them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also teach students to recognize how events unfold. “You’re noticing foreshadowing from chapter one, and then seeing it all come together in chapter 16,” Jackson noted as she recalled the excitement students will feel when they recognize a connection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emotional engagement helps students develop skills beyond reading, such as navigating nuanced arguments and reflecting on their own experiences, Horowitch said. \u003c/span>\u003ca href=\"https://virginialibrariesjournal.org/articles/10.21061/valib.v63i1.1474\">\u003cspan style=\"font-weight: 400\">Reading fiction is shown to make people more open to changing their minds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —a valuable trait, especially as empathy-related activities like volunteerism decline and issues such as bullying increase.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Endurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading entire books strengthens students’ endurance and focus, according to Horowitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really a skill to stay on one task for an extended period,” she said, sharing a professor’s observation that some students even struggle to focus on a 14-line sonnet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While technology’s role in diminishing attention spans isn’t definitive, studies suggest people \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study\">\u003cspan style=\"font-weight: 400\">read more deeply in physical books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than on digital devices, which can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400\">distract with notifications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Although students might \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">\u003cspan style=\"font-weight: 400\">read more than ever through social media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the fragmented format doesn’t build reading stamina. “I don’t think anybody’s deep-reading Twitter comments,” Horowitch said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re good at what you practice. And the more time you spend reading these really small snippets of little words, whether it’s an Instagram comment or watching a TikTok video, that’s just what you’re used to,” said Horowitch. She added that sometimes it can be hard to read something that isn’t immediately rewarding the way that social media is. Students also spend \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/03/24/well/family/child-social-media-use.html\">\u003cspan style=\"font-weight: 400\">more time on social media than they ever have before\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving less time for reading for fun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is possible to gain that reading stamina back. Horowitch said that some people have experimented with committing to read a certain amount of pages and then steadily increasing the number of pages they read in one sitting. Danielle also said that it could be helpful for teachers to relate to students’ experiences when they struggle with a text. “When I read this in school, it kind of threw me off, too,” she would say, “But I’ve got you. I’m here with you.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2189171731\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift. Where we discuss the future of learning and how we raise our kids. I’m Nimah Gobir. You might’ve heard about The Atlantic article making waves lately. The headline? Some students—even those at elite universities—are struggling to read entire books. Whether you’ve read it yourself or just caught bits of the buzz, we’re here to break it down and get to the core of what’s really going on. Is this a crisis we need to worry about? Or is it just headline hype? Rose Horowitch wrote the article.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> I write primarily about education with some politics and general interest stories mixed in. I kept hearing scattered reports from professors that they were really noticing a change in their students reading habits over the past decade. And I was curious to see, you know, whether this was something that just a few people were experiencing or whether it was a much broader phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Rose talked to professors and learned that it wasn’t that college students don’t know how to read.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Their students are literate, you know, they can decode words and read sentences, but they have much narrower vocabularies than they used to. They really struggle digging into a text, getting through a text that might, you know, be sort of challenging that they kind of reached their limit much earlier, that they struggle to and even deal sort of with the architecture of a book and focus on small details while keeping in mind the overall plot and how they fit together.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And surprisingly, it’s not just books that students are struggling with.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> One thing that was sort of jaw-dropping for me was speaking with the chair of Georgetown University’s English department, and he was saying that he really notices these changes even when students are reading a sonnet and that, you know, it can be you can be reading something that’s 14 lines and it’s still just can be really hard for them to focus on it and get through it and really wrestle with it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I asked Rose about the possible causes, and one was a usual suspect: digital media and technology.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> In speaking with experts, you know, they definitely did think that smartphones and social media played a role. You know, it seems that there was some disagreement over whether smartphones are really kind of rewiring people’s brains.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> There are so many things that affect a person’s attention span, that it’s hard to definitively say tech hurts learning. However, research by the National Library of Medicine shows that some tech is designed to draw people’s attention. These are known as persuasive technologies.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch: \u003c/strong> It’s always engaging, always fun. And so it’s very hard to to kind of read something that’s not immediately rewarding. And another aspect of that is just that it’s like being on your smartphone just takes up so much time that, you know, people also seem to be reading a lot less just for fun because, you know, they’re spending their time on social media instead.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But, on the other hand, some literacy experts say we’re reading more than ever.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Just in shorter bursts and, you know, with less kind of care. I mean, I don’t think anybody’s like deep reading their Twitter comments. Um There’s a lot of research that people sort of do tend to read more deeply when they’re reading on a print page instead of on a screen. Because it is really a skill to just stay on one task for an extended period of time.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> While it’s easy to blame technology, it’s not the only factor here.There’s also the role of schools and teaching. We’re going to take a quick break, and when we’re back, we’ll look at how education might be playing a part in this trend and what teachers can do to help. Stay with us.\u003c/p>\n\u003cp>Nimah Gobir: I thought we could just blame everything on tech and call it a day, but high schools and middle school play a role in students’ reading abilities too. The subtitle on Rose Horowitch’s article in the Atlantic says, “To read a book in college, it helps to have read a book in high school.” And when I saw that I got a little chill because It’s like when the character in a scary movie realizes the call is coming from inside the house… or should i say inside our grade school buildings?\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Professors that I spoke with also thought that the preparation that students were getting was, you know, an equally large, if not, you know, even more significant factor in it. There was a lot of emphasis, too, on, you know, preparing students for these standardized tests, you know, instead and just, you know, reading wasn’t something that was valued as much.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For decades, standardized testing has emphasized shorter passages, encouraging teachers to focus on excerpts rather than full texts. But while this may boost test scores, it may also erode the endurance students need for book-length reading.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong> It started because a teacher came to observe my classroom. She called me down the next day. She told me that she noticed I was reading full books with the students. She asked politely that I not do that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This is Danielle Bayard Jackson, talking about her experience as an English teacher.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong>She suggested, “How about you read a chapter with the students and just summarize the rest? Because we’ve really got to focus on that test.” I think what’s so disturbing is you have teachers who are oftentimes not being treated like the experts that they are. I went to school for that. My degree is in that I know best practices. I know about how to maximize and optimize things for students’ learning.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Danielle decided to push back.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> And it became a matter of personal integrity for me in that moment because I knew I was being asked to do something that would be that would be a disservice to my kids. I began to go to the library on campus and and ask the, you know, media center, you know, librarian, if I could get class sets of different books, one of them being \u003cem>Lord of the Flies\u003c/em>. I mean, that is a classic. And it’s so much fun to read. And so I did that a couple times for months. And she was in on it with me. And I’m pushing the cart to the room and pushing it back so they don’t see class sets in my classroom. And a couple of months later, they called me down and they let me know that my students scored the highest in the school on that assessment. And they asked me, “What did you do? What’s the secret?” And I have goosebumps now even recalling the moment because I told them, I said, “We’ve been reading.”\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This raises the question: what’s lost when students can’t engage with full books? Is it really such a big deal?\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> They don’t get a chance to develop a certain endurance, right, to stick with something over time. So that skill in and of itself is really important and is transferable to a lot of other spaces. It’s not about the book. It’s about all the things that come with journeying through a book. So the first is a certain mental endurance because it’s mentally laborious sometimes to read through a text. They also miss making exciting connections, you know, because maybe it takes us, you know, couple of weeks to read through a book, but it’s really settling in with you more deeply. You’re starting to make connections to it. To the outside world. You can think about things more deeply. You’re noticing foreshadowing from chapter one, something felt a little a little odd. And then we see it all come together in Chapter 16. Character development, right? So we’re watching this person, this character over time and how they change. And we can unpack that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s possible that the shift in reading habits has less to do with skills and more to do with values. Students today are more focused on getting ready to enter the workforce and may feel like they have less time for reading for reading sake. Danielle now has a job that is coveted by young people. She’s a TikTok influencer who makes videos about how women can develop better communication practices. I asked her if reading plays a role in her current work.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> I’m surprised to see that, you know, a lot of my after coming out of the classroom to see the way that my personal career journey has developed, you know, coaching people through friendships, studying friendship research, I didn’t see that for myself. I’m traveling across the country speaking and getting paid for videos on TikTok. I mean, that’s a part of it as a content creator, I suppose. I have to read those contracts, which are lengthy. I have to, you know, read through the research papers that I’m then going and sharing with people. Reading is a part of everything that we do. And you have to have a certain stamina to get through hearty things. You have to have the skill of pausing and to go back and to review and to make sure you’ve got clarity. It’s great that some things are coming in a bite size way, but then other things are are are not going to come in that way. But we need the skill to do both. And a lot of times what we don’t realize is a lot of these things that are coming in these bite sized packages are excerpts from larger things. So even teaching young people about context. So maybe you saw this TikTok video or this little essay or this little article. But a lot of times it’s being pulled from larger texts.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It seems like reading can only benefit students when they enter the workforce, whether they are trying to be a content creator or an educator. Here’s Rose again\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Reading kind of trains you to deal with more nuanced arguments and also to reflect on yourself and and learn lessons about yourself through, you know, reading about someone else. What the professors that I spoke with were most worried about who was just what would what, if anything, would kind of take the place of reading in, in giving us these, you know, kind of, I guess, values or lessons that so far sort of reading has. And it’s not readily clear what what could be a substitute.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is worth remembering that people have been concerned about students’ academic skills for centuries. Even Socrates in 400 BC warned that writing would weaken memory.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> A lot of people brought up that that example of Socrates talking about how writing would destroy memory because people wouldn’t need to use it anymore. Socrates was right. Like I could never memorize \u003cem>The Iliad\u003c/em>, you know, in the way that people who were used to memorizing things all the time could. But at the same time, like, I think it shows that, you know, the way that we read or write, you know, and kind of interface with information really does change. But, you know, you can still find a way to pass those ideas down. No matter what, we’ll potentially adapt to something new but there maybe is room for hope in that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That was Rose Horowitch and Danielle Bayard Jackson. We’ll have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When former educator \u003c/span>\u003ca href=\"https://www.daniellebayardjackson.com/home\">\u003cspan style=\"font-weight: 400\">Danielle Bayard Jackson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was called into the principal’s office, she was told to stop reading whole books with her students. She was advised to focus on chapters and summaries instead, in preparation for upcoming standardized tests that emphasized shorter passages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I knew I was being asked to do something that would be a disservice to my kids,” Jackson recalled. She continued to read full books with her students, who later scored well on the standardized tests. Jackson’s experience is common; many teachers face pressure to use excerpts rather than complete works, which aligns with test formats but \u003c/span>\u003ca href=\"https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/\">\u003cspan style=\"font-weight: 400\">may impact students’ reading endurance and comprehension\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to journalist Rose Horowitch in The Atlantic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Horowitch’s interviews with college professors reveal concerns about students’ reading skills, even at elite institutions. “Professors were clear-eyed about the fact that students have probably never done all of the reading,” she said. Yet today’s students struggle with vocabulary and understanding a book’s overarching structure, often losing track of plots and complex narratives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">\u003cspan style=\"font-weight: 400\">well-documented benefits of reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the focus on testing has pushed many to bypass the unique advantages of full-length books. However, reintroducing full-length texts may unlock the rewards of sustained reading.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Making connections and Cultivating Empathy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Full books are particularly effective at fostering empathy in readers and students may miss out on developing these qualities when they only read shorter passages. Additionally, \u003c/span>\u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC3559433/\">\u003cspan style=\"font-weight: 400\">research shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that fiction elicits emotions from readers, who are likely to get “lost” in the narrative and identify with characters. “You could read about somebody and connect with them even if they lived a thousand years ago or far away or had such a different life,” Horowitch said. Discussions about characters and storylines, experts noted, can nurture these skills.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading also enables students to make broader connections to the world, whether it has to do with global events, personal conflicts, or societal dynamics. These connections to real life events are called \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/text-text-text-self-text-world-0\">\u003cspan style=\"font-weight: 400\">text-to-world connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to \u003c/span>\u003ca href=\"https://firstbook.org/solutions/diverse-books-study/\">\u003cspan style=\"font-weight: 400\">a recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students engage more deeply when books have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55039/how-the-disrupttexts-movement-can-help-english-teachers-be-more-inclusive\">\u003cspan style=\"font-weight: 400\">diverse characters and relatable topics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jackson recalled teaching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Lord of the Flies\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to her high schoolers. “It’s just such a cool and very important book about governing and groupthink,” she said. Through class discussions about personal experiences and acting out sections from the book, her students saw parallels between the characters’ experiences and situations they observe around them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books also teach students to recognize how events unfold. “You’re noticing foreshadowing from chapter one, and then seeing it all come together in chapter 16,” Jackson noted as she recalled the excitement students will feel when they recognize a connection. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This emotional engagement helps students develop skills beyond reading, such as navigating nuanced arguments and reflecting on their own experiences, Horowitch said. \u003c/span>\u003ca href=\"https://virginialibrariesjournal.org/articles/10.21061/valib.v63i1.1474\">\u003cspan style=\"font-weight: 400\">Reading fiction is shown to make people more open to changing their minds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> —a valuable trait, especially as empathy-related activities like volunteerism decline and issues such as bullying increase.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building Endurance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading entire books strengthens students’ endurance and focus, according to Horowitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really a skill to stay on one task for an extended period,” she said, sharing a professor’s observation that some students even struggle to focus on a 14-line sonnet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While technology’s role in diminishing attention spans isn’t definitive, studies suggest people \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study\">\u003cspan style=\"font-weight: 400\">read more deeply in physical books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than on digital devices, which can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400\">distract with notifications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Although students might \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">\u003cspan style=\"font-weight: 400\">read more than ever through social media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the fragmented format doesn’t build reading stamina. “I don’t think anybody’s deep-reading Twitter comments,” Horowitch said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re good at what you practice. And the more time you spend reading these really small snippets of little words, whether it’s an Instagram comment or watching a TikTok video, that’s just what you’re used to,” said Horowitch. She added that sometimes it can be hard to read something that isn’t immediately rewarding the way that social media is. Students also spend \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/03/24/well/family/child-social-media-use.html\">\u003cspan style=\"font-weight: 400\">more time on social media than they ever have before\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving less time for reading for fun. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is possible to gain that reading stamina back. Horowitch said that some people have experimented with committing to read a certain amount of pages and then steadily increasing the number of pages they read in one sitting. Danielle also said that it could be helpful for teachers to relate to students’ experiences when they struggle with a text. “When I read this in school, it kind of threw me off, too,” she would say, “But I’ve got you. I’m here with you.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2189171731\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift. Where we discuss the future of learning and how we raise our kids. I’m Nimah Gobir. You might’ve heard about The Atlantic article making waves lately. The headline? Some students—even those at elite universities—are struggling to read entire books. Whether you’ve read it yourself or just caught bits of the buzz, we’re here to break it down and get to the core of what’s really going on. Is this a crisis we need to worry about? Or is it just headline hype? Rose Horowitch wrote the article.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> I write primarily about education with some politics and general interest stories mixed in. I kept hearing scattered reports from professors that they were really noticing a change in their students reading habits over the past decade. And I was curious to see, you know, whether this was something that just a few people were experiencing or whether it was a much broader phenomenon.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Rose talked to professors and learned that it wasn’t that college students don’t know how to read.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Their students are literate, you know, they can decode words and read sentences, but they have much narrower vocabularies than they used to. They really struggle digging into a text, getting through a text that might, you know, be sort of challenging that they kind of reached their limit much earlier, that they struggle to and even deal sort of with the architecture of a book and focus on small details while keeping in mind the overall plot and how they fit together.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And surprisingly, it’s not just books that students are struggling with.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> One thing that was sort of jaw-dropping for me was speaking with the chair of Georgetown University’s English department, and he was saying that he really notices these changes even when students are reading a sonnet and that, you know, it can be you can be reading something that’s 14 lines and it’s still just can be really hard for them to focus on it and get through it and really wrestle with it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I asked Rose about the possible causes, and one was a usual suspect: digital media and technology.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> In speaking with experts, you know, they definitely did think that smartphones and social media played a role. You know, it seems that there was some disagreement over whether smartphones are really kind of rewiring people’s brains.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> There are so many things that affect a person’s attention span, that it’s hard to definitively say tech hurts learning. However, research by the National Library of Medicine shows that some tech is designed to draw people’s attention. These are known as persuasive technologies.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch: \u003c/strong> It’s always engaging, always fun. And so it’s very hard to to kind of read something that’s not immediately rewarding. And another aspect of that is just that it’s like being on your smartphone just takes up so much time that, you know, people also seem to be reading a lot less just for fun because, you know, they’re spending their time on social media instead.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But, on the other hand, some literacy experts say we’re reading more than ever.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Just in shorter bursts and, you know, with less kind of care. I mean, I don’t think anybody’s like deep reading their Twitter comments. Um There’s a lot of research that people sort of do tend to read more deeply when they’re reading on a print page instead of on a screen. Because it is really a skill to just stay on one task for an extended period of time.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> While it’s easy to blame technology, it’s not the only factor here.There’s also the role of schools and teaching. We’re going to take a quick break, and when we’re back, we’ll look at how education might be playing a part in this trend and what teachers can do to help. Stay with us.\u003c/p>\n\u003cp>Nimah Gobir: I thought we could just blame everything on tech and call it a day, but high schools and middle school play a role in students’ reading abilities too. The subtitle on Rose Horowitch’s article in the Atlantic says, “To read a book in college, it helps to have read a book in high school.” And when I saw that I got a little chill because It’s like when the character in a scary movie realizes the call is coming from inside the house… or should i say inside our grade school buildings?\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Professors that I spoke with also thought that the preparation that students were getting was, you know, an equally large, if not, you know, even more significant factor in it. There was a lot of emphasis, too, on, you know, preparing students for these standardized tests, you know, instead and just, you know, reading wasn’t something that was valued as much.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For decades, standardized testing has emphasized shorter passages, encouraging teachers to focus on excerpts rather than full texts. But while this may boost test scores, it may also erode the endurance students need for book-length reading.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong> It started because a teacher came to observe my classroom. She called me down the next day. She told me that she noticed I was reading full books with the students. She asked politely that I not do that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This is Danielle Bayard Jackson, talking about her experience as an English teacher.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson: \u003c/strong>She suggested, “How about you read a chapter with the students and just summarize the rest? Because we’ve really got to focus on that test.” I think what’s so disturbing is you have teachers who are oftentimes not being treated like the experts that they are. I went to school for that. My degree is in that I know best practices. I know about how to maximize and optimize things for students’ learning.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Danielle decided to push back.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> And it became a matter of personal integrity for me in that moment because I knew I was being asked to do something that would be that would be a disservice to my kids. I began to go to the library on campus and and ask the, you know, media center, you know, librarian, if I could get class sets of different books, one of them being \u003cem>Lord of the Flies\u003c/em>. I mean, that is a classic. And it’s so much fun to read. And so I did that a couple times for months. And she was in on it with me. And I’m pushing the cart to the room and pushing it back so they don’t see class sets in my classroom. And a couple of months later, they called me down and they let me know that my students scored the highest in the school on that assessment. And they asked me, “What did you do? What’s the secret?” And I have goosebumps now even recalling the moment because I told them, I said, “We’ve been reading.”\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> This raises the question: what’s lost when students can’t engage with full books? Is it really such a big deal?\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> They don’t get a chance to develop a certain endurance, right, to stick with something over time. So that skill in and of itself is really important and is transferable to a lot of other spaces. It’s not about the book. It’s about all the things that come with journeying through a book. So the first is a certain mental endurance because it’s mentally laborious sometimes to read through a text. They also miss making exciting connections, you know, because maybe it takes us, you know, couple of weeks to read through a book, but it’s really settling in with you more deeply. You’re starting to make connections to it. To the outside world. You can think about things more deeply. You’re noticing foreshadowing from chapter one, something felt a little a little odd. And then we see it all come together in Chapter 16. Character development, right? So we’re watching this person, this character over time and how they change. And we can unpack that.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It’s possible that the shift in reading habits has less to do with skills and more to do with values. Students today are more focused on getting ready to enter the workforce and may feel like they have less time for reading for reading sake. Danielle now has a job that is coveted by young people. She’s a TikTok influencer who makes videos about how women can develop better communication practices. I asked her if reading plays a role in her current work.\u003c/p>\n\u003cp>\u003cstrong>Danielle Bayard Jackson:\u003c/strong> I’m surprised to see that, you know, a lot of my after coming out of the classroom to see the way that my personal career journey has developed, you know, coaching people through friendships, studying friendship research, I didn’t see that for myself. I’m traveling across the country speaking and getting paid for videos on TikTok. I mean, that’s a part of it as a content creator, I suppose. I have to read those contracts, which are lengthy. I have to, you know, read through the research papers that I’m then going and sharing with people. Reading is a part of everything that we do. And you have to have a certain stamina to get through hearty things. You have to have the skill of pausing and to go back and to review and to make sure you’ve got clarity. It’s great that some things are coming in a bite size way, but then other things are are are not going to come in that way. But we need the skill to do both. And a lot of times what we don’t realize is a lot of these things that are coming in these bite sized packages are excerpts from larger things. So even teaching young people about context. So maybe you saw this TikTok video or this little essay or this little article. But a lot of times it’s being pulled from larger texts.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It seems like reading can only benefit students when they enter the workforce, whether they are trying to be a content creator or an educator. Here’s Rose again\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> Reading kind of trains you to deal with more nuanced arguments and also to reflect on yourself and and learn lessons about yourself through, you know, reading about someone else. What the professors that I spoke with were most worried about who was just what would what, if anything, would kind of take the place of reading in, in giving us these, you know, kind of, I guess, values or lessons that so far sort of reading has. And it’s not readily clear what what could be a substitute.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is worth remembering that people have been concerned about students’ academic skills for centuries. Even Socrates in 400 BC warned that writing would weaken memory.\u003c/p>\n\u003cp>\u003cstrong>Rose Horowitch:\u003c/strong> A lot of people brought up that that example of Socrates talking about how writing would destroy memory because people wouldn’t need to use it anymore. Socrates was right. Like I could never memorize \u003cem>The Iliad\u003c/em>, you know, in the way that people who were used to memorizing things all the time could. But at the same time, like, I think it shows that, you know, the way that we read or write, you know, and kind of interface with information really does change. But, you know, you can still find a way to pass those ideas down. No matter what, we’ll potentially adapt to something new but there maybe is room for hope in that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That was Rose Horowitch and Danielle Bayard Jackson. We’ll have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Hit follow on your favorite podcast app so you don’t miss a thing.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "why-poetry-is-making-a-comeback-in-schools",
"title": "Why Poetry Is Making a Comeback in Schools",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a spring afternoon last year, students in \u003ca href=\"https://x.com/MelAlterSmith\">Melissa Alter Smith\u003c/a>’s class bustled around the room, filling 16 ounce plastic bottles with hot water, food dye, glitter and glue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You can mix colors if you want. Just use one whatever you think represents the theme of your poem,” Smith instructed as students moved between stations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was English, not art class, and the goal was not just to make a pretty, \u003c/span>\u003ca href=\"https://www.instructables.com/Calm-Bottle-aka-Glitter-Jar/\">\u003cspan style=\"font-weight: 400\">calming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> bottle. Each student had selected a contemporary poem to analyze, and they chose food coloring and glitter that would represent the tone of the poem. When finished with their bottles, they wrote a paragraph on an index card, explaining their choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student, Christina, chose a poem called, “Like When Passing Graveyards” by \u003c/span>\u003ca href=\"https://www.nebraskapress.unl.edu/nebraska/9780803296381/reliquaria/\">\u003cspan style=\"font-weight: 400\">R.A. Villanueva\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In it, the poet recalls holding his breath when riding past cemeteries as a child. “The sparkles are for nostalgia and your childhood and looking back when you have like, you’re growing up with your siblings,” Christina said as she held up her bottle. “But then also the dark color is the whole point of the poem is it’s about a childhood fear. So I wanted to do something that shows the darkness of a graveyard and the fear behind it.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The “\u003c/span>\u003ca href=\"https://teachlivingpoets.com/2019/05/31/tone-bottles-explore-tone-in-poetry-with-this-engaging-hands-on-activity/\">\u003cspan style=\"font-weight: 400\">tone bottles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” exercise, which was created by teacher Valerie A. Person, is one of dozens on Smith’s \u003c/span>\u003ca href=\"https://teachlivingpoets.com/\">\u003cspan style=\"font-weight: 400\">Teach Living Poets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website. Smith created the website as a place for teachers to share lesson plans as her hashtag, #teachlivingpoets, took off on social media in the late 2010s. The idea behind both the website and the hashtag is to encourage teachers to diversify the literary canon and expose students to the vibrant world of contemporary poetry. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64741\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64741\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-scaled.jpg\" alt=\"A white woman in a polka dot dress holds a pen and pad of sticky notes. She stands in front of a white board.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">High school teacher Melissa Smith is the creator of the #teachlivingpoets hashtag and website. \u003ccite>(David Boraks for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith began using the #teachlivingpoets hashtag about eight years ago, after seeing how actively her students tuned in when she invited real poets to class to give readings and talk about their craft. After a few students asked to borrow her poetry books over spring break, she tweeted about it, and tagged the poets. One of them, Kaveh Akbar, replied: “Thank you for teaching living poets.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was like, that has a real ring to it, doesn’t it? And so that’s how the hashtag was born,” Smith said. “So every time I would share then, anything I was doing in my classroom regarding living poets, I included that hashtag with it, and teachers were liking it. They were sharing it, they were replying to it, they were eating it up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the idea and hashtag grew, so, too, did the need for lesson plans to teach the work of living poets. “You can easily find a curriculum guide for Robert Frost’s work or for Shakespeare’s sonnets, right? But if you’re going to teach a poem that was just published a month ago, there’s no SparkNotes for that,” Smith said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Filling that gap meant getting creative, even weird, Smith said, whether that means asking students to \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2023/11/30/exploring-structure-in-hanif-abdurraqibs-poem-it-is-maybe-time-to-admit-that-michael-jordan-definitely-pushed-off/\">\u003cspan style=\"font-weight: 400\">“walk a poem”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to feel the rhythm and patterns, having them \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2024/03/06/shoe-design-as-poetry-analysis/\">\u003cspan style=\"font-weight: 400\">design shoes based on a poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or facilitating a \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2024/03/07/new-march-madness-poetry-bracket-2024/\">\u003cspan style=\"font-weight: 400\">March-Madness-style poetry smackdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/StanfillKristin/status/1791633632274055590\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Christina, making the tone bottle reminded her of kindergarten – in a good way. “It makes it honestly a little bit more fun,” she said. “When you notice the colors and you’re able to point out more techniques and, like, the smaller details of a poem, especially when we’re looking for certain lines and certain words, rather than just ‘Oh, what’s the theme? What’s the tone?’ You’re looking for more specifics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Smith and former students, teaching and studying living poets not only makes poetry more fun; it also makes it more accessible and relevant to current generations and empowers them to find themselves as readers and writers.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Opening up the canon\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aaliyah Farmer, a former student of Smith’s and recent college graduate, remembers loving poetry as a kid – when her classes read whimsical poetry by Shel Silverstein. “In elementary school and middle school, we’re so used to reading poetry like that. And then whenever we got to, like, ninth grade, 10th grade, 11th grade, it was immediately like, oh, you’re reading Shakespeare or like Shakespeare-esque poets from previous, before, like, way before we could even think about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Farmer said that when she read centuries-old poetry, the language and the themes felt disconnected from her life. But things changed when she took Smith’s AP literature class at Lake Norman Charter High School. Reading books by contemporary poets, like \u003c/span>\u003ca href=\"https://www.clintsmithiii.com/about\">\u003cspan style=\"font-weight: 400\">Clint Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://aimeenez.net/bio\">\u003cspan style=\"font-weight: 400\">Aimee Nezhukumatathil\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, reminded Farmer of her early love for the form. “18-year-old, 17-year-old Aaliyah, reading Clint Smith and Aimee, I’m so excited to read it because I just understand it better than other poets I had read before,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Farmer, Clint Smith’s writing did something the classics did not: It reflected the world she was growing up in. “For me and I would say my other friends that I had the class with that were also African-American, we had a pride in what he was saying in the book,” she explained. “If he was talking about, like his father or his grandfather or influential people in his life, we all have like that same person in our lives, so we were just able to build that pride and then also … how there’s also duality between slavery, but also everything that everything else that we’ve overcome, we were able to connect. And I think the pride for me came out in that sense as well.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64739\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64739\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-scaled.jpg\" alt=\"Students in desks and on a couch in a classroom take notes. A person appears on smartboard screen at the front of the room.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Students in Melissa Smith’s class at Lake Norman Charter High School take notes while watching Rudy Francisco recite “My Honest Poem.” \u003ccite>(David Boraks for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a chance to see themselves in the literary canon is one of the biggest benefits of teaching living poets, according to Smith. She has a lot of stories about her students finding personal connections to living poets. Like when she gave a blog writing assignment and two transgender students chose to write about the trans poet H. Melt. With permission from her students, Smith shared the blog posts with H. Melt, who in turn sent signed book copies to the students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Kaveh Akbar’s poems about addiction resonated with another student. “One of my students’ father was struggling with alcoholism, and the way that the poem hit her was very different than how I took in the poem,” Smith said. “Hers was just more raw and emotional and personal, and really beautiful, actually, in the way that she processed it, and tied it to her own experiences with her family.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Latina student told Melissa that her class was the first time in her entire schooling she’d been assigned a book by a Latino writer. “And she’s a senior. So it’s moments like that that make all of this – the Teach Living Poets hashtag, movement, website, all the things happening in the classroom – worth it,” Smith said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Farmer said Clint Smith’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has stuck with her. “A lot of the books from high school, I’m not going to lie, I did not keep. But that one I did keep.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering young writers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another powerful effect of teaching living poets, according to Smith, is empowering students as writers. Every spring, she organizes a big workshop where guest poets visit in person to give readings and discuss their craft with her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was probably one of my favorite days of high school. It was like a full day and we had lunch with them,” said Jenna Johnson, another of Melissa’s former students. “I sat at a table with R.A. Villanueva and I was just, like, freaked out the whole time, like kind of starstruck.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson started writing poetry around age 15. “It felt important in the moment. But looking back, it’s like reading your embarrassing diary. Like a lot of just melodramatic high school love poems, breakup poems, all that stuff,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early in high school, Johnson planned to become a nurse. But when she didn’t like AP bio and loved AP lit, she started rethinking her path. “One of the big things that I didn’t realize until I read contemporary poets is kind of like the lawlessness of poetry. You don’t have to adhere to strict forms or rhyme schemes or – kind of knowing that you can literally just write a poem and there’s so many different forms, you can do literally anything with it. That was a huge thing to me that felt like that made it something I could do,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The workshop in Smith’s class was Johnson’s first time hearing poets read their work live. “That just changes how you can approach someone’s work completely. Kind of hearing the tone and the voice that they intend for it to be read.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson is now in a creative writing master’s program at New York University. She wants to continue writing poetry and become a professor. This fall, she’s teaching a writing class for undergraduates. Heading into the semester, Smith’s influence was still present.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I felt like I had a really good education in poetry because of her. And I felt really well prepared going into undergrad and grad school that I knew of these contemporary poets,” Johnson said. “So when I was writing my syllabus, I was thinking a lot about it, and including as many living poets as possible that I felt like my students will be able to feel close to and feel like they can relate to a lot more.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Embracing joy and rigor\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://caesura.nu/\">Villanueva\u003c/a> – the writer whose poem Christina analyzed and who Johnson met during the workshop – is not only a living poet. He’s also a middle school English teacher and a professor at Sarah Lawrence College. He met Smith on Twitter, around the time she started the #teachlivingpoets hashtag. He said it was inspiring to see that conversation spread among teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Melissa’s pedagogy really continues to vivify and bring to life over and over again, the fact that poetry is not some ancient, antiquated form for us to to be archeologists and dig around in. But it’s that and something else. It’s something contemporary, it’s something modern. It’s something that people do because they love and are frustrated by language,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Villanueva is a recurring guest at Melissa’s poetry workshop. He said her classroom is special because of the way she challenges students academically while also centering joy. He thinks teachers are too often told that joy and rigor can’t co-exist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What if rigor is not just pain?” He asked. “What if … what you’re actually trying to say is there’s a certain intensity? But intensity can also be imagination. And that’s what her classroom feels like. … There are skills that are being tested, muscles that are being stretched. But it’s not done only through trauma or grief or like rote memorization and then regurgitation. It’s something else. It’s something weirder. And I think that is what we should allow teachers to have space to try.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith said teaching living poets has transformed not only what she teaches, but how she teaches. “It has re-sparked my passion for teaching in general. I have loosened up my sense of the need for control over the lesson and the learning and giving some of that control over to my students,” she said. “I have come to realize for me in my classroom that the best learning happens when I actually don’t say a thing, right? Where I allow my students to have a conversation, to collaborate and to explore a poem together, and then to share it with me.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC7494279697\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Shel Silverstein: \u003c/b>\u003cspan style=\"font-weight: 400\">“I cannot go to school today!” / Said little Peggy Ann McKay / “I have the measles and the mumps / A gash, a rash, and purple bumps / My mouth…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s the voice of Shel Silverstein, who’s been one of the most popular poets for elementary schoolers – for multiple generations now. Recent college graduate Aaliyah Farmer remembers loving Silverstein’s poems when she was young.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">In elementary school and like middle school, we’re so used to reading poetry like that. And then whenever we got to, like, ninth grade, 10th grade, 11th grade, it was immediately like, oh, you’re reading Shakespeare or like Shakespeare-esque poets from previous, before, like way before we could even think about.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah says that when she read poetry from several centuries ago, the language and the themes felt disconnected from her life. \u003c/span>\u003cspan style=\"font-weight: 400\">But things changed during her senior year of high school. That’s when Aaliyah took AP literature, and her teacher assigned books by contemporary poets, like Clint Smith and Aimee Nezhukumatathil.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">That was like a comparable experience, like five-year-old or six year old Aaliyah reading Shel Silverstein, like, I was so excited to read poetry. 18-year-old, 17-year-old Aaliyah, reading Clint Smith and Aimee, like, I’m so excited to read it because I just understand it better than other poets I had read before.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For Aaliyah, Clint Smith’s writing did something older poetry did not: It reflected the world she was growing up in. Here’s an excerpt from Smith’s poetry collection, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which\u003c/span> \u003cspan style=\"font-weight: 400\">explores themes of lineage, tradition and Black humanity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Clint Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">My grandfather is a quarter century / older than his right to vote & two / decades younger than the president / who signed the paper that made it so. / He married my grandmother when they / Were four years younger than I am now / & were twice as sure about each other / As I’ve ever been about most things.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">For me and I would say my other friends that I had the class with that were like also African American, we like, had a pride in what he was saying in the book. If he was talking about, like his father, or his grandfather, or influential people in his life, we all have like that same person in our lives, like so we were just able to build that pride and then also, like, how there’s, like, also duality between slavery, but also everything that everything else that we’ve overcome, um, we were able to connect. And I think the pride for me came out in that sense as well.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah says \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has stuck with her.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of the books from high school, I’m not going to lie, I did not keep. But that one I did keep.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah Farmer read Clint Smith’s book in a class at Lake Norman Charter High School in North Carolina. Her teacher, Melissa Smith, has made it her mission to bring vibrant contemporary poetry into her classroom. She encourages other teachers to do this too – through the social media hashtag #teachinglivingpoets. She’s written a book and created a website with the same name.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">When I say teach living poets, I don’t mean to completely cut off those traditional canonical poets. To discover how they’re in conversation with poets today is actually really brilliant and amazing. It’s just we need to open the door wider to let more voices into our classrooms and who we’re teaching in our poetry curriculum.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa first observed the power of teaching living poets about eight years ago.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s when she found out that Pulitzer Prize finalist Morri Creech taught at a university not far from her school. She invited him to visit her classes.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">He was like, here, sitting in front of us and having conversation with us about his poems. And I distinctly remember one of my boys, he was decked out in his soccer uniform because he had a game later that day, and at the end of that class he said, ‘Miss Smith, that was the coolest class I ever had.’ And I was like, by golly, I’ve unlocked some sort of secret, right? I was like, I need to do this more and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">So she reached out to poets who were active online. She invited them to speak with her students in person and on Skype.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">I saw just the energy change in my classroom. I saw their eyes light up. I saw them actually being interested. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When some of Melissa’s students wanted to borrow her poetry books over spring break, she was thrilled. She tweeted about it, and tagged the poets.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And Kaveh Akbar, one of my favorite, most favorite poets ever retweeted and said, ‘Thank you for teaching living poets.’ And I was like, huh, that has a real ring to it, doesn’t it? And so that’s how the hashtag was born, was out of his, retweet, ‘Thank you for teaching living poets.’ And so every time I would share then, anything I was doing in my classroom regarding living poets, I included that hashtag with it, and teachers were liking it, they were sharing it, they were replying to it. They were eating it up.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">As the #teachlivingpoets hashtag grew, Melissa realized there weren’t a lot of materials for teaching contemporary poetry in high school English.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith:\u003c/b> \u003cspan style=\"font-weight: 400\">You can easily find a curriculum guide for Robert Frost’s work or for Shakespeare’s sonnets, right? But if you’re going to teach a poem that was just published a month ago, there’s no SparkNotes for that. Right? And so I think a lot of teachers are – I don’t want to use the word fearful, but for lack of a better word, nervous or uncomfortable with teaching contemporary poetry, because it’s, they feel like they have to have all the answers. And that’s really not the case. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa created the Teach Living Poets website\u003c/span>\u003cspan style=\"font-weight: 400\"> to fill the gap. She and other English teachers share free lesson plans there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith:\u003c/b>\u003cspan style=\"font-weight: 400\"> Sometimes as a teacher it can be a very isolating job, especially in our current climate, with teachers being attacked by angry parents and, you know, trying to ban books at school board meetings and whatnot. To have a community that you feel supported by and included in can be a game changer for some teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">One activity Melissa’s students enjoy is a March Madness Poetry Bracket.\u003c/span>\u003cspan style=\"font-weight: 400\"> It’s like the March Madness basketball tournaments. But instead of athletes competing, it’s poetry.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">So first thing we’re going to do is we’re going to watch the poems one last time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Each day Melissa’s classes watch two poetry videos. Students decide which poem they think is best and try to persuade their classmates in an informal debate. Then they vote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa tallies the votes across all periods. The winners from one week go head-to-head the next week, and so on. Until only two remain for the final round.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s where things stand today. The students are going to vote for the big winner.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">OMG. A true battle of champions.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The first contender is “My Honest Poem” by Rudy Francisco. It’s an exploration of his fears and flaws. Here’s an excerpt.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rudy Francisco: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m still learning how to whisper\u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">I’m often loud in places where I should be quiet, \u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">I’m often quiet in places where I should be loud.\u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">I was born feet first and I’ve been backwards ever since.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The other finalist in today’s showdown is called “Touchscreen” by Marshall Davis Jones. It’s about how technology is reshaping our lives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Marshall Davis Jones: \u003c/b>\u003cspan style=\"font-weight: 400\">Introducing the new Apple iPerson / complete with multitouch and volume control / doesn’t it feel good to touch? / doesn’t it feel good to touch? / doesn’t it feel good to touch? / my world is so digital / that I have forgotten what that feels like\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Some of Melissa’s students take notes at desks around the edge of the room. Others lounge on comfy chairs in the middle, using lap pads to write on. When the second poem finishes playing, they dive into discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Xuting: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s this one line where he says, ‘We used to be in the trees. We swung down, and then someone slipped a disc, and now we’re hunched over touchscreens.’ Right. And if you think of that image of, like, the human evolution, right. What is hunched over is the ape, the primates. And what is standing up is the human. And if we’re hunched over again, then, I mean, does that mean we’re going backwards? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">They debate how well each poem conveys its message.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Collin: \u003c/b>\u003cspan style=\"font-weight: 400\">Some of the quotes, for example, ‘I wonder what my bedsheets say when I’m not around.’ I feel like that’s kind of one of those things when you don’t know your own identity. So it’s kind of a broader message that Rudy is speaking, and I feel like that makes it where it’s easier to relate to.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">And they reflect on bigger issues raised by the poets.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emma: \u003c/b>\u003cspan style=\"font-weight: 400\">I, I think that, um, the fact that technology is such a prevalent problem, like everybody knows. You are constantly told not to be on your phone, to limit your screen time, over and over and over. What isn’t talked about is how all of us face our own, like internal issues. That’s and I think that’s what makes, like ‘My Honest Poem’ more impactful because nobody really talks about that. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sam: \u003c/b>\u003cspan style=\"font-weight: 400\">I’d like to say that I think a lot of these internal issues, at least in modern society, are being intensified by the technology talked about in ‘Touchscreen.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">These high school seniors are identifying literary devices, citing evidence to support their arguments, and connecting what they’ve heard to their own lives. These are all the things English teachers want to hear in class. They’re also laughing and being playful with each other. Melissa says that’s typical.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">At first, the kids are like, oh, yeah, this is fine. This is cool. But once we get down to, like, the Final Four and especially the last two poems, they start arguing. They start getting really, you know, invested in the poem that they like better. They, they try to convince their neighbor like, ‘no man, vote for the other one.’ \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After 15 minutes of discussion, it’s time to pick a winner.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">All right. Heads down. Secret vote. Raise your hand if you want to vote for Rudy Francisco, ‘My Honest Poem.’ Raise your hand if you want to vote for Marshall Jones, ‘Touchscreen.’\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The students won’t hear the winner until the next day, but when Melissa counts votes across all her classes, “Touchscreen,” the poem about technology, comes out on top.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After the vote, they move on to an activity called tone bottles.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And so, one of your glitter choices is going to represent the tone before the shift.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This lesson plan was created by another teacher, Valerie A. Person. She shared it on Melissa’s Teach Living Poets website.\u003c/span>\u003cspan style=\"font-weight: 400\"> It’s meant to help students capture the tone of a poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Right, so what is the author’s attitude towards his subject before the shift? And then the other type of glitter you’re adding into your bottle is the tone after the shift, right? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Each student has picked a poem to analyze. They fill a 16-ounce bottle with hot water and glue. Then add food dye, glitter and sequins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">You can mix colors if you want, just use one, whatever you think represents the theme of your poem.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When they’re finished, Melissa adds mineral oil and hand soap to the bottles to create viscosity. Students shake up their bottles to see the glitter and sequins swirl around. They also write a paragraph on an index card, explaining how their tone bottle reflects their poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">A student named Dean based his bottle on “Looking for the Golf Motel” by Richard Blanco.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And why did you pick orange for your liquid? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">Because it reminds me of, like, the sunset that he was describing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And what what glitter do you have in there? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">I have, like, a mixture of red and yellow to go, like, counteract the orange. But then I also like black describing his feelings when he couldn’t find it. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Aw, that’s really good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Nice job, Dean.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Another student, Christina, chose a poem called, “Like When Passing Graveyards” by R.A. Villanueva. In it, the poet recalls holding his breath when riding past cemeteries as a child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Christina: \u003c/b>\u003cspan style=\"font-weight: 400\">So the sparkles are for nostalgia and your childhood, but then also the dark color is the whole point of the poem is like it’s about a childhood fear. So I wanted to do something that shows, like, the darkness of a graveyard and the fear behind it. But it’s also like the nostalgia of growing up with your siblings and, like, having these connections and these little fears that you like, create off each other.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Christina says she enjoys this approach to analyzing a poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Christina: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like it makes it honestly a\u003c/span> \u003cspan style=\"font-weight: 400\"> little bit more fun. It’s like kindergarten, but also it makes it more visual, because a lot of the time when you’re just writing what you feel from a poem or what you imagine, it’s when you notice, like, the colors and, like, you’re able to point out more techniques and, like, the smaller details of a poem, especially when we’re looking for certain lines and certain words, rather than just oh, what’s the theme? What’s the tone? Like, you’re looking for more specifics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">With these activities, students are practicing the same academic skills as when they study any other piece of literature. But Melissa says focusing on living poets does two things that studying dead poets does not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first is that it diversifies the literary canon. We heard a little about that from Aaliyah, the former student who identified with Clint Smith’s poems about his experiences as an African American.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa has a lot of stories about her students finding personal connections to living poets. Like when she gave a blog writing assignment and two transgender students chose to write about the trans poet H. Melt. Here’s an excerpt from H. Melt.\u003c/span>\u003c/p>\n\u003cp>\u003cb>H. Melt: \u003c/b>When they say “we are all trapped in the wrong body” / Imposter, impossible / No. / We are on the bus next to you / In the cubicle next to you…\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">H. Melt sent signed book copies to Melissa’s two students after she shared their blogs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And it was really special that now they have this signed copy of a, of a poet that they studied in class and, and just fell in love with and felt that common bond with because that’s like part of their identity. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Kaveh Akbar’s poem about addiction resonated with another student. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kaveh Akbar: \u003c/b>\u003cspan style=\"font-weight: 400\">In Fort Wayne I drank the seniors / Old Milwaukee Old Crow / in Indianapolis I stopped / now I regret / every drink I never took \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">One of my students’ father was struggling with alcoholism, and the way that the poem hit her was very different than how I took in the poem. Hers was just more raw and emotional and personal, and really beautiful, actually, in the way that she processed it and tied it to her own experiences with her family. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">A Latina student told Melissa that her class was the first time in her entire schooling she’d been assigned a book by a Latino writer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And she’s a senior. So it’s moments like that that are – make all of this, the Teach Living Poets hashtag, movement, website, all the things happening in the classroom, worth it.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The second big thing Melissa says teaching living poets can do is empower students as writers. Every spring, she organizes a big workshop where guest poets visit in person to give readings and discuss their craft with her students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">It was probably one of my favorite days of high school. I sat at a table with R.A. Villanueva and I was just, like, freaked out the whole time, like kind of starstruck.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This is Jenna Johnson, another of Melissa’s former students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">I started writing when I was about 15. \u003c/span>\u003cspan style=\"font-weight: 400\">And,\u003c/span>\u003cspan style=\"font-weight: 400\"> like, it felt important in the moment. But looking back, it’s like reading your embarrassing, like, diary. Like a lot of just, like, melodramatic, like high school love poems, breakup poems, all that stuff.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The workshop was her first time hearing poets read their work live.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">That just, like, changes how you can approach someone’s work completely. Hearing, like, the tone and like the voice that they intend for it to be read.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Early in high school, Jenna planned to become a nurse. But when she didn’t like AP bio and loved AP lit, she started rethinking her path.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the big things that, like I didn’t realize until I read contemporary poets is kind of like the lawlessness of poetry. Like, you don’t have to like, um, adhere to, like, strict forms or rhyme schemes or – kind of knowing that you can literally just write a poem and there’s so many different forms, you can do literally anything with it. That was a huge thing to me that felt like that made it something I could do. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Jenna is now in a creative writing master’s program at New York University. She wants to continue writing poetry and become a professor. This fall, she’s teaching a writing class for undergraduates.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">I’ve been thinking a lot about Miss Smith, because I know that, like, I felt like I had a really good education in poetry because of her. And like, I felt really well prepared going into undergrad and grad school that I knew of these contemporary poets and stuff. So when I was writing my syllabus I was thinking a lot about it. And like including as many living poets as possible, that I felt like my students could or will be able to, like, feel close to and feel like they can relate to a lot more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Remember how Jenna said she felt starstruck sitting next to a guest writer at the poetry workshop?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I spoke with that poet – R.A. Villanueva, whose first name is Ron.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Ron Villanueva: \u003c/strong>We open class with still images where / by the thousands above Costa Brava / starlings flock and tumble, swirl in answer / to some unseen danger, their looping dark / against that bonfire sky, shifting\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Kara Newhouse:\u003c/b> Ron is not only a living poet. He’s also a middle school English teacher and a professor at Sarah Lawrence College. He met Melissa on Twitter, around the time she started the #teachlivingpoets hashtag. He says it was inspiring to see that conversation spread among teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ron Villanueva: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa’s pedagogy really continues to vivify and bring to life over and over again, the fact that poetry is not some ancient, antiquated form for us to to be archeologists and dig around in. But it’s it’s that and something else. It’s something contemporary, it’s something modern. It’s something that people do because they love and are frustrated by language.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Ron is a recurring guest at Melissa’s poetry workshop. He says her classroom is special because of the way she challenges students academically while also centering joy. He thinks, too often, teachers are told that joy and rigor can’t co-exist.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ron Villanueva: \u003c/b>\u003cspan style=\"font-weight: 400\">What if rigor is not just pain? And like, what if rigor is what you’re actually trying to say is like – there’s a certain intensity. But intensity can also be imagination. And that’s what her classroom feels like. There are skills that are being tested, muscles that are being stretched. Um, but it’s not done only through trauma or grief or like rote memorization and then regurgitation.\u003c/span> \u003cspan style=\"font-weight: 400\">It’s something else. It’s something weirder. And I think that is what we should allow teachers to have space to, to try. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa says teaching living poets has transformed not only what she teaches, but how she teaches.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">It has re-sparked my passion for teaching in general. I have loosened up my sense of the need for control over the lesson and the learning and giving some of that control over to my students. I have come to realize for me in my classroom that the best learning happens when I actually don’t say a thing. Right? Where I allow my students to have a conversation, to collaborate and to explore a poem together, and then to share it with me.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The contemporary poetry scene is full of innovative and diverse writers. By inviting those voices into their classrooms, teachers can open doors for students to connect with the rhythms and rhymes of poetry. And that can help them grow as readers, writers, and people.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This episode would not have been possible without Melissa Smith. To learn more, you can read the book she wrote with Lindsay Illich. It’s called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teach Living Poets.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students you heard in this episode were: Xuting, Collin, Emma, Sam, Dean and Christina.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks also to Aaliyah Farmer, Jenna Johnson and Ron Villanueva.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The rest of the MindShift team includes Ki Sung, Marlena Jackson-Retondo, Nimah Gobir and Jennifer Ng.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Maha Sanad and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">David Boraks provided field recording.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thank you for listening to Season 9 of the MindShift podcast. That’s it for these deep dive episodes. MindShift will be back soon with new episodes featuring conversations about big ideas in education. Be sure to follow the show so you don’t miss a thing.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Editor’s note: R.A. Villanueva’s poem ‘We open class with still images where’ first appeared in the fall 2024 issue of Mānoa: A Pacific Journal of International Writing.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a spring afternoon last year, students in \u003ca href=\"https://x.com/MelAlterSmith\">Melissa Alter Smith\u003c/a>’s class bustled around the room, filling 16 ounce plastic bottles with hot water, food dye, glitter and glue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You can mix colors if you want. Just use one whatever you think represents the theme of your poem,” Smith instructed as students moved between stations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was English, not art class, and the goal was not just to make a pretty, \u003c/span>\u003ca href=\"https://www.instructables.com/Calm-Bottle-aka-Glitter-Jar/\">\u003cspan style=\"font-weight: 400\">calming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> bottle. Each student had selected a contemporary poem to analyze, and they chose food coloring and glitter that would represent the tone of the poem. When finished with their bottles, they wrote a paragraph on an index card, explaining their choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One student, Christina, chose a poem called, “Like When Passing Graveyards” by \u003c/span>\u003ca href=\"https://www.nebraskapress.unl.edu/nebraska/9780803296381/reliquaria/\">\u003cspan style=\"font-weight: 400\">R.A. Villanueva\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In it, the poet recalls holding his breath when riding past cemeteries as a child. “The sparkles are for nostalgia and your childhood and looking back when you have like, you’re growing up with your siblings,” Christina said as she held up her bottle. “But then also the dark color is the whole point of the poem is it’s about a childhood fear. So I wanted to do something that shows the darkness of a graveyard and the fear behind it.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The “\u003c/span>\u003ca href=\"https://teachlivingpoets.com/2019/05/31/tone-bottles-explore-tone-in-poetry-with-this-engaging-hands-on-activity/\">\u003cspan style=\"font-weight: 400\">tone bottles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” exercise, which was created by teacher Valerie A. Person, is one of dozens on Smith’s \u003c/span>\u003ca href=\"https://teachlivingpoets.com/\">\u003cspan style=\"font-weight: 400\">Teach Living Poets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> website. Smith created the website as a place for teachers to share lesson plans as her hashtag, #teachlivingpoets, took off on social media in the late 2010s. The idea behind both the website and the hashtag is to encourage teachers to diversify the literary canon and expose students to the vibrant world of contemporary poetry. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64741\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64741\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-scaled.jpg\" alt=\"A white woman in a polka dot dress holds a pen and pad of sticky notes. She stands in front of a white board.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6337-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">High school teacher Melissa Smith is the creator of the #teachlivingpoets hashtag and website. \u003ccite>(David Boraks for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith began using the #teachlivingpoets hashtag about eight years ago, after seeing how actively her students tuned in when she invited real poets to class to give readings and talk about their craft. After a few students asked to borrow her poetry books over spring break, she tweeted about it, and tagged the poets. One of them, Kaveh Akbar, replied: “Thank you for teaching living poets.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was like, that has a real ring to it, doesn’t it? And so that’s how the hashtag was born,” Smith said. “So every time I would share then, anything I was doing in my classroom regarding living poets, I included that hashtag with it, and teachers were liking it. They were sharing it, they were replying to it, they were eating it up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the idea and hashtag grew, so, too, did the need for lesson plans to teach the work of living poets. “You can easily find a curriculum guide for Robert Frost’s work or for Shakespeare’s sonnets, right? But if you’re going to teach a poem that was just published a month ago, there’s no SparkNotes for that,” Smith said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Filling that gap meant getting creative, even weird, Smith said, whether that means asking students to \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2023/11/30/exploring-structure-in-hanif-abdurraqibs-poem-it-is-maybe-time-to-admit-that-michael-jordan-definitely-pushed-off/\">\u003cspan style=\"font-weight: 400\">“walk a poem”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to feel the rhythm and patterns, having them \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2024/03/06/shoe-design-as-poetry-analysis/\">\u003cspan style=\"font-weight: 400\">design shoes based on a poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or facilitating a \u003c/span>\u003ca href=\"https://teachlivingpoets.com/2024/03/07/new-march-madness-poetry-bracket-2024/\">\u003cspan style=\"font-weight: 400\">March-Madness-style poetry smackdown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Christina, making the tone bottle reminded her of kindergarten – in a good way. “It makes it honestly a little bit more fun,” she said. “When you notice the colors and you’re able to point out more techniques and, like, the smaller details of a poem, especially when we’re looking for certain lines and certain words, rather than just ‘Oh, what’s the theme? What’s the tone?’ You’re looking for more specifics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Smith and former students, teaching and studying living poets not only makes poetry more fun; it also makes it more accessible and relevant to current generations and empowers them to find themselves as readers and writers.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Opening up the canon\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aaliyah Farmer, a former student of Smith’s and recent college graduate, remembers loving poetry as a kid – when her classes read whimsical poetry by Shel Silverstein. “In elementary school and middle school, we’re so used to reading poetry like that. And then whenever we got to, like, ninth grade, 10th grade, 11th grade, it was immediately like, oh, you’re reading Shakespeare or like Shakespeare-esque poets from previous, before, like, way before we could even think about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Farmer said that when she read centuries-old poetry, the language and the themes felt disconnected from her life. But things changed when she took Smith’s AP literature class at Lake Norman Charter High School. Reading books by contemporary poets, like \u003c/span>\u003ca href=\"https://www.clintsmithiii.com/about\">\u003cspan style=\"font-weight: 400\">Clint Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://aimeenez.net/bio\">\u003cspan style=\"font-weight: 400\">Aimee Nezhukumatathil\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, reminded Farmer of her early love for the form. “18-year-old, 17-year-old Aaliyah, reading Clint Smith and Aimee, I’m so excited to read it because I just understand it better than other poets I had read before,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Farmer, Clint Smith’s writing did something the classics did not: It reflected the world she was growing up in. “For me and I would say my other friends that I had the class with that were also African-American, we had a pride in what he was saying in the book,” she explained. “If he was talking about, like his father or his grandfather or influential people in his life, we all have like that same person in our lives, so we were just able to build that pride and then also … how there’s also duality between slavery, but also everything that everything else that we’ve overcome, we were able to connect. And I think the pride for me came out in that sense as well.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64739\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64739\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-scaled.jpg\" alt=\"Students in desks and on a couch in a classroom take notes. A person appears on smartboard screen at the front of the room.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/DSC_6260-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Students in Melissa Smith’s class at Lake Norman Charter High School take notes while watching Rudy Francisco recite “My Honest Poem.” \u003ccite>(David Boraks for KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a chance to see themselves in the literary canon is one of the biggest benefits of teaching living poets, according to Smith. She has a lot of stories about her students finding personal connections to living poets. Like when she gave a blog writing assignment and two transgender students chose to write about the trans poet H. Melt. With permission from her students, Smith shared the blog posts with H. Melt, who in turn sent signed book copies to the students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Kaveh Akbar’s poems about addiction resonated with another student. “One of my students’ father was struggling with alcoholism, and the way that the poem hit her was very different than how I took in the poem,” Smith said. “Hers was just more raw and emotional and personal, and really beautiful, actually, in the way that she processed it, and tied it to her own experiences with her family.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A Latina student told Melissa that her class was the first time in her entire schooling she’d been assigned a book by a Latino writer. “And she’s a senior. So it’s moments like that that make all of this – the Teach Living Poets hashtag, movement, website, all the things happening in the classroom – worth it,” Smith said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Farmer said Clint Smith’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has stuck with her. “A lot of the books from high school, I’m not going to lie, I did not keep. But that one I did keep.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering young writers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another powerful effect of teaching living poets, according to Smith, is empowering students as writers. Every spring, she organizes a big workshop where guest poets visit in person to give readings and discuss their craft with her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was probably one of my favorite days of high school. It was like a full day and we had lunch with them,” said Jenna Johnson, another of Melissa’s former students. “I sat at a table with R.A. Villanueva and I was just, like, freaked out the whole time, like kind of starstruck.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson started writing poetry around age 15. “It felt important in the moment. But looking back, it’s like reading your embarrassing diary. Like a lot of just melodramatic high school love poems, breakup poems, all that stuff,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Early in high school, Johnson planned to become a nurse. But when she didn’t like AP bio and loved AP lit, she started rethinking her path. “One of the big things that I didn’t realize until I read contemporary poets is kind of like the lawlessness of poetry. You don’t have to adhere to strict forms or rhyme schemes or – kind of knowing that you can literally just write a poem and there’s so many different forms, you can do literally anything with it. That was a huge thing to me that felt like that made it something I could do,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The workshop in Smith’s class was Johnson’s first time hearing poets read their work live. “That just changes how you can approach someone’s work completely. Kind of hearing the tone and the voice that they intend for it to be read.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson is now in a creative writing master’s program at New York University. She wants to continue writing poetry and become a professor. This fall, she’s teaching a writing class for undergraduates. Heading into the semester, Smith’s influence was still present.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I felt like I had a really good education in poetry because of her. And I felt really well prepared going into undergrad and grad school that I knew of these contemporary poets,” Johnson said. “So when I was writing my syllabus, I was thinking a lot about it, and including as many living poets as possible that I felt like my students will be able to feel close to and feel like they can relate to a lot more.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Embracing joy and rigor\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://caesura.nu/\">Villanueva\u003c/a> – the writer whose poem Christina analyzed and who Johnson met during the workshop – is not only a living poet. He’s also a middle school English teacher and a professor at Sarah Lawrence College. He met Smith on Twitter, around the time she started the #teachlivingpoets hashtag. He said it was inspiring to see that conversation spread among teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Melissa’s pedagogy really continues to vivify and bring to life over and over again, the fact that poetry is not some ancient, antiquated form for us to to be archeologists and dig around in. But it’s that and something else. It’s something contemporary, it’s something modern. It’s something that people do because they love and are frustrated by language,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Villanueva is a recurring guest at Melissa’s poetry workshop. He said her classroom is special because of the way she challenges students academically while also centering joy. He thinks teachers are too often told that joy and rigor can’t co-exist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What if rigor is not just pain?” He asked. “What if … what you’re actually trying to say is there’s a certain intensity? But intensity can also be imagination. And that’s what her classroom feels like. … There are skills that are being tested, muscles that are being stretched. But it’s not done only through trauma or grief or like rote memorization and then regurgitation. It’s something else. It’s something weirder. And I think that is what we should allow teachers to have space to try.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Smith said teaching living poets has transformed not only what she teaches, but how she teaches. “It has re-sparked my passion for teaching in general. I have loosened up my sense of the need for control over the lesson and the learning and giving some of that control over to my students,” she said. “I have come to realize for me in my classroom that the best learning happens when I actually don’t say a thing, right? Where I allow my students to have a conversation, to collaborate and to explore a poem together, and then to share it with me.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC7494279697\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Shel Silverstein: \u003c/b>\u003cspan style=\"font-weight: 400\">“I cannot go to school today!” / Said little Peggy Ann McKay / “I have the measles and the mumps / A gash, a rash, and purple bumps / My mouth…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s the voice of Shel Silverstein, who’s been one of the most popular poets for elementary schoolers – for multiple generations now. Recent college graduate Aaliyah Farmer remembers loving Silverstein’s poems when she was young.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">In elementary school and like middle school, we’re so used to reading poetry like that. And then whenever we got to, like, ninth grade, 10th grade, 11th grade, it was immediately like, oh, you’re reading Shakespeare or like Shakespeare-esque poets from previous, before, like way before we could even think about.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah says that when she read poetry from several centuries ago, the language and the themes felt disconnected from her life. \u003c/span>\u003cspan style=\"font-weight: 400\">But things changed during her senior year of high school. That’s when Aaliyah took AP literature, and her teacher assigned books by contemporary poets, like Clint Smith and Aimee Nezhukumatathil.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">That was like a comparable experience, like five-year-old or six year old Aaliyah reading Shel Silverstein, like, I was so excited to read poetry. 18-year-old, 17-year-old Aaliyah, reading Clint Smith and Aimee, like, I’m so excited to read it because I just understand it better than other poets I had read before.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For Aaliyah, Clint Smith’s writing did something older poetry did not: It reflected the world she was growing up in. Here’s an excerpt from Smith’s poetry collection, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which\u003c/span> \u003cspan style=\"font-weight: 400\">explores themes of lineage, tradition and Black humanity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Clint Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">My grandfather is a quarter century / older than his right to vote & two / decades younger than the president / who signed the paper that made it so. / He married my grandmother when they / Were four years younger than I am now / & were twice as sure about each other / As I’ve ever been about most things.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">For me and I would say my other friends that I had the class with that were like also African American, we like, had a pride in what he was saying in the book. If he was talking about, like his father, or his grandfather, or influential people in his life, we all have like that same person in our lives, like so we were just able to build that pride and then also, like, how there’s, like, also duality between slavery, but also everything that everything else that we’ve overcome, um, we were able to connect. And I think the pride for me came out in that sense as well.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah says \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Counting Descent\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has stuck with her.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Aaliyah Farmer: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of the books from high school, I’m not going to lie, I did not keep. But that one I did keep.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Aaliyah Farmer read Clint Smith’s book in a class at Lake Norman Charter High School in North Carolina. Her teacher, Melissa Smith, has made it her mission to bring vibrant contemporary poetry into her classroom. She encourages other teachers to do this too – through the social media hashtag #teachinglivingpoets. She’s written a book and created a website with the same name.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">When I say teach living poets, I don’t mean to completely cut off those traditional canonical poets. To discover how they’re in conversation with poets today is actually really brilliant and amazing. It’s just we need to open the door wider to let more voices into our classrooms and who we’re teaching in our poetry curriculum.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa first observed the power of teaching living poets about eight years ago.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s when she found out that Pulitzer Prize finalist Morri Creech taught at a university not far from her school. She invited him to visit her classes.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">He was like, here, sitting in front of us and having conversation with us about his poems. And I distinctly remember one of my boys, he was decked out in his soccer uniform because he had a game later that day, and at the end of that class he said, ‘Miss Smith, that was the coolest class I ever had.’ And I was like, by golly, I’ve unlocked some sort of secret, right? I was like, I need to do this more and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">So she reached out to poets who were active online. She invited them to speak with her students in person and on Skype.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">I saw just the energy change in my classroom. I saw their eyes light up. I saw them actually being interested. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When some of Melissa’s students wanted to borrow her poetry books over spring break, she was thrilled. She tweeted about it, and tagged the poets.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And Kaveh Akbar, one of my favorite, most favorite poets ever retweeted and said, ‘Thank you for teaching living poets.’ And I was like, huh, that has a real ring to it, doesn’t it? And so that’s how the hashtag was born, was out of his, retweet, ‘Thank you for teaching living poets.’ And so every time I would share then, anything I was doing in my classroom regarding living poets, I included that hashtag with it, and teachers were liking it, they were sharing it, they were replying to it. They were eating it up.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">As the #teachlivingpoets hashtag grew, Melissa realized there weren’t a lot of materials for teaching contemporary poetry in high school English.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith:\u003c/b> \u003cspan style=\"font-weight: 400\">You can easily find a curriculum guide for Robert Frost’s work or for Shakespeare’s sonnets, right? But if you’re going to teach a poem that was just published a month ago, there’s no SparkNotes for that. Right? And so I think a lot of teachers are – I don’t want to use the word fearful, but for lack of a better word, nervous or uncomfortable with teaching contemporary poetry, because it’s, they feel like they have to have all the answers. And that’s really not the case. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa created the Teach Living Poets website\u003c/span>\u003cspan style=\"font-weight: 400\"> to fill the gap. She and other English teachers share free lesson plans there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith:\u003c/b>\u003cspan style=\"font-weight: 400\"> Sometimes as a teacher it can be a very isolating job, especially in our current climate, with teachers being attacked by angry parents and, you know, trying to ban books at school board meetings and whatnot. To have a community that you feel supported by and included in can be a game changer for some teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">One activity Melissa’s students enjoy is a March Madness Poetry Bracket.\u003c/span>\u003cspan style=\"font-weight: 400\"> It’s like the March Madness basketball tournaments. But instead of athletes competing, it’s poetry.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">So first thing we’re going to do is we’re going to watch the poems one last time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Each day Melissa’s classes watch two poetry videos. Students decide which poem they think is best and try to persuade their classmates in an informal debate. Then they vote.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa tallies the votes across all periods. The winners from one week go head-to-head the next week, and so on. Until only two remain for the final round.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s where things stand today. The students are going to vote for the big winner.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">OMG. A true battle of champions.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The first contender is “My Honest Poem” by Rudy Francisco. It’s an exploration of his fears and flaws. Here’s an excerpt.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rudy Francisco: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m still learning how to whisper\u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">I’m often loud in places where I should be quiet, \u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">I’m often quiet in places where I should be loud.\u003c/span>\u003cspan style=\"font-weight: 400\"> / \u003c/span>\u003cspan style=\"font-weight: 400\">I was born feet first and I’ve been backwards ever since.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The other finalist in today’s showdown is called “Touchscreen” by Marshall Davis Jones. It’s about how technology is reshaping our lives.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Marshall Davis Jones: \u003c/b>\u003cspan style=\"font-weight: 400\">Introducing the new Apple iPerson / complete with multitouch and volume control / doesn’t it feel good to touch? / doesn’t it feel good to touch? / doesn’t it feel good to touch? / my world is so digital / that I have forgotten what that feels like\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Some of Melissa’s students take notes at desks around the edge of the room. Others lounge on comfy chairs in the middle, using lap pads to write on. When the second poem finishes playing, they dive into discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Xuting: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s this one line where he says, ‘We used to be in the trees. We swung down, and then someone slipped a disc, and now we’re hunched over touchscreens.’ Right. And if you think of that image of, like, the human evolution, right. What is hunched over is the ape, the primates. And what is standing up is the human. And if we’re hunched over again, then, I mean, does that mean we’re going backwards? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">They debate how well each poem conveys its message.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Collin: \u003c/b>\u003cspan style=\"font-weight: 400\">Some of the quotes, for example, ‘I wonder what my bedsheets say when I’m not around.’ I feel like that’s kind of one of those things when you don’t know your own identity. So it’s kind of a broader message that Rudy is speaking, and I feel like that makes it where it’s easier to relate to.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">And they reflect on bigger issues raised by the poets.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emma: \u003c/b>\u003cspan style=\"font-weight: 400\">I, I think that, um, the fact that technology is such a prevalent problem, like everybody knows. You are constantly told not to be on your phone, to limit your screen time, over and over and over. What isn’t talked about is how all of us face our own, like internal issues. That’s and I think that’s what makes, like ‘My Honest Poem’ more impactful because nobody really talks about that. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sam: \u003c/b>\u003cspan style=\"font-weight: 400\">I’d like to say that I think a lot of these internal issues, at least in modern society, are being intensified by the technology talked about in ‘Touchscreen.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">These high school seniors are identifying literary devices, citing evidence to support their arguments, and connecting what they’ve heard to their own lives. These are all the things English teachers want to hear in class. They’re also laughing and being playful with each other. Melissa says that’s typical.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">At first, the kids are like, oh, yeah, this is fine. This is cool. But once we get down to, like, the Final Four and especially the last two poems, they start arguing. They start getting really, you know, invested in the poem that they like better. They, they try to convince their neighbor like, ‘no man, vote for the other one.’ \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After 15 minutes of discussion, it’s time to pick a winner.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">All right. Heads down. Secret vote. Raise your hand if you want to vote for Rudy Francisco, ‘My Honest Poem.’ Raise your hand if you want to vote for Marshall Jones, ‘Touchscreen.’\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The students won’t hear the winner until the next day, but when Melissa counts votes across all her classes, “Touchscreen,” the poem about technology, comes out on top.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After the vote, they move on to an activity called tone bottles.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And so, one of your glitter choices is going to represent the tone before the shift.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This lesson plan was created by another teacher, Valerie A. Person. She shared it on Melissa’s Teach Living Poets website.\u003c/span>\u003cspan style=\"font-weight: 400\"> It’s meant to help students capture the tone of a poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Right, so what is the author’s attitude towards his subject before the shift? And then the other type of glitter you’re adding into your bottle is the tone after the shift, right? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Each student has picked a poem to analyze. They fill a 16-ounce bottle with hot water and glue. Then add food dye, glitter and sequins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">You can mix colors if you want, just use one, whatever you think represents the theme of your poem.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When they’re finished, Melissa adds mineral oil and hand soap to the bottles to create viscosity. Students shake up their bottles to see the glitter and sequins swirl around. They also write a paragraph on an index card, explaining how their tone bottle reflects their poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">A student named Dean based his bottle on “Looking for the Golf Motel” by Richard Blanco.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And why did you pick orange for your liquid? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">Because it reminds me of, like, the sunset that he was describing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And what what glitter do you have in there? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">I have, like, a mixture of red and yellow to go, like, counteract the orange. But then I also like black describing his feelings when he couldn’t find it. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Aw, that’s really good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dean: \u003c/b>\u003cspan style=\"font-weight: 400\">Yeah. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">Nice job, Dean.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Another student, Christina, chose a poem called, “Like When Passing Graveyards” by R.A. Villanueva. In it, the poet recalls holding his breath when riding past cemeteries as a child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Christina: \u003c/b>\u003cspan style=\"font-weight: 400\">So the sparkles are for nostalgia and your childhood, but then also the dark color is the whole point of the poem is like it’s about a childhood fear. So I wanted to do something that shows, like, the darkness of a graveyard and the fear behind it. But it’s also like the nostalgia of growing up with your siblings and, like, having these connections and these little fears that you like, create off each other.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Christina says she enjoys this approach to analyzing a poem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Christina: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like it makes it honestly a\u003c/span> \u003cspan style=\"font-weight: 400\"> little bit more fun. It’s like kindergarten, but also it makes it more visual, because a lot of the time when you’re just writing what you feel from a poem or what you imagine, it’s when you notice, like, the colors and, like, you’re able to point out more techniques and, like, the smaller details of a poem, especially when we’re looking for certain lines and certain words, rather than just oh, what’s the theme? What’s the tone? Like, you’re looking for more specifics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">With these activities, students are practicing the same academic skills as when they study any other piece of literature. But Melissa says focusing on living poets does two things that studying dead poets does not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first is that it diversifies the literary canon. We heard a little about that from Aaliyah, the former student who identified with Clint Smith’s poems about his experiences as an African American.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa has a lot of stories about her students finding personal connections to living poets. Like when she gave a blog writing assignment and two transgender students chose to write about the trans poet H. Melt. Here’s an excerpt from H. Melt.\u003c/span>\u003c/p>\n\u003cp>\u003cb>H. Melt: \u003c/b>When they say “we are all trapped in the wrong body” / Imposter, impossible / No. / We are on the bus next to you / In the cubicle next to you…\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">H. Melt sent signed book copies to Melissa’s two students after she shared their blogs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And it was really special that now they have this signed copy of a, of a poet that they studied in class and, and just fell in love with and felt that common bond with because that’s like part of their identity. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Kaveh Akbar’s poem about addiction resonated with another student. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kaveh Akbar: \u003c/b>\u003cspan style=\"font-weight: 400\">In Fort Wayne I drank the seniors / Old Milwaukee Old Crow / in Indianapolis I stopped / now I regret / every drink I never took \u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">One of my students’ father was struggling with alcoholism, and the way that the poem hit her was very different than how I took in the poem. Hers was just more raw and emotional and personal, and really beautiful, actually, in the way that she processed it and tied it to her own experiences with her family. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">A Latina student told Melissa that her class was the first time in her entire schooling she’d been assigned a book by a Latino writer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">And she’s a senior. So it’s moments like that that are – make all of this, the Teach Living Poets hashtag, movement, website, all the things happening in the classroom, worth it.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The second big thing Melissa says teaching living poets can do is empower students as writers. Every spring, she organizes a big workshop where guest poets visit in person to give readings and discuss their craft with her students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">It was probably one of my favorite days of high school. I sat at a table with R.A. Villanueva and I was just, like, freaked out the whole time, like kind of starstruck.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This is Jenna Johnson, another of Melissa’s former students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">I started writing when I was about 15. \u003c/span>\u003cspan style=\"font-weight: 400\">And,\u003c/span>\u003cspan style=\"font-weight: 400\"> like, it felt important in the moment. But looking back, it’s like reading your embarrassing, like, diary. Like a lot of just, like, melodramatic, like high school love poems, breakup poems, all that stuff.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The workshop was her first time hearing poets read their work live.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">That just, like, changes how you can approach someone’s work completely. Hearing, like, the tone and like the voice that they intend for it to be read.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Early in high school, Jenna planned to become a nurse. But when she didn’t like AP bio and loved AP lit, she started rethinking her path.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the big things that, like I didn’t realize until I read contemporary poets is kind of like the lawlessness of poetry. Like, you don’t have to like, um, adhere to, like, strict forms or rhyme schemes or – kind of knowing that you can literally just write a poem and there’s so many different forms, you can do literally anything with it. That was a huge thing to me that felt like that made it something I could do. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Jenna is now in a creative writing master’s program at New York University. She wants to continue writing poetry and become a professor. This fall, she’s teaching a writing class for undergraduates.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Jenna Johnson: \u003c/b>\u003cspan style=\"font-weight: 400\">I’ve been thinking a lot about Miss Smith, because I know that, like, I felt like I had a really good education in poetry because of her. And like, I felt really well prepared going into undergrad and grad school that I knew of these contemporary poets and stuff. So when I was writing my syllabus I was thinking a lot about it. And like including as many living poets as possible, that I felt like my students could or will be able to, like, feel close to and feel like they can relate to a lot more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Remember how Jenna said she felt starstruck sitting next to a guest writer at the poetry workshop?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I spoke with that poet – R.A. Villanueva, whose first name is Ron.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Ron Villanueva: \u003c/strong>We open class with still images where / by the thousands above Costa Brava / starlings flock and tumble, swirl in answer / to some unseen danger, their looping dark / against that bonfire sky, shifting\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Kara Newhouse:\u003c/b> Ron is not only a living poet. He’s also a middle school English teacher and a professor at Sarah Lawrence College. He met Melissa on Twitter, around the time she started the #teachlivingpoets hashtag. He says it was inspiring to see that conversation spread among teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ron Villanueva: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa’s pedagogy really continues to vivify and bring to life over and over again, the fact that poetry is not some ancient, antiquated form for us to to be archeologists and dig around in. But it’s it’s that and something else. It’s something contemporary, it’s something modern. It’s something that people do because they love and are frustrated by language.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Ron is a recurring guest at Melissa’s poetry workshop. He says her classroom is special because of the way she challenges students academically while also centering joy. He thinks, too often, teachers are told that joy and rigor can’t co-exist.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Ron Villanueva: \u003c/b>\u003cspan style=\"font-weight: 400\">What if rigor is not just pain? And like, what if rigor is what you’re actually trying to say is like – there’s a certain intensity. But intensity can also be imagination. And that’s what her classroom feels like. There are skills that are being tested, muscles that are being stretched. Um, but it’s not done only through trauma or grief or like rote memorization and then regurgitation.\u003c/span> \u003cspan style=\"font-weight: 400\">It’s something else. It’s something weirder. And I think that is what we should allow teachers to have space to, to try. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Melissa says teaching living poets has transformed not only what she teaches, but how she teaches.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Melissa Smith: \u003c/b>\u003cspan style=\"font-weight: 400\">It has re-sparked my passion for teaching in general. I have loosened up my sense of the need for control over the lesson and the learning and giving some of that control over to my students. I have come to realize for me in my classroom that the best learning happens when I actually don’t say a thing. Right? Where I allow my students to have a conversation, to collaborate and to explore a poem together, and then to share it with me.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The contemporary poetry scene is full of innovative and diverse writers. By inviting those voices into their classrooms, teachers can open doors for students to connect with the rhythms and rhymes of poetry. And that can help them grow as readers, writers, and people.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This episode would not have been possible without Melissa Smith. To learn more, you can read the book she wrote with Lindsay Illich. It’s called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Teach Living Poets.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students you heard in this episode were: Xuting, Collin, Emma, Sam, Dean and Christina.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks also to Aaliyah Farmer, Jenna Johnson and Ron Villanueva.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The rest of the MindShift team includes Ki Sung, Marlena Jackson-Retondo, Nimah Gobir and Jennifer Ng.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Maha Sanad and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">David Boraks provided field recording.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thank you for listening to Season 9 of the MindShift podcast. That’s it for these deep dive episodes. MindShift will be back soon with new episodes featuring conversations about big ideas in education. Be sure to follow the show so you don’t miss a thing.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To an outside observer, there’s nothing particularly special about the beige rug at the front of Miranda Lyle’s fourth grade classroom. But for Lyle, it’s the best spot in the room. It’s where students gather for morning meetings, read-alouds, and when Lyle wants to facilitate an intimate learning conversation instead of a lecture. Lyle compared the feeling on the rug to that of gathering around a campfire. “They’re all kind of sitting in a relaxed, comfortable place, there’s proximity, but there’s also, you know, just like a shared comfort level of having the rug,” she said. That makes it easier for her students to test new ideas, \u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">express emotions\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/52590/why-debate-may-be-the-best-way-to-save-constructive-disagreement\">disagree civilly\u003c/a>. “It’s been a very intentional place for us every year to see each other as equals and see each other as people,” Lyle said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, her students gathered on the rug as they kicked off a social studies unit on school desegregation in Virginia, where they live. Lyle projected vocabulary words, like segregation, prejudice and integration on the smartboard above their heads, and the class practiced saying them together. Then Lyle clicked forward to a \u003ca href=\"https://motonmuseum.org/learn/moton-school-story-digital-exhibit/\">black and white photo of a group of teenagers\u003c/a>.\u003c/span>\u003cspan style=\"font-weight: 400\"> Lyle asked the fourth graders to study the image closely. “I want you to observe and see as many things as you can before we even start today,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The teenagers in the photo were students at R.R. Moton High School – a segregated school in Farmville, Virginia, just over two hours southeast of where the fourth graders attended school.\u003c/span>\u003cspan style=\"font-weight: 400\"> In 1951, the Moton students \u003ca href=\"https://motonmuseum.org/about/the-moton-story/\">went on strike to demand better school conditions\u003c/a>, which the white school board denied them. Their activism led to them becoming the only student plaintiffs in Brown v. Board of Education – the Supreme Court case that found school segregation unconstitutional \u003ca href=\"https://www.kqed.org/mindshift/63692/5-takeaways-on-school-segregation-70-years-after-brown-v-board\">70 years ago\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of reading about the Moton student strike in a textbook, fourth graders in Rockingham County Public Schools, where Lyle teaches, learn about it through photographs, diary entries and stories of the young people involved. These first-hand accounts of history are called primary sources. “A primary source at its very core is the raw material of history,” said Lee Ann Potter, the Director of Professional Learning and Outreach Initiatives at the Library of Congress.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many students today are \u003ca href=\"https://www.socialstudies.org/tps\">learning history through primary sources\u003c/a>. That shift, according to Potter, arose in the last two decades as museums and archival institutions began digitizing their collections, making them accessible to teachers and students online. At the Library of Congress, Potter and her team develop resources to help teachers use primary sources in their classrooms. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64657\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64657\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-800x1067.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-scaled.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">An exit ticket for a fourth grade lesson on segregation and integration at Rockingham County Public Schools. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Rockingham County, Lyle and a team of teachers designed a fourth grade civil rights unit\u003c/span>\u003cspan style=\"font-weight: 400\"> using the \u003c/span>\u003ca href=\"https://c3teachers.org/inquiry-design-model/\">\u003cspan style=\"font-weight: 400\">Inquiry Design Model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an instructional approach that encourages students to explore and investigate topics, rather than being passive recipients of information. In the civil rights unit, primary sources prompt that inquiry and exploration. That’s possible because, according to Lyle and her colleagues, primary sources can make \u003ca href=\"https://www.kqed.org/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes\">people and events from history\u003c/a> feel more real and more textured for students. They can also help kids learn to think critically about the information they’re consuming. That’s increasingly \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">necessary\u003c/a> as young people \u003ca href=\"https://www.kqed.org/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one\">navigate a digital world\u003c/a> filled with misinformation and disinformation from both humans and artificial intelligence.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building empathy with historical figures\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the first day of the civil rights unit last spring, Lyle didn’t tell her students all the details about the Moton student strike. That would come later. Looking at the photo of the students was a preview amid a broader introduction to racial segregation. After answering some initial questions, Lyle clicked through slides that included background information on the Jim Crow era and more black and white photos of segregated water fountains, buses and neighborhoods. With each slide, the fourth graders pointed out details and asked questions. As the images marched on, their frustration with the injustices of the past rose.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64640\" class=\"wp-caption alignleft\" style=\"max-width: 350px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64640\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1020x1360.jpg\" alt=\"\" width=\"350\" height=\"467\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-scaled.jpg 1920w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders in Miranda Lyle’s class sort through historical photos trying to identify which ones reflect segregation and which ones reflect integration. The activity was part of a lesson on the Civil Rights Movement in Virginia. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So far, are you guys feeling like ‘separate but equal’ is fair?” Lyle asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Nooo! No!” The students shouted before she even finished the question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that’s a lie,” said one student, Alex.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lyle said their reactions illustrated how photographs can help students empathize with people and events of the past. “Giving kids primary sources is one of the biggest signs of respect we can show the kids and the story,” she said. “I think it tells [them] we trust them. We know they can do it. And it gives them the opportunity to not just sit back and listen, but to become detectives, to uncover the story that might be deeper than what we were going to present them to begin with.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Examining agency and decision making\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At another fourth grade classroom in Rockingham County, students know teacher Carrie Lillard as a history buff who will occasionally bust out a rap from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamilton\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. On one wall of her room, a bulletin board says “History is storytelling” and features over a dozen cards highlighting notable people and events in \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">Virginia history\u003c/a>. By framing history as storytelling, Lillard said she wants students to see that the past is composed of people who made choices. And to be able to analyze the consequences – good, bad or complicated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64658\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64658\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A bulletin board in Carrie Lillard’s fourth grade classroom at Mountain View Elementary School in Rockingham County, Virginia. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the historical characters the fourth graders learn the most about in the civil rights unit is \u003ca href=\"https://motonmuseum.org/learn/biography-barbara-rose-johns-powell/\">Barbara Johns\u003c/a>, the quiet 16-year-old\u003c/span>\u003cspan style=\"font-weight: 400\"> who led her \u003ca href=\"https://motonschoolstory.org/home/\">Moton High School classmates\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> in the strike for better school facilities and resources. According to the \u003ca href=\"https://motonmuseum.org/\">Robert Russa Moton Museum\u003c/a>, Moton High School was constructed for about 200 students. But by the 1950s it held more than 450.\u003c/span>\u003cspan style=\"font-weight: 400\"> And that wasn’t the only challenge. The roofs of the buildings leaked. Students had to hold umbrellas over their heads on rainy days. The only heat was from a potbelly stove. Anyone who sat near it got too hot, and kids who sat far away shivered in their winter coats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of these problems existed at the nearby high school attended by white students. But despite lobbying by parents, the school board refused to build a new school for Black students. When Johns and her classmates went on strike, they wrote to the NAACP for help\u003c/span>\u003cspan style=\"font-weight: 400\"> and eventually sued the school board. Their case became one of five that made up Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For a nine and ten year old, it’s hard to wrap your head around the idea that someone their age, or slightly older, or sometimes slightly younger, \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">can change the world\u003c/a> and with just one small decision. And that’s exactly what she did. So kids really grasp onto that,” said Lillard. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64647\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64647\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-800x500.jpg\" alt=\"Black and white photo of a smiling woman shown from shoulders up. Grass, bushes and a house are in the background.\" width=\"800\" height=\"500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-768x480.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Johns led classmates at Moton High School in a fight for better school facilities that they took all the way to the Supreme Court. She is shown here as an adult. \u003ccite>(Courtesy of the Robert Russa Moton Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to photos, the Rockingham County fourth graders learn about Johns’ motivations through another primary source: her diary. They read entries that Johns wrote later in life, recounting her time in high school. In one entry, she recalled missing the school bus one morning and trying to hitch a ride.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“One morning I was so busy rushing my brothers and sister down the hill to school that I forgot my own lunch and had to rush back up the hill to retrieve it. In the meantime, the bus arrived, picked them up and left me standing there by the roadside waiting to thumb a ride with whomever came by. About an hour later, I was still waiting when the white school bus drives by half empty on its way to Farmville High School. It would have to pass by my school to get to that school, and I couldn’t ride with them. Right then and there, I decided, indeed, something had to be done about this inequality – and I still didn’t know what.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Emery, a fourth grader in Lillard’s class, reading Johns’ own words brought this history to life. “I liked how it was, in particular, how it was [the story of] a young girl,” Emery said. “Normally we learn about older people. But no, we learned about a 16-year-old, still a teenager.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the Moton students and other Brown v. Board plaintiffs were successful, school segregation didn’t end immediately in Virginia. Local and state officials there actively defied the court ruling, even closing schools in several counties instead of integrating.\u003c/span>\u003cspan style=\"font-weight: 400\"> It took more protests\u003c/span>\u003cspan style=\"font-weight: 400\"> and more court cases,\u003c/span>\u003cspan style=\"font-weight: 400\"> for schools to actually integrate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lillard said her emphasis on viewing historical figures as people who had agency and made choices helps her students process this complex history. “I’m like, OK, so, you know, think about the same people who weren’t just automatically okay with the Civil War being over? They still harbor a lot of anger and resentment the same way, just because you’re forced to \u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">apologize to a friend\u003c/a> doesn’t automatically fix it,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering critical thinking skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lillard and Lyle said that their former students still bring up Barbara Johns even when they leave fourth grade. For Lyle, that’s different from when she covered this topic without primary sources. “They knew her role. They knew her name. That was really it,” she said of earlier students. “I’m not even sure if they remember her story at all. Because they were passive in that process.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of social studies isn’t just to memorize a list of names and dates. It’s also to help kids learn skills like analyzing information sources, using evidence to distinguish fact from opinion, and comparing and contrasting people, places and events.\u003c/span>\u003cspan style=\"font-weight: 400\"> An example of that kind of \u003ca href=\"https://www.kqed.org/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking\">critical thinking\u003c/a> occurred as Lyle’s students studied old photos of segregation. While examining a photo of a sign for a whites-only neighborhood, a student named Lily raised her hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What makes me mad is that when the sign says, ‘We want white tenants in our white community,’ it has American flags on it,” Lily said. “And the Black people … are a part of America. So why do the white people say they’re usually more a part of America than the Black people?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lyle said that Lily’s observation and question impressed her: “I was kind of sitting back there like, ‘Oh my goodness, that’s brilliance.’ And that’s because she had the opportunity to just stare at a picture and stare long enough to see the little details that otherwise could be missed.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Potter, the Library of Congress educator, agreed that giving students opportunities to study primary sources can foster critical thinking. “The fact that you can go to the source where the information originated and get the context of the source and the rest of the story – if you can get kids interested and excited about that, then what we’re going to do is train a generation of young people to constantly question where information is coming from,” she said. “That is absolutely what primary sources can do for young people. And goodness knows we need more of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers \u003c/span>\u003ca href=\"https://www.loc.gov/programs/teachers/getting-started-with-primary-sources/\">\u003cspan style=\"font-weight: 400\">new to primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Potter recommended picking one item or document that complements the secondary sources in the curriculum. Teachers can invite students to observe, reflect and ask questions about the primary source using a \u003c/span>\u003ca href=\"https://www.loc.gov/static/programs/teachers/getting-started-with-primary-sources/documents/Primary_Source_Analysis_Tool_LOC.pdf\">\u003cspan style=\"font-weight: 400\">one-page worksheet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed by her team. The library’s website also contains \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/?fa=partof_type:primary+source+set\">\u003cspan style=\"font-weight: 400\">curated sets of primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> related to popular curriculum topics, such as \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/new-deal/\">\u003cspan style=\"font-weight: 400\">the New Deal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/womens-suffrage/\">\u003cspan style=\"font-weight: 400\">women’s suffrage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/rosa-parks/\">\u003cspan style=\"font-weight: 400\">Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://blogs.loc.gov/teachers/\">\u003cspan style=\"font-weight: 400\">Blog posts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer tips for how to use those resources.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8008383152\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nimah, do you like to make pancakes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">I do! They’re one of my favorite foods.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Have you ever put peanut butter in your pancakes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">No. It sounds delicious, but Kara, why do you ask?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I recently learned that civil rights icon Rosa Parks put peanut butter in her pancake batter. Her recipe is handwritten on the back of a bank envelope.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">And the recipe itself is terrific. It really is. If you need a good pancake recipe, add some peanut butter to it, and you will love them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s Lee Ann Potter. She’s the Director of Professional Learning and Outreach Initiatives at the Library of Congress in Washington, DC, where the Rosa Parks papers are held.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The Library of Congress is home to all sorts of documents from America’s past. They range from legal records\u003c/span>\u003cspan style=\"font-weight: 400\"> to items that reflect the daily life of historical figures.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Rosa Parks collection includes a date book\u003c/span>\u003cspan style=\"font-weight: 400\">, photos of her with family,\u003c/span>\u003cspan style=\"font-weight: 400\"> birthday cards sent to her by admiring children\u003c/span>\u003cspan style=\"font-weight: 400\">, and more. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a series in her papers of her membership cards. And, you know, you see her membership card for AARP. And it’s like, never occurred to me that Rosa Parks might be a member of AARP. But her membership card is in her papers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lee Ann and her team develop resources\u003c/span>\u003cspan style=\"font-weight: 400\"> to help teachers use Library of Congress materials like these\u003c/span>\u003cspan style=\"font-weight: 400\"> in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter:\u003c/b> \u003cspan style=\"font-weight: 400\">There is not a day that goes by when I don’t stumble on something in the collection that either catches my breath or makes me think, oh, who can I tell about this cool thing? And\u003c/span> \u003cspan style=\"font-weight: 400\">the former classroom teacher in me is always thinking about, what is the thing that might have captured student attention or gotten students to think differently or deeply about something?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The materials at the Library of Congress are what we call primary sources. Unlike textbooks, they are first-hand accounts of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">A primary source at its very core is the raw material of history. They can be newspapers. They can be photographs, maps, architectural drawings, sound recordings. They can be receipts. They can be memos. They can be scribbles. They can be doodles. They can be, truly, objects.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Many students today are learning history through primary sources. That wasn’t always the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the past two decades, museums and archival institutions started digitizing their collections and putting them online.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">I think as soon as the materials became available and more and more of these organizations worked in partnership with educators to really start building some pedagogy and tools around using these materials as classroom tools, as exercises, as opportunities for students, that’s when everything started to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Primary sources can make people and events of the past feel more real and more textured for students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">They can also help kids learn to think critically about the information they’re consuming. That’s increasingly necessary as young people navigate a digital world filled with misinformation and disinformation from both humans and artificial intelligence.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter:\u003c/b> \u003cspan style=\"font-weight: 400\">The fact that you can go to the source where the information originated and get the context of the source and the rest of the story – if you can get kids interested and excited about that, then what we’re going to do is, is train a generation of young people to constantly question where information is coming from and constantly wonder, what is the original source for this bit of information that someone is trying to convey to me? And I think that is absolutely what primary sources can do for young people. And and goodness knows we need more of that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">In this episode of MindShift, we’re going to hear how primary sources can bring history to life and deepen students’ understanding of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">We’ll do that by visiting two schools in Virginia where students are learning about the Civil Rights Movement. Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> What happened after the Civil war?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b>\u003cspan style=\"font-weight: 400\"> Reconstruction!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">To dig into the power of learning with primary sources, we’re visiting a fourth grade classroom in Rockingham County, Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">So what are the words we’re gonna talk about today?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b> \u003cspan style=\"font-weight: 400\">Amendment, segregation, and pre-\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">Prejudice.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Amendment, segregation and prejudice. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b> \u003cspan style=\"font-weight: 400\">Prejudice.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Those are the vocab words that students are learning in Miranda Lyle’s fourth grade class. The class is gathered on a beige rug at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> You think you know what segregation means? What do you think it means?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">This is the start of a social studies unit about school desegregation. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">White and Black people were separated from each other based on race, right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Next, Miranda projects a black and white photo of a group of teenagers onto the smart board.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You’re going to read this picture. I want you to observe and see as many things as you can before we even start today. What do you, what do you notice? Why don’t you have a quiet thumb up. Keep looking at the screen. See if you can give me more than one idea.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The photograph is from 1951. It shows about 40 African-American teenagers standing outside looking at the camera. The boys wear collared shirts and in some cases ties. The girls wear dresses or long skirts and blouses. Many also wear long coats. In the background there are two buildings and a sidewalk flanked by mud and puddles.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Levi: \u003c/b>\u003cspan style=\"font-weight: 400\">They look like they’re going to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They look like they’re going to school. What makes you think they’re going to school?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Levi: \u003c/b>\u003cspan style=\"font-weight: 400\">Because they have, like, uniforms on. Well, like they have clothes that look school-y.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They have clothes that look kind of professional, kind of ready for school, I like that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> These teenagers were students at R.R. Moton High School.\u003c/span>\u003cspan style=\"font-weight: 400\"> That was a segregated school in Farmville, Virginia – just over two hours southeast of where the fourth graders are sitting now.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miranda’s students don’t know it yet, but the young people they’re looking at were some of the plaintiffs in Brown v. Board of Education – the Supreme Court case that found school segregation unconstitutional 70 years ago.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Abigail.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Abigail: \u003c/b>\u003cspan style=\"font-weight: 400\">It looks like, like, in the background those are like schools. Like the schools that they were in, like those small buildings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">Like cabins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">It looks like schools, smaller buildings, you notice they kind of look like cabins. What makes you think cabins when you look at that?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">Like they’re made out of, like, wood and, like, it doesn’t really look like somewhere you’d want to live.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The buildings they’re discussing were temporary classrooms made with cheap tar paper siding. Some people in Farmville said they looked like chicken coops. County officials built them to deal with overcrowding at Moton High School.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The school was constructed for about 200 students. But by the 1950s it held more than 450.\u003c/span>\u003cspan style=\"font-weight: 400\"> And that wasn’t the only challenge. The roofs of the buildings leaked. Students had to hold umbrellas over their heads on rainy days.\u003c/span> \u003cspan style=\"font-weight: 400\">The only heat was from a potbelly stove. Anyone who sat near it got too hot, and kids who sat far away shivered in their winter coats.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">None of these problems existed at the nearby high school attended by white students. But despite lobbying by parents, the school board refused to build a new school for Black students.\u003c/span>\u003cspan style=\"font-weight: 400\"> To protest the disparities, a quiet 16-year-old named Barbara Johns led her classmates in a two-week\u003c/span>\u003cspan style=\"font-weight: 400\"> strike in 1951.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The students wrote to the NAACP for help\u003c/span>\u003cspan style=\"font-weight: 400\"> and eventually sued the school board. Their case became one of five that made up Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda’s fourth grade class will learn about all of that during this social studies unit. For now, this photo of the R. R. Moton students is just a teaser. Today is all about understanding the historical context of the Jim Crow era.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> We’re going to keep going because today we’re going to be looking at a lot of different pictures and a lot of different primary sources like this one.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda clicks through slides that include background info and more black and white photos depicting segregated water fountains, buses and neighborhoods. The fourth graders point out details and ask questions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">As they study the photos, they’re getting a strong sense of what racial segregation looked like. And they are not happy about it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">So, so far, are you guys feeling like separate but equal …\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alex: \u003c/b>\u003cspan style=\"font-weight: 400\">Is really a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Is fair?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No. No!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">What are you feeling so far, Alex?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alex: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s like, I think that’s a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You think that separate but equal is a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda says, these photographs help students empathize with people and events of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Actually giving kids primary sources is one of the biggest signs of respect we can show the kids and the story. I think it tells us we trust them. We know they can do it. And it gives them the opportunity to not just sit back and listen, but to become detectives, to uncover the story that might be deeper than what we were going to present them to begin with.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s one student, Lily, responding to a photo of a sign for a whites-only neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">What makes me mad is that when the sign says ‘We want white people in our white community,’ it has American flags on it. And the Black people are a part of America. So why do the white people say they’re usually more a part of America than the Black people?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You’re angry because those flags are for the United States, right? And you’re saying all races live in the United States. And at this point, remember, this is after that 15, 13, 14, the 15th amendment. So the Constitution says, yeah, these people are Americans, too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miranda and a team of teachers in Rockingham County designed this civil rights unit using inquiry-based teaching. That’s a method that encourages students to ask questions about the world and develop analytical thinking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Lily’s observation about the flag is an example of how primary sources can drive inquiry.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">I was really impressed. I was I was kind of, like, sitting back there like, oh my goodness, that’s brilliance. And that’s because she had the, you know, like, had the opportunity to just stare at a picture and stare long enough to see the little details that otherwise could be missed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Learning with primary sources has some great benefits, but it also comes with challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the big ones is that documents from the past may use language we wouldn’t use today. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For instance, some of the photos that Miranda’s students were looking at included signs referring to Black people as “colored.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Which is a sign that we’re going to see in a lot of different primary sources we look at. But remember, we talked last week about that Maya Angelou quote in, um, growth mindset that said, ‘know better and do better.’ Remember how we talked about how that’s something that was on those signs, but are we going to use that term? No, because we know better than that, so we’re going to do better than that. So using terms like African-American, even saying things like Black people or brown people, that’s allowed. But we want to stray away from using words that aren’t used anymore.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Even with the upfront discussion about appropriate language, these are fourth graders. They’re still learning. And things can come up that require gentle correction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> … that the Blacks are not getting treated very nicely because they have like —\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> Black people – we want to make sure we have that ‘people’ word at the end there. The Black people.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> Mmhm.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda tries to model the “know better, do better” idea herself, too. During their Civil War study, she had a slide that used the term “runaway slaves.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">And I was talking with my class one day. I was like, I don’t like how that sounds, because, you know, and they’re like, ‘Well, yeah, runaway sounds like it’s a bad thing.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">She went online and looked for alternate terms.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">And one that I found that my kids have really attached to was freedom seekers, because we talked about how ‘runaway’ sounds like they’re doing something wrong and they’re not doing anything wrong. They’re trying to, you know, gives them just a different way of looking at the entire situation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s not just language that can be hard in social studies. Topics like slavery and segregation reveal difficult truths about violence and injustice in American history. These topics have also become politicized in recent years.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">According to the news outlet Education Week, 17 states have passed bills or other policies that limit teachers’ ability to discuss racism in school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That includes here in Virginia, where the governor issued an executive order that bans so-called “divisive concepts,” such as critical race theory – which is an academic and legal framework.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Proponents of such policies often say that talking about racial injustice will make white children feel guilty. Miranda’s school is predominantly white\u003c/span>\u003cspan style=\"font-weight: 400\">, and that hasn’t been her experience.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">I had a student put on a study guide, ‘Which side did Virginia support?’ It was like ‘Virginia,’ he outlined in a heart, and then ‘supported the Confederacy’ and then had a broken heart. So they’re able to see, like, it’s not ‘you’re the problem’ or ‘Virginia today is the problem.’ They’re able to kind of see these, yeah, that was a big mistake people made for a long time. That was actually really detrimental. Why? Because kids, I think even our age, when we were children would have had the same, ‘That’s not fair’ had it been presented as, look at these primary sources. Look at these actual pictures.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda also makes sure her students know that even though the R.R. Moton facilities were unequal, the students there were smart and had teachers who maintained high expectations for them. She doesn’t want her students to unconsciously equate bad conditions with people being downtrodden.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Just because they had more supplies or they had better buildings or things like that, does that mean that the students weren’t as good?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Does it mean that the teachers weren’t as good?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No, no.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Remember we talked about at one of the schools we’re going to discuss, at R.R. Moton high school, one of the teachers would go on to work for NASA. Does that sound like somebody who’s going to be a good science teacher? Somebody who goes to NASA?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">A good math teacher?\u003c/span> \u003cspan style=\"font-weight: 400\">Yeah. So we’re going to keep talking about these things.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After this introduction to segregation, the fourth graders will learn about Barbara Johns, the 16-year-old I mentioned earlier. She led her classmates in a fight for equal education that they took all the way to the Supreme Court.\u003c/span>\u003cspan style=\"font-weight: 400\"> That story is the beating heart\u003c/span> \u003cspan style=\"font-weight: 400\">of this unit.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the coolest things about Barbara Johns is that she was one, a student. She was not the same age as my own kids that I teach, but she was still a student who saw a problem in her school, which was in Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This is Carrie Lillard. She’s another fourth grade teacher in Rockingham County. She was on the same team as Miranda that created this unit about Barbara Johns and her classmates.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">For a nine and ten year old, it’s hard to wrap your head around the idea that someone their age or slightly older, or sometimes slightly younger, can change the world and with just one small decision. And that’s exactly what she did. So kids really grasp onto that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">One way the fourth graders learn about Barbara Johns is from another primary source: her diary.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">One morning I was so busy rushing my brothers and sister down the hill to school that I forgot my own lunch and had to rush back up the hill to retrieve it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s one of Carrie’s students, Lily. She’s reading a diary entry that Barbara Johns wrote later in life recounting her time in high school. In it, Barbara recalls missing the school bus one morning and trying to hitch a ride.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">About an hour later, I was still waiting when the white school bus drives by half empty on its way to Farmville High School. It would have to pass by my school to get to that school, and I couldn’t ride with them. Right then and there, I decided, indeed, something had to be done about this inequality.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s another student, Emery, recalling what Barbara did after the day she missed the bus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">She went up to her music teacher and said, ‘Hey, I have a problem’. And the teacher and she told her the problem. And the music teacher said, ‘If you have a problem, why don’t you fix it?’ And she gathered all these people in the auditorium and said, ‘If you want to be with me, you can be with me.’ And then she led a strike.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Reading the diary entries helped Emery connect with Barbara Johns and the Brown v. Board case on a personal level.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">I liked how it was, in particular, how it was a young girl. Normally when we, we learn about, like, older people. But no, we learned about a 16 year old. Still a teenager.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Why did that stand out to you?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">Because usually to teenagers, like these days in 2024, do some dumb stuff.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">laughs\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span> \u003cspan style=\"font-weight: 400\">But Barbara Johns wasn’t doing dumb stuff?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">No, she was doing brilliant stuff.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Rockingham County teachers told me that their former students still bring up Barbara Johns even when they leave fourth grade. Miranda says that’s different from when she covered this topic without primary sources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">They knew her role. They knew her name. That was really it. And if they held onto it, what I could say about it now. I’m not even sure if they remember her story at all. Because it was more, they were passive in that process.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The goal of social studies isn’t just to memorize a list of names and dates. It’s also to help kids learn skills like analyzing information sources, using evidence to distinguish fact from opinion, and comparing and contrasting people, places and events.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">I heard examples of all of those skills as the fourth graders discussed photos and diary entries from Virginia’s history.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They’re not just sitting back and being passive listeners to a story. They’re seeing the actual actions and the consequences of those actions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Those critical thinking skills also help students wrestle with the complexity of the past. Like the fact that schools did not immediately integrate after Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In Virginia, local and state officials actively defied the court ruling. They even closed schools in several counties instead of integrating.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">It took more protests\u003c/span>\u003cspan style=\"font-weight: 400\"> and more court cases,\u003c/span>\u003cspan style=\"font-weight: 400\"> for schools to actually integrate in Virginia.\u003c/span>\u003cspan style=\"font-weight: 400\"> Carrie says the fourth graders learn about all of that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">Approaching history from ‘we are we are a combination of all of the choices we make’ helps when we get to this point. I’m like, OK, so, you know, think about the same people who weren’t just automatically okay with the Civil War being over, they still harbor a lot of anger and resentment the same way, just because you’re forced to apologize to a friend doesn’t automatically fix it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For their final assignment, the fourth graders write a letter to Barbara Johns’ sister, Joan Johns Cobbs. She participated in the Moton student strike and is still alive today.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leigha: \u003c/b>\u003cspan style=\"font-weight: 400\">Dear Mrs. Johns Cobbs. We have been learning about your sister Barbara Johns’ legacy in my history class and the impacts she has made in our lives. She was brave by doing what is right because she felt like she had to do something.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s Leigha, now a fifth grader. She’s reading the letter she wrote a year earlier in Carrie’s class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leigha: \u003c/b>\u003cspan style=\"font-weight: 400\">… I’m going to defend girls because she inspired me to say ‘no’ when boys say girls can’t run or play sports, but they can. Barbara Johns has inspired me to stand up for what I believe in. Thank you for making the USA what it is today. Thanks for everything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">We just heard about an entire social studies unit centered around primary sources. But teachers don’t have to overhaul the whole curriculum to get started teaching this way.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lee Ann Potter’s team at the Library of Congress recommends picking one primary source that complements the secondary sources schools are using.\u003c/span>\u003cspan style=\"font-weight: 400\"> Teachers can invite students to observe, reflect and ask questions about the primary source.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Library of Congress’s website for teachers has a one-page worksheet to walk students through that observe-reflect-question cycle.\u003c/span>\u003cspan style=\"font-weight: 400\"> The website also has curated sets of primary sources related to popular curriculum topics.\u003c/span>\u003cspan style=\"font-weight: 400\"> And lots of tips for how to use those resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">History is rich with stories. Primary sources can unlock those stories by humanizing the people who came before us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When young people form connections with the past, it helps them understand our world today and determine the future they want to create.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Thank you to Miranda Lyle, Carrie Lillard and all of their fourth grade students. The students you heard in this episode were:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Levi, Abigail, Alex, Lily D., Lilly J., Emery and Leigha.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks also to Lee Ann Potter at the Library of Congress and Beau Dickenson at Rockingham County Public Schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you want to learn more about Barbara Johns, you can visit the Robert Russa Moton Museum in Farmville, Virginia\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The rest of the MindShift team includes Ki Sung, Marlena Jackson-Retondo and Jennifer Ng.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Maha Sanad, and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks for listening!\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To an outside observer, there’s nothing particularly special about the beige rug at the front of Miranda Lyle’s fourth grade classroom. But for Lyle, it’s the best spot in the room. It’s where students gather for morning meetings, read-alouds, and when Lyle wants to facilitate an intimate learning conversation instead of a lecture. Lyle compared the feeling on the rug to that of gathering around a campfire. “They’re all kind of sitting in a relaxed, comfortable place, there’s proximity, but there’s also, you know, just like a shared comfort level of having the rug,” she said. That makes it easier for her students to test new ideas, \u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">express emotions\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/52590/why-debate-may-be-the-best-way-to-save-constructive-disagreement\">disagree civilly\u003c/a>. “It’s been a very intentional place for us every year to see each other as equals and see each other as people,” Lyle said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, her students gathered on the rug as they kicked off a social studies unit on school desegregation in Virginia, where they live. Lyle projected vocabulary words, like segregation, prejudice and integration on the smartboard above their heads, and the class practiced saying them together. Then Lyle clicked forward to a \u003ca href=\"https://motonmuseum.org/learn/moton-school-story-digital-exhibit/\">black and white photo of a group of teenagers\u003c/a>.\u003c/span>\u003cspan style=\"font-weight: 400\"> Lyle asked the fourth graders to study the image closely. “I want you to observe and see as many things as you can before we even start today,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The teenagers in the photo were students at R.R. Moton High School – a segregated school in Farmville, Virginia, just over two hours southeast of where the fourth graders attended school.\u003c/span>\u003cspan style=\"font-weight: 400\"> In 1951, the Moton students \u003ca href=\"https://motonmuseum.org/about/the-moton-story/\">went on strike to demand better school conditions\u003c/a>, which the white school board denied them. Their activism led to them becoming the only student plaintiffs in Brown v. Board of Education – the Supreme Court case that found school segregation unconstitutional \u003ca href=\"https://www.kqed.org/mindshift/63692/5-takeaways-on-school-segregation-70-years-after-brown-v-board\">70 years ago\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of reading about the Moton student strike in a textbook, fourth graders in Rockingham County Public Schools, where Lyle teaches, learn about it through photographs, diary entries and stories of the young people involved. These first-hand accounts of history are called primary sources. “A primary source at its very core is the raw material of history,” said Lee Ann Potter, the Director of Professional Learning and Outreach Initiatives at the Library of Congress.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many students today are \u003ca href=\"https://www.socialstudies.org/tps\">learning history through primary sources\u003c/a>. That shift, according to Potter, arose in the last two decades as museums and archival institutions began digitizing their collections, making them accessible to teachers and students online. At the Library of Congress, Potter and her team develop resources to help teachers use primary sources in their classrooms. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64657\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64657\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-800x1067.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/exit-ticket-scaled.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">An exit ticket for a fourth grade lesson on segregation and integration at Rockingham County Public Schools. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Rockingham County, Lyle and a team of teachers designed a fourth grade civil rights unit\u003c/span>\u003cspan style=\"font-weight: 400\"> using the \u003c/span>\u003ca href=\"https://c3teachers.org/inquiry-design-model/\">\u003cspan style=\"font-weight: 400\">Inquiry Design Model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an instructional approach that encourages students to explore and investigate topics, rather than being passive recipients of information. In the civil rights unit, primary sources prompt that inquiry and exploration. That’s possible because, according to Lyle and her colleagues, primary sources can make \u003ca href=\"https://www.kqed.org/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes\">people and events from history\u003c/a> feel more real and more textured for students. They can also help kids learn to think critically about the information they’re consuming. That’s increasingly \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">necessary\u003c/a> as young people \u003ca href=\"https://www.kqed.org/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one\">navigate a digital world\u003c/a> filled with misinformation and disinformation from both humans and artificial intelligence.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building empathy with historical figures\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the first day of the civil rights unit last spring, Lyle didn’t tell her students all the details about the Moton student strike. That would come later. Looking at the photo of the students was a preview amid a broader introduction to racial segregation. After answering some initial questions, Lyle clicked through slides that included background information on the Jim Crow era and more black and white photos of segregated water fountains, buses and neighborhoods. With each slide, the fourth graders pointed out details and asked questions. As the images marched on, their frustration with the injustices of the past rose.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64640\" class=\"wp-caption alignleft\" style=\"max-width: 350px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-64640\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1020x1360.jpg\" alt=\"\" width=\"350\" height=\"467\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/asa-alex-best-scaled.jpg 1920w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders in Miranda Lyle’s class sort through historical photos trying to identify which ones reflect segregation and which ones reflect integration. The activity was part of a lesson on the Civil Rights Movement in Virginia. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So far, are you guys feeling like ‘separate but equal’ is fair?” Lyle asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Nooo! No!” The students shouted before she even finished the question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that’s a lie,” said one student, Alex.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lyle said their reactions illustrated how photographs can help students empathize with people and events of the past. “Giving kids primary sources is one of the biggest signs of respect we can show the kids and the story,” she said. “I think it tells [them] we trust them. We know they can do it. And it gives them the opportunity to not just sit back and listen, but to become detectives, to uncover the story that might be deeper than what we were going to present them to begin with.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Examining agency and decision making\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At another fourth grade classroom in Rockingham County, students know teacher Carrie Lillard as a history buff who will occasionally bust out a rap from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Hamilton\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. On one wall of her room, a bulletin board says “History is storytelling” and features over a dozen cards highlighting notable people and events in \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">Virginia history\u003c/a>. By framing history as storytelling, Lillard said she wants students to see that the past is composed of people who made choices. And to be able to analyze the consequences – good, bad or complicated.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64658\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64658\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/historystorytelling-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A bulletin board in Carrie Lillard’s fourth grade classroom at Mountain View Elementary School in Rockingham County, Virginia. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the historical characters the fourth graders learn the most about in the civil rights unit is \u003ca href=\"https://motonmuseum.org/learn/biography-barbara-rose-johns-powell/\">Barbara Johns\u003c/a>, the quiet 16-year-old\u003c/span>\u003cspan style=\"font-weight: 400\"> who led her \u003ca href=\"https://motonschoolstory.org/home/\">Moton High School classmates\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> in the strike for better school facilities and resources. According to the \u003ca href=\"https://motonmuseum.org/\">Robert Russa Moton Museum\u003c/a>, Moton High School was constructed for about 200 students. But by the 1950s it held more than 450.\u003c/span>\u003cspan style=\"font-weight: 400\"> And that wasn’t the only challenge. The roofs of the buildings leaked. Students had to hold umbrellas over their heads on rainy days. The only heat was from a potbelly stove. Anyone who sat near it got too hot, and kids who sat far away shivered in their winter coats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of these problems existed at the nearby high school attended by white students. But despite lobbying by parents, the school board refused to build a new school for Black students. When Johns and her classmates went on strike, they wrote to the NAACP for help\u003c/span>\u003cspan style=\"font-weight: 400\"> and eventually sued the school board. Their case became one of five that made up Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For a nine and ten year old, it’s hard to wrap your head around the idea that someone their age, or slightly older, or sometimes slightly younger, \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">can change the world\u003c/a> and with just one small decision. And that’s exactly what she did. So kids really grasp onto that,” said Lillard. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64647\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-64647\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-800x500.jpg\" alt=\"Black and white photo of a smiling woman shown from shoulders up. Grass, bushes and a house are in the background.\" width=\"800\" height=\"500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1-768x480.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/09/BarbaraJohns1.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Johns led classmates at Moton High School in a fight for better school facilities that they took all the way to the Supreme Court. She is shown here as an adult. \u003ccite>(Courtesy of the Robert Russa Moton Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to photos, the Rockingham County fourth graders learn about Johns’ motivations through another primary source: her diary. They read entries that Johns wrote later in life, recounting her time in high school. In one entry, she recalled missing the school bus one morning and trying to hitch a ride.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“One morning I was so busy rushing my brothers and sister down the hill to school that I forgot my own lunch and had to rush back up the hill to retrieve it. In the meantime, the bus arrived, picked them up and left me standing there by the roadside waiting to thumb a ride with whomever came by. About an hour later, I was still waiting when the white school bus drives by half empty on its way to Farmville High School. It would have to pass by my school to get to that school, and I couldn’t ride with them. Right then and there, I decided, indeed, something had to be done about this inequality – and I still didn’t know what.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Emery, a fourth grader in Lillard’s class, reading Johns’ own words brought this history to life. “I liked how it was, in particular, how it was [the story of] a young girl,” Emery said. “Normally we learn about older people. But no, we learned about a 16-year-old, still a teenager.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the Moton students and other Brown v. Board plaintiffs were successful, school segregation didn’t end immediately in Virginia. Local and state officials there actively defied the court ruling, even closing schools in several counties instead of integrating.\u003c/span>\u003cspan style=\"font-weight: 400\"> It took more protests\u003c/span>\u003cspan style=\"font-weight: 400\"> and more court cases,\u003c/span>\u003cspan style=\"font-weight: 400\"> for schools to actually integrate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lillard said her emphasis on viewing historical figures as people who had agency and made choices helps her students process this complex history. “I’m like, OK, so, you know, think about the same people who weren’t just automatically okay with the Civil War being over? They still harbor a lot of anger and resentment the same way, just because you’re forced to \u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">apologize to a friend\u003c/a> doesn’t automatically fix it,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering critical thinking skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lillard and Lyle said that their former students still bring up Barbara Johns even when they leave fourth grade. For Lyle, that’s different from when she covered this topic without primary sources. “They knew her role. They knew her name. That was really it,” she said of earlier students. “I’m not even sure if they remember her story at all. Because they were passive in that process.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of social studies isn’t just to memorize a list of names and dates. It’s also to help kids learn skills like analyzing information sources, using evidence to distinguish fact from opinion, and comparing and contrasting people, places and events.\u003c/span>\u003cspan style=\"font-weight: 400\"> An example of that kind of \u003ca href=\"https://www.kqed.org/mindshift/54470/why-content-knowledge-is-crucial-to-effective-critical-thinking\">critical thinking\u003c/a> occurred as Lyle’s students studied old photos of segregation. While examining a photo of a sign for a whites-only neighborhood, a student named Lily raised her hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What makes me mad is that when the sign says, ‘We want white tenants in our white community,’ it has American flags on it,” Lily said. “And the Black people … are a part of America. So why do the white people say they’re usually more a part of America than the Black people?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lyle said that Lily’s observation and question impressed her: “I was kind of sitting back there like, ‘Oh my goodness, that’s brilliance.’ And that’s because she had the opportunity to just stare at a picture and stare long enough to see the little details that otherwise could be missed.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Potter, the Library of Congress educator, agreed that giving students opportunities to study primary sources can foster critical thinking. “The fact that you can go to the source where the information originated and get the context of the source and the rest of the story – if you can get kids interested and excited about that, then what we’re going to do is train a generation of young people to constantly question where information is coming from,” she said. “That is absolutely what primary sources can do for young people. And goodness knows we need more of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers \u003c/span>\u003ca href=\"https://www.loc.gov/programs/teachers/getting-started-with-primary-sources/\">\u003cspan style=\"font-weight: 400\">new to primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Potter recommended picking one item or document that complements the secondary sources in the curriculum. Teachers can invite students to observe, reflect and ask questions about the primary source using a \u003c/span>\u003ca href=\"https://www.loc.gov/static/programs/teachers/getting-started-with-primary-sources/documents/Primary_Source_Analysis_Tool_LOC.pdf\">\u003cspan style=\"font-weight: 400\">one-page worksheet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> developed by her team. The library’s website also contains \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/?fa=partof_type:primary+source+set\">\u003cspan style=\"font-weight: 400\">curated sets of primary sources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> related to popular curriculum topics, such as \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/new-deal/\">\u003cspan style=\"font-weight: 400\">the New Deal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/womens-suffrage/\">\u003cspan style=\"font-weight: 400\">women’s suffrage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.loc.gov/classroom-materials/rosa-parks/\">\u003cspan style=\"font-weight: 400\">Rosa Parks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://blogs.loc.gov/teachers/\">\u003cspan style=\"font-weight: 400\">Blog posts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer tips for how to use those resources.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8008383152\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode transcript\u003c/h2>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nimah, do you like to make pancakes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">I do! They’re one of my favorite foods.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Have you ever put peanut butter in your pancakes?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">No. It sounds delicious, but Kara, why do you ask?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I recently learned that civil rights icon Rosa Parks put peanut butter in her pancake batter. Her recipe is handwritten on the back of a bank envelope.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">And the recipe itself is terrific. It really is. If you need a good pancake recipe, add some peanut butter to it, and you will love them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s Lee Ann Potter. She’s the Director of Professional Learning and Outreach Initiatives at the Library of Congress in Washington, DC, where the Rosa Parks papers are held.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The Library of Congress is home to all sorts of documents from America’s past. They range from legal records\u003c/span>\u003cspan style=\"font-weight: 400\"> to items that reflect the daily life of historical figures.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Rosa Parks collection includes a date book\u003c/span>\u003cspan style=\"font-weight: 400\">, photos of her with family,\u003c/span>\u003cspan style=\"font-weight: 400\"> birthday cards sent to her by admiring children\u003c/span>\u003cspan style=\"font-weight: 400\">, and more. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a series in her papers of her membership cards. And, you know, you see her membership card for AARP. And it’s like, never occurred to me that Rosa Parks might be a member of AARP. But her membership card is in her papers.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lee Ann and her team develop resources\u003c/span>\u003cspan style=\"font-weight: 400\"> to help teachers use Library of Congress materials like these\u003c/span>\u003cspan style=\"font-weight: 400\"> in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter:\u003c/b> \u003cspan style=\"font-weight: 400\">There is not a day that goes by when I don’t stumble on something in the collection that either catches my breath or makes me think, oh, who can I tell about this cool thing? And\u003c/span> \u003cspan style=\"font-weight: 400\">the former classroom teacher in me is always thinking about, what is the thing that might have captured student attention or gotten students to think differently or deeply about something?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The materials at the Library of Congress are what we call primary sources. Unlike textbooks, they are first-hand accounts of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">A primary source at its very core is the raw material of history. They can be newspapers. They can be photographs, maps, architectural drawings, sound recordings. They can be receipts. They can be memos. They can be scribbles. They can be doodles. They can be, truly, objects.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Many students today are learning history through primary sources. That wasn’t always the norm.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the past two decades, museums and archival institutions started digitizing their collections and putting them online.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter: \u003c/b>\u003cspan style=\"font-weight: 400\">I think as soon as the materials became available and more and more of these organizations worked in partnership with educators to really start building some pedagogy and tools around using these materials as classroom tools, as exercises, as opportunities for students, that’s when everything started to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Primary sources can make people and events of the past feel more real and more textured for students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">They can also help kids learn to think critically about the information they’re consuming. That’s increasingly necessary as young people navigate a digital world filled with misinformation and disinformation from both humans and artificial intelligence.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lee Ann Potter:\u003c/b> \u003cspan style=\"font-weight: 400\">The fact that you can go to the source where the information originated and get the context of the source and the rest of the story – if you can get kids interested and excited about that, then what we’re going to do is, is train a generation of young people to constantly question where information is coming from and constantly wonder, what is the original source for this bit of information that someone is trying to convey to me? And I think that is absolutely what primary sources can do for young people. And and goodness knows we need more of that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">In this episode of MindShift, we’re going to hear how primary sources can bring history to life and deepen students’ understanding of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">We’ll do that by visiting two schools in Virginia where students are learning about the Civil Rights Movement. Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> What happened after the Civil war?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b>\u003cspan style=\"font-weight: 400\"> Reconstruction!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">To dig into the power of learning with primary sources, we’re visiting a fourth grade classroom in Rockingham County, Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">So what are the words we’re gonna talk about today?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b> \u003cspan style=\"font-weight: 400\">Amendment, segregation, and pre-\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">Prejudice.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Amendment, segregation and prejudice. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class:\u003c/b> \u003cspan style=\"font-weight: 400\">Prejudice.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Those are the vocab words that students are learning in Miranda Lyle’s fourth grade class. The class is gathered on a beige rug at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> You think you know what segregation means? What do you think it means?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">This is the start of a social studies unit about school desegregation. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">White and Black people were separated from each other based on race, right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Next, Miranda projects a black and white photo of a group of teenagers onto the smart board.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You’re going to read this picture. I want you to observe and see as many things as you can before we even start today. What do you, what do you notice? Why don’t you have a quiet thumb up. Keep looking at the screen. See if you can give me more than one idea.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The photograph is from 1951. It shows about 40 African-American teenagers standing outside looking at the camera. The boys wear collared shirts and in some cases ties. The girls wear dresses or long skirts and blouses. Many also wear long coats. In the background there are two buildings and a sidewalk flanked by mud and puddles.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Levi: \u003c/b>\u003cspan style=\"font-weight: 400\">They look like they’re going to school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They look like they’re going to school. What makes you think they’re going to school?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Levi: \u003c/b>\u003cspan style=\"font-weight: 400\">Because they have, like, uniforms on. Well, like they have clothes that look school-y.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They have clothes that look kind of professional, kind of ready for school, I like that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> These teenagers were students at R.R. Moton High School.\u003c/span>\u003cspan style=\"font-weight: 400\"> That was a segregated school in Farmville, Virginia – just over two hours southeast of where the fourth graders are sitting now.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miranda’s students don’t know it yet, but the young people they’re looking at were some of the plaintiffs in Brown v. Board of Education – the Supreme Court case that found school segregation unconstitutional 70 years ago.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Abigail.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Abigail: \u003c/b>\u003cspan style=\"font-weight: 400\">It looks like, like, in the background those are like schools. Like the schools that they were in, like those small buildings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">Like cabins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">It looks like schools, smaller buildings, you notice they kind of look like cabins. What makes you think cabins when you look at that?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student: \u003c/b>\u003cspan style=\"font-weight: 400\">Like they’re made out of, like, wood and, like, it doesn’t really look like somewhere you’d want to live.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The buildings they’re discussing were temporary classrooms made with cheap tar paper siding. Some people in Farmville said they looked like chicken coops. County officials built them to deal with overcrowding at Moton High School.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The school was constructed for about 200 students. But by the 1950s it held more than 450.\u003c/span>\u003cspan style=\"font-weight: 400\"> And that wasn’t the only challenge. The roofs of the buildings leaked. Students had to hold umbrellas over their heads on rainy days.\u003c/span> \u003cspan style=\"font-weight: 400\">The only heat was from a potbelly stove. Anyone who sat near it got too hot, and kids who sat far away shivered in their winter coats.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">None of these problems existed at the nearby high school attended by white students. But despite lobbying by parents, the school board refused to build a new school for Black students.\u003c/span>\u003cspan style=\"font-weight: 400\"> To protest the disparities, a quiet 16-year-old named Barbara Johns led her classmates in a two-week\u003c/span>\u003cspan style=\"font-weight: 400\"> strike in 1951.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The students wrote to the NAACP for help\u003c/span>\u003cspan style=\"font-weight: 400\"> and eventually sued the school board. Their case became one of five that made up Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda’s fourth grade class will learn about all of that during this social studies unit. For now, this photo of the R. R. Moton students is just a teaser. Today is all about understanding the historical context of the Jim Crow era.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> We’re going to keep going because today we’re going to be looking at a lot of different pictures and a lot of different primary sources like this one.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda clicks through slides that include background info and more black and white photos depicting segregated water fountains, buses and neighborhoods. The fourth graders point out details and ask questions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">As they study the photos, they’re getting a strong sense of what racial segregation looked like. And they are not happy about it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">So, so far, are you guys feeling like separate but equal …\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alex: \u003c/b>\u003cspan style=\"font-weight: 400\">Is really a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Is fair?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No. No!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">What are you feeling so far, Alex?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Alex: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s like, I think that’s a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You think that separate but equal is a lie.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda says, these photographs help students empathize with people and events of the past.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Actually giving kids primary sources is one of the biggest signs of respect we can show the kids and the story. I think it tells us we trust them. We know they can do it. And it gives them the opportunity to not just sit back and listen, but to become detectives, to uncover the story that might be deeper than what we were going to present them to begin with.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s one student, Lily, responding to a photo of a sign for a whites-only neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">What makes me mad is that when the sign says ‘We want white people in our white community,’ it has American flags on it. And the Black people are a part of America. So why do the white people say they’re usually more a part of America than the Black people?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">You’re angry because those flags are for the United States, right? And you’re saying all races live in the United States. And at this point, remember, this is after that 15, 13, 14, the 15th amendment. So the Constitution says, yeah, these people are Americans, too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Miranda and a team of teachers in Rockingham County designed this civil rights unit using inquiry-based teaching. That’s a method that encourages students to ask questions about the world and develop analytical thinking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Lily’s observation about the flag is an example of how primary sources can drive inquiry.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">I was really impressed. I was I was kind of, like, sitting back there like, oh my goodness, that’s brilliance. And that’s because she had the, you know, like, had the opportunity to just stare at a picture and stare long enough to see the little details that otherwise could be missed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Learning with primary sources has some great benefits, but it also comes with challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the big ones is that documents from the past may use language we wouldn’t use today. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For instance, some of the photos that Miranda’s students were looking at included signs referring to Black people as “colored.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Which is a sign that we’re going to see in a lot of different primary sources we look at. But remember, we talked last week about that Maya Angelou quote in, um, growth mindset that said, ‘know better and do better.’ Remember how we talked about how that’s something that was on those signs, but are we going to use that term? No, because we know better than that, so we’re going to do better than that. So using terms like African-American, even saying things like Black people or brown people, that’s allowed. But we want to stray away from using words that aren’t used anymore.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Even with the upfront discussion about appropriate language, these are fourth graders. They’re still learning. And things can come up that require gentle correction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> … that the Blacks are not getting treated very nicely because they have like —\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b>\u003cspan style=\"font-weight: 400\"> Black people – we want to make sure we have that ‘people’ word at the end there. The Black people.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> Mmhm.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda tries to model the “know better, do better” idea herself, too. During their Civil War study, she had a slide that used the term “runaway slaves.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">And I was talking with my class one day. I was like, I don’t like how that sounds, because, you know, and they’re like, ‘Well, yeah, runaway sounds like it’s a bad thing.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">She went online and looked for alternate terms.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">And one that I found that my kids have really attached to was freedom seekers, because we talked about how ‘runaway’ sounds like they’re doing something wrong and they’re not doing anything wrong. They’re trying to, you know, gives them just a different way of looking at the entire situation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s not just language that can be hard in social studies. Topics like slavery and segregation reveal difficult truths about violence and injustice in American history. These topics have also become politicized in recent years.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">According to the news outlet Education Week, 17 states have passed bills or other policies that limit teachers’ ability to discuss racism in school.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That includes here in Virginia, where the governor issued an executive order that bans so-called “divisive concepts,” such as critical race theory – which is an academic and legal framework.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Proponents of such policies often say that talking about racial injustice will make white children feel guilty. Miranda’s school is predominantly white\u003c/span>\u003cspan style=\"font-weight: 400\">, and that hasn’t been her experience.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">I had a student put on a study guide, ‘Which side did Virginia support?’ It was like ‘Virginia,’ he outlined in a heart, and then ‘supported the Confederacy’ and then had a broken heart. So they’re able to see, like, it’s not ‘you’re the problem’ or ‘Virginia today is the problem.’ They’re able to kind of see these, yeah, that was a big mistake people made for a long time. That was actually really detrimental. Why? Because kids, I think even our age, when we were children would have had the same, ‘That’s not fair’ had it been presented as, look at these primary sources. Look at these actual pictures.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Miranda also makes sure her students know that even though the R.R. Moton facilities were unequal, the students there were smart and had teachers who maintained high expectations for them. She doesn’t want her students to unconsciously equate bad conditions with people being downtrodden.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Just because they had more supplies or they had better buildings or things like that, does that mean that the students weren’t as good?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Does it mean that the teachers weren’t as good?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Whole class: \u003c/b>\u003cspan style=\"font-weight: 400\">No, no.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">Remember we talked about at one of the schools we’re going to discuss, at R.R. Moton high school, one of the teachers would go on to work for NASA. Does that sound like somebody who’s going to be a good science teacher? Somebody who goes to NASA?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Unidentified student:\u003c/b>\u003cspan style=\"font-weight: 400\"> Yeah.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">A good math teacher?\u003c/span> \u003cspan style=\"font-weight: 400\">Yeah. So we’re going to keep talking about these things.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">After this introduction to segregation, the fourth graders will learn about Barbara Johns, the 16-year-old I mentioned earlier. She led her classmates in a fight for equal education that they took all the way to the Supreme Court.\u003c/span>\u003cspan style=\"font-weight: 400\"> That story is the beating heart\u003c/span> \u003cspan style=\"font-weight: 400\">of this unit.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the coolest things about Barbara Johns is that she was one, a student. She was not the same age as my own kids that I teach, but she was still a student who saw a problem in her school, which was in Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">This is Carrie Lillard. She’s another fourth grade teacher in Rockingham County. She was on the same team as Miranda that created this unit about Barbara Johns and her classmates.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">For a nine and ten year old, it’s hard to wrap your head around the idea that someone their age or slightly older, or sometimes slightly younger, can change the world and with just one small decision. And that’s exactly what she did. So kids really grasp onto that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">One way the fourth graders learn about Barbara Johns is from another primary source: her diary.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">One morning I was so busy rushing my brothers and sister down the hill to school that I forgot my own lunch and had to rush back up the hill to retrieve it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s one of Carrie’s students, Lily. She’s reading a diary entry that Barbara Johns wrote later in life recounting her time in high school. In it, Barbara recalls missing the school bus one morning and trying to hitch a ride.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Lily: \u003c/b>\u003cspan style=\"font-weight: 400\">About an hour later, I was still waiting when the white school bus drives by half empty on its way to Farmville High School. It would have to pass by my school to get to that school, and I couldn’t ride with them. Right then and there, I decided, indeed, something had to be done about this inequality.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Here’s another student, Emery, recalling what Barbara did after the day she missed the bus.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">She went up to her music teacher and said, ‘Hey, I have a problem’. And the teacher and she told her the problem. And the music teacher said, ‘If you have a problem, why don’t you fix it?’ And she gathered all these people in the auditorium and said, ‘If you want to be with me, you can be with me.’ And then she led a strike.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Reading the diary entries helped Emery connect with Barbara Johns and the Brown v. Board case on a personal level.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">I liked how it was, in particular, how it was a young girl. Normally when we, we learn about, like, older people. But no, we learned about a 16 year old. Still a teenager.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Why did that stand out to you?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">Because usually to teenagers, like these days in 2024, do some dumb stuff.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">laughs\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span> \u003cspan style=\"font-weight: 400\">But Barbara Johns wasn’t doing dumb stuff?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Emery: \u003c/b>\u003cspan style=\"font-weight: 400\">No, she was doing brilliant stuff.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Rockingham County teachers told me that their former students still bring up Barbara Johns even when they leave fourth grade. Miranda says that’s different from when she covered this topic without primary sources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle:\u003c/b> \u003cspan style=\"font-weight: 400\">They knew her role. They knew her name. That was really it. And if they held onto it, what I could say about it now. I’m not even sure if they remember her story at all. Because it was more, they were passive in that process.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The goal of social studies isn’t just to memorize a list of names and dates. It’s also to help kids learn skills like analyzing information sources, using evidence to distinguish fact from opinion, and comparing and contrasting people, places and events.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">I heard examples of all of those skills as the fourth graders discussed photos and diary entries from Virginia’s history.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Miranda Lyle: \u003c/b>\u003cspan style=\"font-weight: 400\">They’re not just sitting back and being passive listeners to a story. They’re seeing the actual actions and the consequences of those actions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Those critical thinking skills also help students wrestle with the complexity of the past. Like the fact that schools did not immediately integrate after Brown v. Board of Education.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In Virginia, local and state officials actively defied the court ruling. They even closed schools in several counties instead of integrating.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">It took more protests\u003c/span>\u003cspan style=\"font-weight: 400\"> and more court cases,\u003c/span>\u003cspan style=\"font-weight: 400\"> for schools to actually integrate in Virginia.\u003c/span>\u003cspan style=\"font-weight: 400\"> Carrie says the fourth graders learn about all of that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Carrie Lillard: \u003c/b>\u003cspan style=\"font-weight: 400\">Approaching history from ‘we are we are a combination of all of the choices we make’ helps when we get to this point. I’m like, OK, so, you know, think about the same people who weren’t just automatically okay with the Civil War being over, they still harbor a lot of anger and resentment the same way, just because you’re forced to apologize to a friend doesn’t automatically fix it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">For their final assignment, the fourth graders write a letter to Barbara Johns’ sister, Joan Johns Cobbs. She participated in the Moton student strike and is still alive today.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leigha: \u003c/b>\u003cspan style=\"font-weight: 400\">Dear Mrs. Johns Cobbs. We have been learning about your sister Barbara Johns’ legacy in my history class and the impacts she has made in our lives. She was brave by doing what is right because she felt like she had to do something.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s Leigha, now a fifth grader. She’s reading the letter she wrote a year earlier in Carrie’s class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leigha: \u003c/b>\u003cspan style=\"font-weight: 400\">… I’m going to defend girls because she inspired me to say ‘no’ when boys say girls can’t run or play sports, but they can. Barbara Johns has inspired me to stand up for what I believe in. Thank you for making the USA what it is today. Thanks for everything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">We just heard about an entire social studies unit centered around primary sources. But teachers don’t have to overhaul the whole curriculum to get started teaching this way.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Lee Ann Potter’s team at the Library of Congress recommends picking one primary source that complements the secondary sources schools are using.\u003c/span>\u003cspan style=\"font-weight: 400\"> Teachers can invite students to observe, reflect and ask questions about the primary source.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">The Library of Congress’s website for teachers has a one-page worksheet to walk students through that observe-reflect-question cycle.\u003c/span>\u003cspan style=\"font-weight: 400\"> The website also has curated sets of primary sources related to popular curriculum topics.\u003c/span>\u003cspan style=\"font-weight: 400\"> And lots of tips for how to use those resources.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">History is rich with stories. Primary sources can unlock those stories by humanizing the people who came before us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When young people form connections with the past, it helps them understand our world today and determine the future they want to create.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Thank you to Miranda Lyle, Carrie Lillard and all of their fourth grade students. The students you heard in this episode were:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Levi, Abigail, Alex, Lily D., Lilly J., Emery and Leigha.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thanks also to Lee Ann Potter at the Library of Congress and Beau Dickenson at Rockingham County Public Schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you want to learn more about Barbara Johns, you can visit the Robert Russa Moton Museum in Farmville, Virginia\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The rest of the MindShift team includes Ki Sung, Marlena Jackson-Retondo and Jennifer Ng.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additional support from Jen Chien, Katie Sprenger, Maha Sanad, and Holly Kernan.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you love MindShift, and enjoyed this episode, please share it with a friend. We really appreciate it. You can also read more or subscribe to our newsletter at K-Q-E-D-dot-org-slash-MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"id": "5748",
"raceName": "State Senate, District 9",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5749",
"raceName": "State Senate, District 11",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5750",
"raceName": "State Senate, District 13",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5751",
"raceName": "State Senate, District 15",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5763",
"raceName": "State Assembly, District 2",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5765",
"raceName": "State Assembly, District 4",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5772",
"raceName": "State Assembly, District 12",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5774",
"raceName": "State Assembly, District 14",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5775",
"raceName": "State Assembly, District 15",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5776",
"raceName": "State Assembly, District 16",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5777",
"raceName": "State Assembly, District 17",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5778",
"raceName": "State Assembly, District 18",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5779",
"raceName": "State Assembly, District 19",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5780",
"raceName": "State Assembly, District 20",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5781",
"raceName": "State Assembly, District 21",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5783",
"raceName": "State Assembly, District 23",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5784",
"raceName": "State Assembly, District 24",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5786",
"raceName": "State Assembly, District 25",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5787",
"raceName": "State Assembly, District 26",
"raceDescription": "Top candidate wins seat."
},
{
"id": "5789",
"raceName": "State Assembly, District 28",
"raceDescription": "Top candidate wins seat."
},
{
"id": "6855",
"raceName": "SF Mayor",
"raceDescription": "Top candidate wins seat."
},
{
"id": "8514",
"raceName": "U.S. House of Representatives, District 10",
"raceDescription": "Top candidate wins seat."
},
{
"id": "8619",
"raceName": "U.S. Senate full term",
"raceDescription": "Top candidate wins seat."
},
{
"id": "82961",
"raceName": "U.S. Senate unexpired term",
"raceDescription": "Top candidate wins seat."
},
{
"id": "83019",
"raceName": "Oakland Mayor recall",
"raceDescription": "Passes with majority vote."
},
{
"id": "83020",
"raceName": "Alameda DA recall",
"raceDescription": "Passes with majority vote."
},
{
"id": "83060",
"raceName": "Proposition 2",
"raceDescription": "Passes with majority vote."
},
{
"id": "83061",
"raceName": "Proposition 3",
"raceDescription": "Passes with majority vote."
},
{
"id": "83062",
"raceName": "Proposition 4",
"raceDescription": "Passes with majority vote."
},
{
"id": "83063",
"raceName": "Proposition 5",
"raceDescription": "Passes with majority vote."
},
{
"id": "83064",
"raceName": "Proposition 6",
"raceDescription": "Passes with majority vote."
},
{
"id": "83065",
"raceName": "Proposition 32",
"raceDescription": "Passes with majority vote."
},
{
"id": "83066",
"raceName": "Proposition 33",
"raceDescription": "Passes with majority vote."
},
{
"id": "83067",
"raceName": "Proposition 34",
"raceDescription": "Passes with majority vote."
},
{
"id": "83068",
"raceName": "Proposition 35",
"raceDescription": "Passes with majority vote."
},
{
"id": "83069",
"raceName": "Proposition 36",
"raceDescription": "Passes with majority vote."
}
],
"AlamedaChabotLasPositasCommunityCollegeDistrictTrusteeArea1": {
"id": "AlamedaChabotLasPositasCommunityCollegeDistrictTrusteeArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "Chabot – Las Positas Community College District, Trustee Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 27259,
"candidates": [
{
"candidateName": "Hector Garcia",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20320
},
{
"candidateName": "Luis Reynoso \r",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6939
}
]
},
"AlamedaChabotLasPositasCommunityCollegeDistrictTrusteeArea4": {
"id": "AlamedaChabotLasPositasCommunityCollegeDistrictTrusteeArea4",
"type": "localRace",
"location": "Alameda",
"raceName": "Chabot - Las Positas Community College District, Trustee Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 38723,
"candidates": [
{
"candidateName": "Maria L Heredia ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 26158
},
{
"candidateName": "Joseph Grcar",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12565
}
]
},
"AlamedaPeraltaCommunityCollegeDistrictTrusteeArea2": {
"id": "AlamedaPeraltaCommunityCollegeDistrictTrusteeArea2",
"type": "localRace",
"location": "Alameda",
"raceName": "Peralta Community College District, Trustee Area 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 21696,
"candidates": [
{
"candidateName": "Paulina Gonzalez",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 14071
},
{
"candidateName": "Sinead Geneva Anderson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7625
}
]
},
"AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea1": {
"id": "AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "San Joaquin Delta Community College District, Trustee Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 68,
"candidates": [
{
"candidateName": "Ralph Lee White",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 36
},
{
"candidateName": "Shelly Stoll Swanson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 32
}
]
},
"AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea2": {
"id": "AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea2",
"type": "localRace",
"location": "Alameda",
"raceName": "San Joaquin Delta Community College District, Trustee Area 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 68,
"candidates": [
{
"candidateName": "Samuel Anderson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27
},
{
"candidateName": "Julie D. Kay",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23
},
{
"candidateName": "Dan Wright",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18
}
]
},
"AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea6": {
"id": "AlamedaSanJoaquinDeltaCommunityCollegeDistrictTrusteeArea6",
"type": "localRace",
"location": "Alameda",
"raceName": "San Joaquin Delta Community College District, Trustee Area 6",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 64,
"candidates": [
{
"candidateName": "Catalina Piña",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41
},
{
"candidateName": "Rosario Patrick",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23
}
]
},
"AlamedaAlamedaUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaAlamedaUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Alameda Unified School District Governing Board",
"raceDescription": "To three candidates win seat. ",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 76453,
"candidates": [
{
"candidateName": "Heather Little",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 21965
},
{
"candidateName": "Meleah Hall",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 21464
},
{
"candidateName": "Joyce Boyd",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11245
},
{
"candidateName": "Jennifer Williams",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 21779
}
]
},
"AlamedaCastroValleyUnifiedSchoolDistrictGoverningBoardArea5": {
"id": "AlamedaCastroValleyUnifiedSchoolDistrictGoverningBoardArea5",
"type": "localRace",
"location": "Alameda",
"raceName": "Castro Valley Unified School District Governing Board, Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 4666,
"candidates": [
{
"candidateName": "John Chung",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1270
},
{
"candidateName": "Mike Kusiak",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3396
}
]
},
"AlamedaDublinUnifiedSchoolDistrictGoverningBoardArea1": {
"id": "AlamedaDublinUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "Dublin Unified School District Governing Board, Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 5100,
"candidates": [
{
"candidateName": "Kristian Reyes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3067
},
{
"candidateName": "Ramnath “Ram” Shanbhogue",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2033
}
]
},
"AlamedaEmeryUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaEmeryUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Emery Unified School District Governing Board",
"raceDescription": "Top two candidates win seat. ",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6072,
"candidates": [
{
"candidateName": "Elsie Joyce Lee",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2642
},
{
"candidateName": "Brian Donahue",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 829
},
{
"candidateName": "Walter Pizarro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 704
},
{
"candidateName": "John T. Van Geffen",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1897
}
]
},
"AlamedaFremontUnifiedSchoolDistrictGoverningBoardArea4": {
"id": "AlamedaFremontUnifiedSchoolDistrictGoverningBoardArea4",
"type": "localRace",
"location": "Alameda",
"raceName": "Fremont Unified School District Governing Board, Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 13133,
"candidates": [
{
"candidateName": "Ganesh Balamitran",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6551
},
{
"candidateName": "Rinu Nair",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6582
}
]
},
"AlamedaHaywardUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaHaywardUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Hayward Unified School District Governing Board",
"raceDescription": "Top three candidates win seat.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 127212,
"candidates": [
{
"candidateName": "Sophia Jauregui",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17182
},
{
"candidateName": "Luis Reynoso",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28316
},
{
"candidateName": "Sara Prada",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 19805
},
{
"candidateName": "Austin Bruckner Carrillo",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18739
},
{
"candidateName": "Simon “Peter” Gutierrez Bufete",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 21389
},
{
"candidateName": "Calyn Kelley",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12860
},
{
"candidateName": "Tom Wong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8921
}
]
},
"AlamedaLammersvilleJointUnifiedSchoolDistrictGoverningBoardArea1": {
"id": "AlamedaLammersvilleJointUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "Lammersville Joint Unified School District Governing Board, Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 76,
"candidates": [
{
"candidateName": "David A. Pombo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 60
},
{
"candidateName": "Surekha Shekar",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16
}
]
},
"AlamedaLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Livermore Valley Joint Unified School District Governing Board",
"raceDescription": "Top two candidates win seat. Includes votes from Alameda and Contra Costa counties.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 65819,
"candidates": [
{
"candidateName": "Maggie Tufts",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14885
},
{
"candidateName": "Amanda Pepper",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4176
},
{
"candidateName": "Jean Paulsen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2533
},
{
"candidateName": "Tara Boyce",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13210
},
{
"candidateName": "Christiaan Vandenheuvel",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15213
},
{
"candidateName": "Deena Kaplanis",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15802
}
]
},
"AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea1": {
"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 4544,
"candidates": [
{
"candidateName": "Midji Kuo-Rovetta",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1213
},
{
"candidateName": "Patricio R. Urbi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2092
},
{
"candidateName": "Jatinder (JP) K. Sahi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1239
}
]
},
"AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea2": {
"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea2",
"type": "localRace",
"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 4442,
"candidates": [
{
"candidateName": "Melanie Freeberg",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2923
},
{
"candidateName": "Michelle Parnala",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1519
}
]
},
"AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea3": {
"id": "AlamedaNewHavenUnifiedSchoolDistrictGoverningBoardArea3",
"type": "localRace",
"location": "Alameda",
"raceName": "New Haven Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 5221,
"candidates": [
{
"candidateName": "Lydia Idem",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1955
},
{
"candidateName": "Michael Gonzales",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3266
}
]
},
"AlamedaNewarkUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaNewarkUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Newark Unified School District Governing Board",
"raceDescription": "Top three candidates win seat.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 32709,
"candidates": [
{
"candidateName": "Aiden Hill",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7719
},
{
"candidateName": "Vikas Minglani",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3722
},
{
"candidateName": "Gabriel Anguiano Jr.",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7424
},
{
"candidateName": "Austin Block",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7607
},
{
"candidateName": "Phuong Nguyen",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6237
}
]
},
"AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea3": {
"id": "AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea3",
"type": "localRace",
"location": "Alameda",
"raceName": "Pleasanton Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7090,
"candidates": [
{
"candidateName": "Donalyn Harris",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3135
},
{
"candidateName": "Kelly Mokashi",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3955
}
]
},
"AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea4": {
"id": "AlamedaPleasantonUnifiedSchoolDistrictGoverningBoardArea4",
"type": "localRace",
"location": "Alameda",
"raceName": "Pleasanton Unified School District Governing Board, Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6942,
"candidates": [
{
"candidateName": "Jen Flynn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3306
},
{
"candidateName": "Charlie Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3636
}
]
},
"AlamedaSanLorenzoUnifiedSchoolDistrictGoverningBoardArea5": {
"id": "AlamedaSanLorenzoUnifiedSchoolDistrictGoverningBoardArea5",
"type": "localRace",
"location": "Alameda",
"raceName": "San Lorenzo Unified School District Governing Board, Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 3695,
"candidates": [
{
"candidateName": "Alicia Gonzalez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2360
},
{
"candidateName": "Penny Peck",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1335
}
]
},
"AlamedaSunolGlenUnifiedSchoolDistrictGoverningBoard": {
"id": "AlamedaSunolGlenUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Alameda",
"raceName": "Sunol Glen Unified School District Governing Board",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 633,
"candidates": [
{
"candidateName": "Ryan Jergensen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 264
},
{
"candidateName": "Erin Choin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 369
}
]
},
"AlamedaBoardofSupervisorsDistrict5": {
"id": "AlamedaBoardofSupervisorsDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Board of Supervisors, District 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 141857,
"candidates": [
{
"candidateName": "John J. Bauters",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 70721
},
{
"candidateName": "Nikki Fortunato Bas",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 71136
}
]
},
"AlamedaAlamedaCityCouncil": {
"id": "AlamedaAlamedaCityCouncil",
"type": "localRace",
"location": "Alameda",
"raceName": "Alameda City Council",
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"raceReadTheStory": "",
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{
"candidateName": "Dana Lang",
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{
"candidateName": "Joseph Grcar",
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{
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{
"candidateName": "Kenneth Owen",
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{
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{
"candidateName": "Dave Sadoff",
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{
"candidateName": "Rich Halket",
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{
"candidateName": "Jim Oddie",
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{
"candidateName": "Alex Spehr",
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
"candidateName": "Richard De Vera",
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{
"candidateName": "Lynda Deschambault",
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{
"candidateName": "Shane Reisman",
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{
"candidateName": "Luana España",
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{
"candidateName": "Tim McMahon",
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{
"candidateName": "Luis Reynoso",
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{
"candidateName": "Joseph Grcar",
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{
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{
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{
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{
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{
"candidateName": "Matt Bogdanowicz",
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{
"candidateName": "Jacob Vital",
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{
"candidateName": "Moira “Mimi” Dean",
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"candidateParty": "",
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{
"candidateName": "Bob Glaze",
"candidateIncumbent": false,
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{
"candidateName": "Luis Reynoso",
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"candidateParty": "",
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{
"candidateName": "Damaris Villalobos-Galindo",
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"dateUpdated": "Nov 20, 2024",
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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{
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"location": "Alameda",
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"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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{
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"location": "Alameda",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8959,
"candidates": [
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{
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"location": "Alameda",
"raceName": "Measure R",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8849,
"candidates": [
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{
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"location": "Alameda",
"raceName": "Measure S",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8268,
"candidates": [
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{
"candidateName": "No",
"candidateIncumbent": false,
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"AlamedaMeasureT": {
"id": "AlamedaMeasureT",
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"location": "Alameda",
"raceName": "Measure T",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8164,
"candidates": [
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{
"candidateName": "No",
"candidateIncumbent": false,
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]
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"AlamedaMeasureU": {
"id": "AlamedaMeasureU",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure U",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7953,
"candidates": [
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{
"candidateName": "No",
"candidateIncumbent": false,
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]
},
"AlamedaMeasureV": {
"id": "AlamedaMeasureV",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure V",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8760,
"candidates": [
{
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{
"candidateName": "No",
"candidateIncumbent": false,
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]
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"AlamedaMeasureW": {
"id": "AlamedaMeasureW",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure W",
"raceDescription": "Berkeley. Property transfer tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 51584,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
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{
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"candidateIncumbent": false,
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"AlamedaMeasureX": {
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"type": "localRace",
"location": "Alameda",
"raceName": "Measure X",
"raceDescription": "Berkeley. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 53196,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41788
},
{
"candidateName": "No",
"candidateIncumbent": false,
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"voteCount": 11408
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]
},
"AlamedaMeasureY": {
"id": "AlamedaMeasureY",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Y",
"raceDescription": "Berkeley. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52490,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13015
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]
},
"AlamedaMeasureZ": {
"id": "AlamedaMeasureZ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Z",
"raceDescription": "Berkeley. Sugary drinks and sweetenders tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52885,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 42252
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10633
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]
},
"AlamedaMeasureAA": {
"id": "AlamedaMeasureAA",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure AA",
"raceDescription": "Berkeley. Spending limit. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52237,
"candidates": [
{
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"candidateParty": "",
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},
{
"candidateName": "No",
"candidateIncumbent": false,
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"voteCount": 5879
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]
},
"AlamedaMeasureBB": {
"id": "AlamedaMeasureBB",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure BB",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52834,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29589
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23245
}
]
},
"AlamedaMeasureCC": {
"id": "AlamedaMeasureCC",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure CC",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 51587,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18059
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 33528
}
]
},
"AlamedaMeasureDD": {
"id": "AlamedaMeasureDD",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure DD",
"raceDescription": "Berkeley. CAFO prohibition. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 49656,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30736
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18920
}
]
},
"AlamedaMeasureEE": {
"id": "AlamedaMeasureEE",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure EE",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52264,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23850
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28414
}
]
},
"AlamedaMeasureFF": {
"id": "AlamedaMeasureFF",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure FF",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52442,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 31922
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20520
}
]
},
"AlamedaMeasureGG": {
"id": "AlamedaMeasureGG",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure GG",
"raceDescription": "Berkeley. Fossil fuel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52182,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16161
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 36021
}
]
},
"AlamedaMeasureHH": {
"id": "AlamedaMeasureHH",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure HH",
"raceDescription": "Berkeley. Indoor air quality. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 51064,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22175
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28889
}
]
},
"AlamedaMeasureII": {
"id": "AlamedaMeasureII",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure II",
"raceDescription": "Dublin. Open Space Initiative. Passes with 50% vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 25675,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13635
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12040
}
]
},
"AlamedaMeasureJJ": {
"id": "AlamedaMeasureJJ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure JJ",
"raceDescription": "Dublin. Government accountability. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 25420,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19334
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6086
}
]
},
"AlamedaMeasureK1": {
"id": "AlamedaMeasureK1",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure K1",
"raceDescription": "Hayward. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 46657,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 38785
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7872
}
]
},
"AlamedaMeasureLL": {
"id": "AlamedaMeasureLL",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure LL",
"raceDescription": "Newark. Transient occupancy tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 15792,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12702
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3090
}
]
},
"AlamedaMeasureMM": {
"id": "AlamedaMeasureMM",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure MM",
"raceDescription": "Oakland. Wildfire protection zone. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 35248,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25105
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10143
}
]
},
"AlamedaMeasureNN": {
"id": "AlamedaMeasureNN",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure NN",
"raceDescription": "Oakland. Parking tax. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 159424,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 112874
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46550
}
]
},
"AlamedaMeasureOO": {
"id": "AlamedaMeasureOO",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure OO",
"raceDescription": "Oakland. Public ethics comission. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 150368,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 110226
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 40142
}
]
},
"AlamedaMeasurePP": {
"id": "AlamedaMeasurePP",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure PP",
"raceDescription": "Pleasanton. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 34840,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15963
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18877
}
]
},
"AlamedaMeasureQQ": {
"id": "AlamedaMeasureQQ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure QQ",
"raceDescription": "Union City. Gross receipts tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 24778,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20223
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4555
}
]
},
"AlamedaAlbanyCityCouncil": {
"id": "AlamedaAlbanyCityCouncil",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council",
"raceDescription": "Top three candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7963,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2070
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2150
},
{
"candidateName": "Jeremiah Garrett-Pinguelo",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 392
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1488
},
{
"candidateName": "Preston Jordan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1863
}
]
},
"AlamedaAlbanyCityCouncilFinalRound": {
"id": "AlamedaAlbanyCityCouncilFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council Final Round",
"raceDescription": "Top three candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8077.9238,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2070
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2150
},
{
"candidateName": "Jeremiah Garrett-Pinguelo (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1821.944
},
{
"candidateName": "Preston Jordan ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2035.9798
}
]
},
"AlamedaAlbanyBoardofEducation": {
"id": "AlamedaAlbanyBoardofEducation",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education",
"raceDescription": "Top two candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7091,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1631
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1970
},
{
"candidateName": "Brian L. Doss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 717
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2773
}
]
},
"AlamedaAlbanyBoardofEducationFinalRound": {
"id": "AlamedaAlbanyBoardofEducationFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education Final Round",
"raceDescription": "Top two candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6944.475,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1995.305
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2568.17
},
{
"candidateName": "Brian L. Doss (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2381
}
]
},
"AlamedaBerkeleyMayor": {
"id": "AlamedaBerkeleyMayor",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 52448,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19960
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19623
},
{
"candidateName": "Kate Harrison",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11841
},
{
"candidateName": "Naomi D. Pete",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 498
},
{
"candidateName": "Logan Bowie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 526
}
]
},
"AlamedaBerkeleyMayorFinalRound": {
"id": "AlamedaBerkeleyMayorFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 49223,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25131
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24092
},
{
"candidateName": "Kate Harrison (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Naomi D. Pete (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Logan Bowie (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaBerkeleyCityCouncilDistrict2": {
"id": "AlamedaBerkeleyCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6865,
"candidates": [
{
"candidateName": "Terry Taplin",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4782
},
{
"candidateName": "Jenny Guarino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2083
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3": {
"id": "AlamedaBerkeleyCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6342,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1526
},
{
"candidateName": "John “Chip” Moore",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1458
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3358
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6095,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1833
},
{
"candidateName": "John “Chip” Moore (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4262
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5": {
"id": "AlamedaBerkeleyCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8579,
"candidates": [
{
"candidateName": "Nilang Gor",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1063
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1719
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5797
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8256,
"candidates": [
{
"candidateName": "Nilang Gor (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1993
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6263
}
]
},
"AlamedaBerkeleyCityCouncilDistrict6": {
"id": "AlamedaBerkeleyCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 6",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7326,
"candidates": [
{
"candidateName": "Brent Blackaby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4403
},
{
"candidateName": "Andy Katz",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2923
}
]
},
"AlamedaOaklandCityCouncilAtLarge": {
"id": "AlamedaOaklandCityCouncilAtLarge",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 143482,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5400
},
{
"candidateName": "Charlene Wang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30461
},
{
"candidateName": "Mindy Ruth Pechenuk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4830
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41842
},
{
"candidateName": "Nancy Sidebotham",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2254
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39223
},
{
"candidateName": "Fabian Robinson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2790
},
{
"candidateName": "Shawn Danino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9687
},
{
"candidateName": "Kanitha Matoury",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5623
},
{
"candidateName": "Selika Thomas",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1372
}
]
},
"AlamedaOaklandCityCouncilAtLargeFinalRound": {
"id": "AlamedaOaklandCityCouncilAtLargeFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 126987,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Charlene Wang (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Mindy Ruth Pechenuk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72260
},
{
"candidateName": "Nancy Sidebotham (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 54727
},
{
"candidateName": "Fabian Robinson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shawn Danino (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Kanitha Matoury (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Selika Thomas (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict1": {
"id": "AlamedaOaklandCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 29595,
"candidates": [
{
"candidateName": "Edward C. Frank",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2579
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22628
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4388
}
]
},
"AlamedaOaklandCityCouncilDistrict1FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict1FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 29234,
"candidates": [
{
"candidateName": "Edward C. Frank (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24336
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4898
}
]
},
"AlamedaOaklandCityCouncilDistrict3": {
"id": "AlamedaOaklandCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 20538,
"candidates": [
{
"candidateName": "Baba Afolabi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1598
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 9860
},
{
"candidateName": "Michelle D. Hailey",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1456
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6216
},
{
"candidateName": "Shan M. Hirsch",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 607
},
{
"candidateName": "Meron Semedar",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 801
}
]
},
"AlamedaOaklandCityCouncilDistrict3FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 19485,
"candidates": [
{
"candidateName": "Baba Afolabi (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 11423
},
{
"candidateName": "Michelle D. Hailey (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8062
},
{
"candidateName": "Shan M. Hirsch (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Meron Semedar (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict5": {
"id": "AlamedaOaklandCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 12285,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6476
},
{
"candidateName": "Dominic Prado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1928
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3881
}
]
},
"AlamedaOaklandCityCouncilDistrict5FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 12044,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7114
},
{
"candidateName": "Dominic Prado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4930
}
]
},
"AlamedaOaklandCityCouncilDistrict7": {
"id": "AlamedaOaklandCityCouncilDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 13074,
"candidates": [
{
"candidateName": "Merika Goolsby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2061
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4423
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4127
},
{
"candidateName": "Marcie Hodge",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2463
}
]
},
"AlamedaOaklandCityCouncilDistrict7FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict7FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 12090,
"candidates": [
{
"candidateName": "Merika Goolsby (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6295
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5795
},
{
"candidateName": "Marcie Hodge (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityAttorney": {
"id": "AlamedaOaklandCityAttorney",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Attorney",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 137482,
"candidates": [
{
"candidateName": "Brenda Harbin-Forte",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 56700
},
{
"candidateName": "Ryan Richardson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 80782
}
]
},
"AlamedaOaklandSchoolDirectorDistrict1": {
"id": "AlamedaOaklandSchoolDirectorDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 1 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 28778,
"candidates": [
{
"candidateName": "Rachel Latta",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22397
},
{
"candidateName": "Benjamin Salop",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6381
}
]
},
"AlamedaOaklandSchoolDirectorDistrict3": {
"id": "AlamedaOaklandSchoolDirectorDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 3 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 19752,
"candidates": [
{
"candidateName": "Dwayne Aikens Jr.",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8835
},
{
"candidateName": "VanCedric Williams",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 10917
}
]
},
"AlamedaOaklandSchoolDirectorDistrict5": {
"id": "AlamedaOaklandSchoolDirectorDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 5 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 12029,
"candidates": [
{
"candidateName": "Sasha Ritzie-Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5574
},
{
"candidateName": "Patrice Berry",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6455
}
]
},
"AlamedaOaklandSchoolDirectorDistrict7": {
"id": "AlamedaOaklandSchoolDirectorDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 7 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 12352,
"candidates": [
{
"candidateName": "Clifford Thompson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7764
},
{
"candidateName": "Domonic Ware",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4588
}
]
},
"AlamedaSanLeandroCityCouncilDistrict1": {
"id": "AlamedaSanLeandroCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 22472,
"candidates": [
{
"candidateName": "Sbeydeh Viveros Walton",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 22472
}
]
},
"AlamedaSanLeandroCityCouncilDistrict2": {
"id": "AlamedaSanLeandroCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 28711,
"candidates": [
{
"candidateName": "Ed Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14132
},
{
"candidateName": "Bryan Azevedo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 14579
}
]
},
"AlamedaSanLeandroCityCouncilDistrict4": {
"id": "AlamedaSanLeandroCityCouncilDistrict4",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 4 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 22333,
"candidates": [
{
"candidateName": "Fred Simon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22333
}
]
},
"AlamedaSanLeandroCityCouncilDistrict6": {
"id": "AlamedaSanLeandroCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 6 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:43 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 27116,
"candidates": [
{
"candidateName": "Robert Aguilar Bulatao",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10437
},
{
"candidateName": "Dylan Boldt",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16679
}
]
},
"CCContraCostaCountyBoardofEducationGoverningBoardArea1": {
"id": "CCContraCostaCountyBoardofEducationGoverningBoardArea1",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa County Board of Education Governing Board, Area 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 15, 2024",
"totalVotes": 68440,
"candidates": [
{
"candidateName": "Anthony Edward Caro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27883
},
{
"candidateName": "Daniel Nathan-Heiss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 40557
}
]
},
"CCContraCostaCountyBoardofEducationGoverningBoardArea3": {
"id": "CCContraCostaCountyBoardofEducationGoverningBoardArea3",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa County Board of Education Governing Board, Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 15, 2024",
"totalVotes": 77277,
"candidates": [
{
"candidateName": "Yazmin Llamas",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 48600
},
{
"candidateName": "Vicki Gordon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28677
}
]
},
"CCContraCostaCommunityCollegeDistrictGoverningBoardWard2": {
"id": "CCContraCostaCommunityCollegeDistrictGoverningBoardWard2",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa Community College District Governing Board, Ward 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 15, 2024",
"totalVotes": 102309,
"candidates": [
{
"candidateName": "Diana J. Honig",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 75341
},
{
"candidateName": "Kofi Opong-Mensah",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 26968
}
]
},
"CCContraCostaCommunityCollegeDistrictGoverningBoardWard5": {
"id": "CCContraCostaCommunityCollegeDistrictGoverningBoardWard5",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa Community College District Governing Board, Ward 5",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 15, 2024",
"totalVotes": 67480,
"candidates": [
{
"candidateName": "Debra Vinson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24468
},
{
"candidateName": "Fernando Sandoval",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 43012
}
]
},
"CCAcalanesUnionHighSchoolDistrictGoverningBoard": {
"id": "CCAcalanesUnionHighSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Acalanes Union High School District Governing Board",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 15, 2024",
"totalVotes": 92589,
"candidates": [
{
"candidateName": "Andrew Fontan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11463
},
{
"candidateName": "Sibyl Minighini",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10247
},
{
"candidateName": "Wendy Reicher",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 28152
},
{
"candidateName": "Paul Chopra",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23389
},
{
"candidateName": "Peter Catalano",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4894
},
{
"candidateName": "Stacey Schweppe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14444
}
]
},
"CCAntiochUnifiedSchoolDistrictGoverningBoardArea3": {
"id": "CCAntiochUnifiedSchoolDistrictGoverningBoardArea3",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Antioch Unified School District Governing Board, Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 15, 2024",
"totalVotes": 8756,
"candidates": [
{
"candidateName": "Scott Bergerhouse",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4081
},
{
"candidateName": "Dee Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4675
}
]
},
"CCAntiochUnifiedSchoolDistrictGoverningBoardArea4": {
"id": "CCAntiochUnifiedSchoolDistrictGoverningBoardArea4",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Antioch Unified School District Governing Board, Area 4",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 15, 2024",
"totalVotes": 7789,
"candidates": [
{
"candidateName": "Gary Hack",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3109
},
{
"candidateName": "Olga Cobos-Smith",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4680
}
]
},
"CCLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard": {
"id": "CCLivermoreValleyJointUnifiedSchoolDistrictGoverningBoard",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Livermore Valley Joint Unified School District Governing Board",
"raceDescription": "Top two candidates win seat. Includes votes from Contra Costa and Alameda counties.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 15, 2024",
"totalVotes": 65819,
"candidates": [
{
"candidateName": "Maggie Tufts",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14885
},
{
"candidateName": "Amanda Pepper",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4176
},
{
"candidateName": "Jean Paulsen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2533
},
{
"candidateName": "Tara Boyce",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13210
},
{
"candidateName": "Christiaan Vandenheuvel",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15213
},
{
"candidateName": "Deena Kaplanis",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15802
}
]
},
"CCMartinezUnifiedSchoolDistrictGoverningBoardArea1": {
"id": "CCMartinezUnifiedSchoolDistrictGoverningBoardArea1",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Martinez Unified School District Governing Board, Area 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 15, 2024",
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{
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{
"candidateName": "Larry L. Russell",
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{
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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{
"candidateName": "Michael H. Joly",
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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{
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"candidateIncumbent": false,
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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{
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"candidateParty": "",
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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"candidateParty": "",
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2639
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"location": "Marin",
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"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 4731,
"candidates": [
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"candidateParty": "",
"voteCount": 2990
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{
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"candidateIncumbent": false,
"candidateParty": "",
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},
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"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 4778,
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{
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"location": "Marin",
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"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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{
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"candidateIncumbent": false,
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"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 8556,
"candidates": [
{
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"candidateParty": "",
"voteCount": 6616
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1940
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]
},
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"type": "localRace",
"location": "Marin",
"raceName": "Measure M",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 26127,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15133
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10994
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]
},
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"id": "MarinMeasureN",
"type": "localRace",
"location": "Marin",
"raceName": "Measure N",
"raceDescription": "San Anselmo. Rent increase limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7462,
"candidates": [
{
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"candidateParty": "",
"voteCount": 2754
},
{
"candidateName": "No",
"candidateIncumbent": false,
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"voteCount": 4708
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]
},
"MarinMeasureO": {
"id": "MarinMeasureO",
"type": "localRace",
"location": "Marin",
"raceName": "Measure O",
"raceDescription": "San Anselmo. Tenant benefits. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7553,
"candidates": [
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{
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"candidateIncumbent": false,
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]
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"type": "localRace",
"location": "Marin",
"raceName": "Measure P",
"raceDescription": "San Rafael. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 23772,
"candidates": [
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"voteCount": 12367
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{
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},
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"type": "localRace",
"location": "Marin",
"raceName": "Measure Q",
"raceDescription": "Stinson Beach Fire Protection District. Spending limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 332,
"candidates": [
{
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"candidateParty": "",
"voteCount": 309
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{
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"candidateIncumbent": false,
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]
},
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"type": "localRace",
"location": "Marin",
"raceName": "Measure R",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:18 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 335,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 274
},
{
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"candidateIncumbent": false,
"candidateParty": "",
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]
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"id": "NapaNapaCountyBoardofEducationTrusteeArea5",
"type": "localRace",
"location": "Napa",
"raceName": "Napa County Board of Education, Trustee Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:06 PM",
"dateUpdated": "Nov 18, 2024",
"totalVotes": 7035,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2019
},
{
"candidateName": "Gerald Parrott \r",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 5016
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]
},
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"type": "localRace",
"location": "Napa",
"raceName": "Solano County Board of Education, Trustee Area 2",
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"raceType": "top1",
"timeUpdated": "7:06 PM",
"dateUpdated": "Nov 18, 2024",
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"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10061
},
{
"candidateName": "Carol J. Kalamaras",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5406
},
{
"candidateName": "Amy Sharp",
"candidateIncumbent": true,
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"voteCount": 13360
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]
},
"NapaNapaValleyCollegeTrusteeArea6": {
"id": "NapaNapaValleyCollegeTrusteeArea6",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley College, Trustee Area 6",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:06 PM",
"dateUpdated": "Nov 18, 2024",
"totalVotes": 7502,
"candidates": [
{
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"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4505
},
{
"candidateName": "Scott Owens",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2997
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]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea2": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea2",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 2",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:06 PM",
"dateUpdated": "Nov 18, 2024",
"totalVotes": 6140,
"candidates": [
{
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"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4340
},
{
"candidateName": "Kevin “KDub” West",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1800
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]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea4": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea4",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 4",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:06 PM",
"dateUpdated": "Nov 18, 2024",
"totalVotes": 5506,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1942
},
{
"candidateName": "Eve Ryser",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3564
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]
},
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"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea5",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:06 PM",
"dateUpdated": "Nov 18, 2024",
"totalVotes": 4961,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2903
},
{
"candidateName": "David T. Gracia",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2058
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]
},
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"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea7",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 7",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:06 PM",
"dateUpdated": "Nov 18, 2024",
"totalVotes": 6689,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2965
},
{
"candidateName": "Julianna Hart",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3724
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]
},
"NapaFairfieldSuisunUnifiedSchoolDistrictTrusteeArea3": {
"id": "NapaFairfieldSuisunUnifiedSchoolDistrictTrusteeArea3",
"type": "localRace",
"location": "Napa",
"raceName": "Fairfield-Suisun Unified School District, Trustee Area 3",
"raceDescription": "Top candidate wins seat. Includes votes from Napa and Solano Counties.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:06 PM",
"dateUpdated": "Nov 18, 2024",
"totalVotes": 7966,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4137
},
{
"candidateName": "Judi Honeychurch",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3829
}
]
},
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"id": "NapaAmericanCanyonMayor",
"type": "localRace",
"location": "Napa",
"raceName": "American Canyon Mayor",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:06 PM",
"dateUpdated": "Nov 18, 2024",
"totalVotes": 8400,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4054
},
{
"candidateName": "Pierre Washington",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4346
}
]
},
"NapaAmericanCanyonCityCouncil": {
"id": "NapaAmericanCanyonCityCouncil",
"type": "localRace",
"location": "Napa",
"raceName": "American Canyon City Council",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:06 PM",
"dateUpdated": "Nov 18, 2024",
"totalVotes": 12790,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Elmer Andrei Manaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2613
},
{
"candidateName": "Davet Mohammed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2847
},
{
"candidateName": "Brando R. Cruz",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3321
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]
},
"NapaCalistogaMayor": {
"id": "NapaCalistogaMayor",
"type": "localRace",
"location": "Napa",
"raceName": "Calistoga Mayor",
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"dateUpdated": "Nov 19, 2024",
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"dateUpdated": "Nov 19, 2024",
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"dateUpdated": "Nov 19, 2024",
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"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
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"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
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"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
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"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
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"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Round 1",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 390012,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 95079
},
{
"candidateName": "Mark Farrell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72083
},
{
"candidateName": "Henry Flynn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1318
},
{
"candidateName": "Keith Freedman",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2076
},
{
"candidateName": "Dylan Hirsch-Shell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2896
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102676
},
{
"candidateName": "Nelson Mei",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1791
},
{
"candidateName": "Aaron Peskin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 89179
},
{
"candidateName": "Paul Robertson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 811
},
{
"candidateName": "Ahsha Safai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11418
},
{
"candidateName": "Shahram Shariati",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1610
},
{
"candidateName": "Jon Soderstrom",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 413
},
{
"candidateName": "Ellen Zhou",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8662
}
]
},
"SFMayorRound3": {
"id": "SFMayorRound3",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 331345,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 149060
},
{
"candidateName": "Mark Farrell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Henry Flynn (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Keith Freedman (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dylan Hirsch-Shell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 182285
},
{
"candidateName": "Nelson Mei (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Peskin (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Paul Robertson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ahsha Safai (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shahram Shariati (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jon Soderstrom (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ellen Zhou (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict1": {
"id": "SFBoardofSupervisorsDistrict1",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 35458,
"candidates": [
{
"candidateName": "Sherman D'Silva",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 898
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14749
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 16659
},
{
"candidateName": "Jeremiah Boehner",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1344
},
{
"candidateName": "Jen Nossokoff",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1808
}
]
},
"SFBoardofSupervisorsDistrict1FinalRound": {
"id": "SFBoardofSupervisorsDistrict1FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 34279,
"candidates": [
{
"candidateName": "Sherman D'Silva (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16492
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17787
},
{
"candidateName": "Jeremiah Boehner (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jen Nossokoff (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict3": {
"id": "SFBoardofSupervisorsDistrict3",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 28743,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8483
},
{
"candidateName": "Moe Jamil",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3752
},
{
"candidateName": "Wendy Ha Chau",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1561
},
{
"candidateName": "Eduard Navarro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 879
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11268
},
{
"candidateName": "Matthew Susk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2800
}
]
},
"SFBoardofSupervisorsDistrict3FinalRound": {
"id": "SFBoardofSupervisorsDistrict3FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 25553,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11501
},
{
"candidateName": "Moe Jamil (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Wendy Ha Chau (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Eduard Navarro (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14052
},
{
"candidateName": "Matthew Susk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict5": {
"id": "SFBoardofSupervisorsDistrict5",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 5",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 29674,
"candidates": [
{
"candidateName": "Autumn Hope Looijen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2602
},
{
"candidateName": "Bilal Mahmood",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11828
},
{
"candidateName": "Scotty Jacobs",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2795
},
{
"candidateName": "Allen Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 444
},
{
"candidateName": "Dean Preston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 12005
}
]
},
"SFBoardofSupervisorsDistrict5FinalRound": {
"id": "SFBoardofSupervisorsDistrict5FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 27796,
"candidates": [
{
"candidateName": "Autumn Hope Looijen (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Bilal Mahmood",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14726
},
{
"candidateName": "Scotty Jacobs (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Allen Jones (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dean Preston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13070
}
]
},
"SFBoardofSupervisorsDistrict7": {
"id": "SFBoardofSupervisorsDistrict7",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 7 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 37300,
"candidates": [
{
"candidateName": "Myrna Melgar",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17524
},
{
"candidateName": "Stephen Martin-Pinto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5133
},
{
"candidateName": "Edward S. Yee",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1243
},
{
"candidateName": "Matt Boschetto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13400
}
]
},
"SFBoardofSupervisorsDistrict7FinalRound": {
"id": "SFBoardofSupervisorsDistrict7FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 35394,
"candidates": [
{
"candidateName": "Myrna Melgar",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 18908
},
{
"candidateName": "Stephen Martin-Pinto (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Edward S. Yee (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Matt Boschetto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16486
}
]
},
"SFBoardofSupervisorsDistrict9": {
"id": "SFBoardofSupervisorsDistrict9",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 9 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 32718,
"candidates": [
{
"candidateName": "Jackie Fielder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13840
},
{
"candidateName": "Stephen Jon Torres",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1138
},
{
"candidateName": "Roberto Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6604
},
{
"candidateName": "Jaime Gutierrez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 931
},
{
"candidateName": "Trevor Chandler",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9037
},
{
"candidateName": "Julian Bermudez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 600
},
{
"candidateName": "H. Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 568
}
]
},
"SFBoardofSupervisorsDistrict9FinalRound": {
"id": "SFBoardofSupervisorsDistrict9FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 9 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 29397,
"candidates": [
{
"candidateName": "Jackie Fielder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17542
},
{
"candidateName": "Stephen Jon Torres (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Roberto Hernandez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jaime Gutierrez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Trevor Chandler",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11855
},
{
"candidateName": "Julian Bermudez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "H. Brown (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict11": {
"id": "SFBoardofSupervisorsDistrict11",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 11 First Round",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 27901,
"candidates": [
{
"candidateName": "Oscar Flores",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2892
},
{
"candidateName": "Michael Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8668
},
{
"candidateName": "Roger Marenco",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 603
},
{
"candidateName": "Jose Morales",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 628
},
{
"candidateName": "Ernest “EJ” Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5436
},
{
"candidateName": "Adlah Chisti",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1432
},
{
"candidateName": "Chyanne Chen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8242
}
]
},
"SFBoardofSupervisorsDistrict11FinalRound": {
"id": "SFBoardofSupervisorsDistrict11FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 11 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 23784,
"candidates": [
{
"candidateName": "Oscar Flores (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Michael Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11794
},
{
"candidateName": "Roger Marenco (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jose Morales (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ernest “EJ” Jones (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Adlah Chisti (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Chyanne Chen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11990
}
]
},
"SFCityAttorney": {
"id": "SFCityAttorney",
"type": "localRace",
"location": "San Francisco",
"raceName": "City Attorney ",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 329051,
"candidates": [
{
"candidateName": "David Chiu",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 272757
},
{
"candidateName": "Richard T. Woon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 56294
}
]
},
"SFDistrictAttorney": {
"id": "SFDistrictAttorney",
"type": "localRace",
"location": "San Francisco",
"raceName": "District Attorney",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 347243,
"candidates": [
{
"candidateName": "Brooke Jenkins ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 228910
},
{
"candidateName": "Ryan Khojasteh",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 118333
}
]
},
"SFSheriff": {
"id": "SFSheriff",
"type": "localRace",
"location": "San Francisco",
"raceName": "Sheriff ",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 314749,
"candidates": [
{
"candidateName": "Michael Juan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 63736
},
{
"candidateName": "Paul Miyamoto",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 251013
}
]
},
"SFTreasurer": {
"id": "SFTreasurer",
"type": "localRace",
"location": "San Francisco",
"raceName": "Treasurer ",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:07 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 300298,
"candidates": [
{
"candidateName": "José Cisneros",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 300298
}
]
},
"SMCountyBoardofEducationTrusteeArea4": {
"id": "SMCountyBoardofEducationTrusteeArea4",
"type": "localRace",
"location": "San Mateo",
"raceName": "County Board of Education, Trustee Area 4",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 36231,
"candidates": [
{
"candidateName": "Priya Hays",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10513
},
{
"candidateName": "Chelsea Bonini",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 25718
}
]
},
"SMCountyBoardofEducationTrusteeArea5": {
"id": "SMCountyBoardofEducationTrusteeArea5",
"type": "localRace",
"location": "San Mateo",
"raceName": "County Board of Education, Trustee Area 5",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 41732,
"candidates": [
{
"candidateName": "Maurice Goodman",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14535
},
{
"candidateName": "Mike O’Neill",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27197
}
]
},
"SMCountyBoardofEducationTrusteeArea6": {
"id": "SMCountyBoardofEducationTrusteeArea6",
"type": "localRace",
"location": "San Mateo",
"raceName": "County Board of Education, Trustee Area 6",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 39689,
"candidates": [
{
"candidateName": "Patricia Love",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27924
},
{
"candidateName": "Ester Adut",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11765
}
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"id": "SMMeasureP",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
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"raceReadTheStory": "",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 15065,
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"raceName": "Measure U",
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"raceReadTheStory": "",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 14063,
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"SMMeasureJ": {
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"location": "San Mateo",
"raceName": "Measure J",
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"raceReadTheStory": "",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 10888,
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"SMMeasureEE": {
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"raceName": "Measure EE",
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"raceReadTheStory": "",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 19088,
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"location": "San Mateo",
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"raceReadTheStory": "",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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{
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"SMMeasureX": {
"id": "SMMeasureX",
"type": "localRace",
"location": "San Mateo",
"raceName": "Measure X",
"raceDescription": "San Bruno Park School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
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"raceName": "Measure O",
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"raceReadTheStory": "",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 14942,
"candidates": [
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"SMMeasureY": {
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"location": "San Mateo",
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"raceReadTheStory": "",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 1966,
"candidates": [
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
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"location": "San Mateo",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
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"raceName": "Measure JJ",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 6224,
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 13195,
"candidates": [
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 9858,
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 19581,
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"raceReadTheStory": "",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 32022,
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 17271,
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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"candidateIncumbent": false,
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"location": "San Mateo",
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"raceReadTheStory": "",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 42363,
"candidates": [
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"location": "San Mateo",
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"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 24405,
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"location": "San Mateo",
"raceName": "Measure I",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
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"type": "localRace",
"location": "San Mateo",
"raceName": "Measure II",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:35 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 609,
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Campbell City Council, District 1",
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"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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"candidateIncumbent": false,
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"candidateIncumbent": false,
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"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
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"candidateIncumbent": true,
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"SCCupertinoCityCouncil": {
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"location": "Santa Clara",
"raceName": "Cupertino City Council",
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"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
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"candidates": [
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"candidateIncumbent": true,
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"candidateIncumbent": false,
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"candidateIncumbent": false,
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{
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"candidateIncumbent": true,
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"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 158037,
"candidates": [
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"candidateName": "Lynette Lee Eng",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25695
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{
"candidateName": "Julia E. Miller",
"candidateIncumbent": true,
"candidateParty": "",
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{
"candidateName": "Carol Ann Somersille",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 47014
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{
"candidateName": "John Zoglin",
"candidateIncumbent": true,
"candidateParty": "",
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},
"SCMeasureA": {
"id": "SCMeasureA",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure A",
"raceDescription": "Morgan Hill. Term limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 20672,
"candidates": [
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"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16308
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
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},
"SCMeasureB": {
"id": "SCMeasureB",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure B",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 20901,
"candidates": [
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"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11246
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9655
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},
"SCMeasureC": {
"id": "SCMeasureC",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure C",
"raceDescription": "Gilroy. Sales tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 22130,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13390
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8740
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},
"SCMeasureD": {
"id": "SCMeasureD",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure D",
"raceDescription": "Palo Alto. El Camino Park. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 30847,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22765
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8082
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},
"SCMeasureE": {
"id": "SCMeasureE",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure E",
"raceDescription": "Sunnyvale. Library bond. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 49636,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29425
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20211
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},
"SCMeasureF": {
"id": "SCMeasureF",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure F",
"raceDescription": "Sunnyvale. Inclusivity in governance. Passes with majority vote",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 47414,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17912
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29502
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},
"SCMeasureG": {
"id": "SCMeasureG",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure G",
"raceDescription": "Mountain View. Property transfer tax. Passes with majority vote",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 29414,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 21273
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8141
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]
},
"SCMeasureI": {
"id": "SCMeasureI",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure I ",
"raceDescription": "Santa Clara. Infrastructure bond. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 40379,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28004
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12375
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},
"SCMeasureJ": {
"id": "SCMeasureJ",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure J",
"raceDescription": "Milpitas. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 24355,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19516
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4839
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]
},
"SCMeasureK": {
"id": "SCMeasureK",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure K",
"raceDescription": "Campbell. Sales tax. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 18729,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13494
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5235
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]
},
"SCMeasureL": {
"id": "SCMeasureL",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure L",
"raceDescription": "San Benito High School District. School bond. Passes with 55% vote. Includes votes from Santa Clara County and San Benito County.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 23647,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11749
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11898
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]
},
"SCMeasureM": {
"id": "SCMeasureM",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure M",
"raceDescription": "San Benito High School District. School bond. Passes with 55% vote. Includes votes from Santa Clara County and San Benito County.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 23526,
"candidates": [
{
"candidateName": "Yes",
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"candidateParty": "",
"voteCount": 11922
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{
"candidateName": "No",
"candidateIncumbent": false,
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]
},
"SCMeasureN": {
"id": "SCMeasureN",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure N",
"raceDescription": "East Side Union High School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 172799,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 125878
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46921
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]
},
"SCMeasureP": {
"id": "SCMeasureP",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure P ",
"raceDescription": "Campbell Union High School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 90347,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 58461
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 31886
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]
},
"SCMeasureQ": {
"id": "SCMeasureQ",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure Q",
"raceDescription": "Milpitas Unified School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 24192,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17244
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
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]
},
"SCMeasureR": {
"id": "SCMeasureR",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure R",
"raceDescription": "San Jose Unified School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 102606,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 66315
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 36291
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]
},
"SCMeasureS": {
"id": "SCMeasureS",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure S",
"raceDescription": "Mount Pleasant Elementary School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7117,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4985
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2132
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]
},
"SCMeasureT": {
"id": "SCMeasureT",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure T",
"raceDescription": "Mount Pleasant Elementary School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 7116,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5008
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2108
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},
"SCMeasureU": {
"id": "SCMeasureU",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure U",
"raceDescription": "Moreland School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 18009,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13906
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{
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"candidateIncumbent": false,
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"voteCount": 4103
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},
"SCMeasureV": {
"id": "SCMeasureV",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure V",
"raceDescription": "Union Elementary School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 20930,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14755
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6175
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},
"SCMeasureW": {
"id": "SCMeasureW",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure W",
"raceDescription": "Franklin-McKinley School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 24774,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19169
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5605
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]
},
"SCMeasureX": {
"id": "SCMeasureX",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure X",
"raceDescription": "Evergreen Elementary School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 40143,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27900
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12243
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},
"SCMeasureY": {
"id": "SCMeasureY",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure Y",
"raceDescription": "Sunnyvale School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 28595,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23502
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5093
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},
"SCMeasureZ": {
"id": "SCMeasureZ",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure Z",
"raceDescription": "Cupertino Union School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 54962,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 33559
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 21403
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},
"SCMeasureAA": {
"id": "SCMeasureAA",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure AA",
"raceDescription": "Mountain View Whisman School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 25541,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19225
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6316
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]
},
"SCMeasureBB": {
"id": "SCMeasureBB",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure BB",
"raceDescription": "Cambrian School District. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 13188,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10160
},
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3028
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]
},
"SCMeasureCC": {
"id": "SCMeasureCC",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure CC",
"raceDescription": "Los Gatos Union School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 16067,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10666
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5401
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]
},
"SCMeasureEE": {
"id": "SCMeasureEE",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure EE",
"raceDescription": "Los Altos School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 23150,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13006
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10144
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]
},
"SCMeasureGG": {
"id": "SCMeasureGG",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure GG",
"raceDescription": "Orchard School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 4135,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2995
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1140
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]
},
"SCMeasureHH": {
"id": "SCMeasureHH",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure HH",
"raceDescription": "Lakeside Joint School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Nov 20, 2024",
"totalVotes": 361,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 244
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 117
}
]
},
"SolanoSolanoCountyBoardofEducationTrusteeArea2": {
"id": "SolanoSolanoCountyBoardofEducationTrusteeArea2",
"type": "localRace",
"location": "Solano",
"raceName": "Solano County Board of Education, Trustee Area 2",
"raceDescription": "Top candidate wins seat. Includes votes from Solano and Napa counties.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:30 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 28827,
"candidates": [
{
"candidateName": "Bonnie Hamilton",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10061
},
{
"candidateName": "Carol J. Kalamaras",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5406
},
{
"candidateName": "Amy Sharp",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13360
}
]
},
"SolanoSolanoCommunityCollegeTrusteeArea3": {
"id": "SolanoSolanoCommunityCollegeTrusteeArea3",
"type": "localRace",
"location": "Solano",
"raceName": "Solano Community College, Trustee Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:30 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 24406,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6195
},
{
"candidateName": "Rosemary Thurston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13056
},
{
"candidateName": "Lilia Dardon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5155
}
]
},
"SolanoBeniciaUnifiedSchoolDistrictTrusteeArea3": {
"id": "SolanoBeniciaUnifiedSchoolDistrictTrusteeArea3",
"type": "localRace",
"location": "Solano",
"raceName": "Benicia Unified School District, Trustee Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:30 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 3033,
"candidates": [
{
"candidateName": "Kashanna Harmon-Lee",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1141
},
{
"candidateName": "Janny Manasse",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1892
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]
},
"SolanoDixonUnifiedSchoolDistrictAtLarge": {
"id": "SolanoDixonUnifiedSchoolDistrictAtLarge",
"type": "localRace",
"location": "Solano",
"raceName": "Dixon Unified School District At-Large",
"raceDescription": "Top two candidates win seat. ",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:30 PM",
"dateUpdated": "Nov 19, 2024",
"totalVotes": 15306,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3000
},
{
"candidateName": "Regina Espinoza",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4789
},
{
"candidateName": "Michael Ceremello",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1487
},
{
"candidateName": "Robin Erika Beck-Ruften",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2475
},
{
"candidateName": "Robert E. Sanchez Jr",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3555
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]
},
"SolanoFairfieldSuisunUnifiedSchoolDistrictTrusteeArea1": {
"id": "SolanoFairfieldSuisunUnifiedSchoolDistrictTrusteeArea1",
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