on that, but i know there have been so many cases -- there is actually a d.a. working on that, but i know there have been so many cases that have been exposed, especially with dna testing. it is almost like every other week. there does need to be somebody looking into it from that angle. of the top of my head, i do not know, but i could definitely get that information. >> how can we make it not just black history day, not just black history month, but every day be black history and honor that? thank you. and how do we really teach our children, our students really not what the media portrays, not what -- but really, what happened? i did get a chance to experience "eyes on the price" and i thought that was just the tip of the iceberg -- experience "eyes

on the priceze." >> i do not know how to go about it, but what i would suggest is the reason why i did what i did, why i was brave enough and courageous enough to not give up my seat, because so much history was in my mind, and one of the things they were always asking me was why i did not get up when i was asked, and my answer would always be history had me glued to the seat. [applause] i think that what is left out of american history -- you should not be ashamed to say that we

enslaved these people and mystery these people, a race of people. it should be included in the american history, and it would be every day. [applause] >> really quickly, it jolla i went to school with named sol williams said, "stealing as was the smartest thing you ever did. too bad you do not teach the true to your kids." that line says so much. -- a scholar i went to school with. it is not just about changing lives of black people, but changing the lives of everybody by teaching true history, which includes jim crow and slavery before it -- but before that, the first people to walk the planet and develop situation -- civilization came along the nile

river valley. if we teach african history as human history, history will require that you incorporate our story and tell it the right way. [applause] >> just to say that in terms of how teaching history can make a difference to these test scores that we are also obsessed with, i had a piece of news from mississippi where the book, "putting the movement back into civil rights" -- are you familiar with that? the superintendent has agreed -- and your piece is in it, awele -- the superintendent has agreed that it be used districtwide. just this week, i was hearing that the rigor and relevance of the material actually got students engaged and got the score is up. while the score is being up is

not the only thing, i do want to say there is real value in making curriculum relevant, truthful, and rigorous, and one of the ways of doing that would be to embed all of this into all subjects all year for all the students. [applause] >> if i could just show that on friday, ms. colvin spent the whole day at alameda county juvenile hall, and i think we saw eight different units of young men and women, 14 to 18, medium-security, and they were riveted to their seats. when we were looking like we were running out of time, we were told not to worry about the time. they shared poetry. one young woman suggested how -- they share how they are trying to transform their lives, and listening to her story and transformation, and it was a very powerful date. >> this is for one of my heroes,

claudette colvin. and a local hero of mine, because we have freedom fighters right here in our midst, and we do not always celebrate them. francisca sanchez, who is seriously about her business about getting the shackles off. i want to do this to honor them, and to thank you for being here. give yourselves a big round of applause. [applause] all i've got is some fish and a few loaves of bread. and a whole lot of folks have got to get fed. but seven seats were made in under seven days, the first man was forgiven when he missed the hague, the branch was taken by a dove to a book that was built before a flood, if a rainbow

sent out a sign, if someone was told to sacrifice his own son and told to hold up before he was done, then the fish and bread that i just said is all that i've got, is all that i need for me to get fed and for me to feed a whole lot of folks in need because they set me on fire. when they look back, i was chilling. i had to fight like 10 older brothers, and because i had this dream, so they sold me out to a band of bandits and one day was commanded to stop, drop, when i got this fish that i found while fishing around, under water with the daughter of the pharaoh, the child was chosen to force the pharaoh to free his folks from a foreign land, repair everywoman, prepare every man, prepare every child, all you've got is that right in your hand.

all i've got is some fish and a few loaves of bread, and a whole lot of folks have got to get fed, but i believe. i believe i can part the sea now and then, and then put it back together again. i believe i can kill any giant dead if i believe in my heart. back when we were kings, back when we were able to see processes. when a whole woman with no vote because she conceived immaculate, and a good baby daddy was something even got to be, where we could heal the sick and make the blind see. we believe in believing, so i believe in believe, and i believe they can come in the night like a thief and knocked out each of uncertainty's teeth and take away all your disbelief because the fate that lived through leprosy is a fate that will live through a chevy,

a fate that can make amounting get out of bed is a phase i believe that i believe can spread fish and a few loaves of bread. i believe i can make wine out of tap water, and i believe i can go break dancing and walk on water. i believe i can fly. i believe i can soar. i never thought i could be so free, but i believe on flying away on a wing and a prayer, and who could it be? believe it or not, it is just me. believe it or not, the fish that we got and the bread i just said is all that we got, is all that we need for us to get fed and for us to feed a whole lot of folks in need. thank you. [applause]

>> let me ask the audience to thank our two guests on stage. [applause] and then, i'm going to invite awele to come up. thank you for your questions today and your participation. >> you are very welcome. >> before we go, i have one announcement and thank you, and then, we want to acknowledge the sponsorship for today's program.

i want to give a big thank-you to linda brooks burton. [applause] because linda brooks britain last march invited me to plan this program, and i want to thank helen, who i work with in san francisco unified because she introduced me to bryonn bain, and she always introduces me to the various artists that come in to work in the school district. as i learned about bryonn and experienced his presence and i was thinking about putting together this program, it just clicked -- why not bring the two together to bring this link from the past unsegregated jim crow to what is happening in the 21st century and that has been happening? i think i was inspired by michele alexander's booke."

>> it is my pleasure to say, ms. colvin, without you we would not be where we are. [applause] thank you for sharing your story, and keep telling your story because we need to know, and our children need to know, and our children's children need to know your story. and we want to thank our sponsors today. we have the san francisco unified school district. we have marked as bookstores, who will be selling this -- ms. colvin's book, written about her, by philip house. we have sponsorship from the african diaspora, and the friends of the san francisco public library. i serve as part of the african- american interest committee that helped put this program together, and i want to thank

all of you for coming, and i want to thank sfgtv for taking the program today. we want to thank the department here at san francisco public library, and we are having a reception in l58, and we want to thank read your catering for providing some delicious food for us to nibble on today, so will you please join us and say thank you again to mrs. colvin and also to byrin bain for telling his story, but thank you for coming so that we can say thank you to miss colvin for being a living history maker. join us. thank you. ♪ lift every voice and sing

hello, and welcome to the department of elections ranked-choice voting instructional video. this video is part of the department of elections' ranked-choice voting outreach campaign and is designed to educate san francisco voters about ranked-choice voting. today we will learn what ranked-choice voting is, and who is elected using this new voting method. we will also talk about what the ranked-choice ballot looks like and how to mark it correctly. finally, we'll see how the ranked-choice voting process works and show you an example of an election using ranked-choice voting.

so, what is ranked-choice voting? in march of 2002, san francisco voters adopted a charter amendment to implement ranked-choice voting, also known as the instant run-off voting. san francisco voters will use ranked-choice voting to elect most local officials by selecting a first-choice candidate in the first column on the ballot, and different second- and third-choice candidates in the second and third columns respectively. this makes it possible to elect local officials with a majority of votes, more than 50%, without the need for a separate run-off election. in san francisco, ranked-choice voting applies to the election of members of the board of supervisors, the mayor, sheriff, district attorney, city attorney, treasurer, assessor-recorder, and public defender. ranked-choice voting does not apply to elections for local school board and community college board members, nor the election of state or federal

officials. ranked-choice voting does not affect the adoption of ballot measures. when voters receive their ballot, either at a polling place or as an absentee ballot in the mail, it will consist of multiple cards. voters will receive cards that contain contests for federal and state offices, as well as for state propositions and local ballot measures. for ranked-choice voting contests, voters will receive a separate ranked-choice ballot card. the design of the ranked-choice ballot card and the instructions to rank three choices are new. the ranked-choice ballot is designed in a side-by-side column format that lists the names of all candidates in each of the three columns. when marking the ranked-choice ballot, voters select their first-choice candidate in the first column by completing the arrow pointing to their choice.

for their second-choice, voters select a different candidate in the second column by completing the arrow pointing to their choice. for their third-choice, voters select a different candidate in the third column by completing the arrow pointing to their choice. voters wishing to vote for a qualified write-in candidate for any of their three choices can write in a candidate's name on the line provided and they must complete the arrow pointing to their choice. keep in mind a voter should select a different candidate for each of the three columns of the ranked-choice ballot card. if a voter selects the same candidate in more than one column, his or her vote for that candidate will count only once. also, a voter's second choice will be counted only if his or her first-choice candidate has been eliminated and a voter's third choice will be counted only if both his or her first- and second-choice candidates have been eliminated.

we have talked about how to mark the ranked-choice ballot. now let's look at how ranked-choice voting works. initially every first-choice vote is counted. any candidate who receives a majority, more than 50% of the first-choice votes, is determined to be the winner. if no candidate receives more than 50% of the first-choice votes, a process of eliminating candidates and transferring votes begins. first, the candidate who received the fewest number of first-choice votes is eliminated from the race. second, voters who selected the eliminated candidate as their first choice will have their vote transferred to their second choice. third, all the votes are recounted. fourth, if any candidate receives more than 50% of the votes, he or she is declared the winner.

if no candidate receives more than 50% of the votes, the process of eliminating candidates and transferring votes is repeated until one candidate has a winning majority. in this example, we have three candidates: candidate a, candidate b and candidate c. in this example, we have three candidates: candidate a, candidate b., and candidate c. after all the first-choice votes are counted, none of the three candidates has received more than 50%, or a majority of the first-choice votes cast. candidate a has received 25% of the votes, candidate b has received 40% of the votes, and candidate c has received 35% of the votes. . because no candidate received a majority, the candidate who received the fewest number of first-choice votes, candidate a, is eliminated from the race. voters who picked candidate a as their first-choice candidate

will have their vote transferred to their second-choice candidate. of the voters who picked candidate a as their first choice candidate, 15% chose candidate b as their second-choice candidate and 10% chose candidate c as their second-choice candidate. these votes are then applied to candidates b and candidate c and the votes are recounted. we see now that candidate b has 55% of the votes and candidate c has 45% of the vote. candidate b now has more than 50% of the votes and is determined to be the winner. thank you for watching. we hope that you have learned more about ranked-choice voting and who is elected using this method. you have seen the ranked-choice ballot, learned how to correctly mark it, and learned how the ranked-choice voting process works. if you have any further questions about ranked-choice voting, please contact us at: department of elections, city

hall, room 48, 1 dr. carlton b. goodlett place, san francisco, california 94102. call us at: 415-554-4375. visit our web site at: ww >> the san francisco cons tri of flowers in golden gate park is now showing a new exhibit that changes the way we see the plants around us. amy stewart's best-selling book, "wicked plants" is the inspiration behind the new exhibit that takes us to the dark side of the plant world. >> i am amy stewart. i am the arthur of "wicked plants," the weeds that killed lincoln's mother and other

botanical atrocities. with the screens fly trap, that is kind of where everybody went initially, you mean like that? i kind of thought, well, all it does is eat up bugs. that is not very wicked. so what? by wicked, what i mean is that they are poisonous, dangerous, deadly or immoral or maybe illegal or offensive or awful in some way. i am in the profession of going around and interviewing botanists, horticulturalists and plant scientists. they all seem to have some little plant tucked away in the corner of a greenhouse that maybe they weren't supposed to have. i got interested in this idea that maybe there was a dark side to plants. >> the white snake root. people who consumed milk or meat from a cow that fed on white snake root faced severe

pain. milk sickness, as it was culled, resulted in vomiting, tremors, delirium and death. one of the most famous victims of milk sickness was nancy hangs lincoln. she died at the age of 34, leaving behind 9-year-old abraham lincoln. he helped build his mother's casket by carving the woodallen petition douche the wooden petition himself. >> we transformed the gallery to and eerie victorian garden. my name is lowe hodges, and i am the director of operations and exhibitions at the conls tore of -- cons tore of

flowers. we decided it needed context. so we needed a house or a building. the story behind the couple in the window, you can see his wife has just served him a glass of wine, and he is slumped over the table as the poison takes affect. a neat little factold dominion about that house is actually built out of three panels from old james bond movie. we wanted people to feel like i am not supposed to be in this room. this is the one that is supposed to be barred off and locked up. >> the ole andersonner -- oleander. this popular shrub is popular in warm climates. it has been implicated in a surprising number of murders and accidental deaths. children are at risk because it takes only a few leaves to kill them. a southern california woman tried to collect on her

husband's life insurance by putting the leaves in his food. she is now one of 15 women on california's death rowan the only one who attempted to murder with a plant. >> people who may haven't been to their cons tore or been to -- do serve tore or their botanical garden, it gives them a reason to come back. you think let's go and look at the pretty flowers. these are pretty flowers, but they are flowers with weird and fascinating stories behind them. that is really fun and really not what people normally think of when they come to a horticultural institution. >> "wicked plants" is now showing at the san francisco conserve tore of flowers. unless next time, get out and play.