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Project | 4-6 Weeks

Education's Big Debates



This project was originally created to collect stories for SRL's digital special, "Our New Normal," in January 2022 exploring how young people are reimagining their educational experience, what they want to see changed, and how they are seeking stability during and after the coronavirus pandemic.

For example, how does news and current events influence what you’re taught in school? How do students wish their educational experience was different? How is your school spending federal funds to implement COVID safety plans? How are certain rules impacting students differently and why? What does student representation look like?

Go HERE to complete the assignment.

Learning Outcomes

  • Understand how to report using tenets of SOLUTIONS JOURNALISM
  • Understand how to record VIRTUAL and/or IN-PERSON INTERVIEWS (following all public health guidance)
  • Understand how to capture B-ROLL, solicit it from subjects, and/or get it from other sources
  • Understand how to TRANSCRIBE recorded footage
  • Critically think about interview content and identify NEWSWORTHY soundbites
  • Understand how to EDIT together a series of SOUNDBITES and B-ROLL sequences to form a cohesive narrative

Classroom Conversations

If you plan on having a classroom discussion before assigning this challenge, use this Classroom Conversations Guide to help students feel prepared and supported.


​​A subject or problem that people are thinking and talking about

Source: Cambridge Dictionary


Investigating and explaining, in a critical and clear-eyed way, how people try to solve widely shared problems. Solutions journalism focuses on responses to problems.

Source: Solutions Journalism

Story Angle

In news, it’s a story’s point or theme. It's the lens through which the producer or writer filters the information they have gathered and focuses it to make it meaningful to viewers or readers.

Source: ThoughCo.


A conversation between two or more people where the purpose is to gather information and facts. The interviewer asks questions and the interviewee provides information based on their knowledge about a specific topic or issue.


An account of past or current events. In journalism, stories are presented with a combination of people, facts, and typically includes a beginning, middle and end.


A person or other physical being in a narrative. Stories are made up of different characters who provide information and help shape the narrative with their knowledge, experience and perspective.


A description of what your story might be and WHY it’s important. An outline of your story idea and the steps to achieve your goal. A summary of what you hope to accomplish in your story


A document with transcribed (written-out) soundbites and voiceover narration. A VIDEO script is a two-column document with the audio (soundbites and voice over) in the right-hand column and a description of what the audience sees (visuals) in the left-hand column.

Explainer video

Narration and/or voiceover (VO) with a host, commentary, research, personal experiences, explanations, infographics, nats (natural sound), music, entertainment.


A short extract or clip from a recorded interview, chosen for its relevance to the story, pungency or appropriateness.


The primary video and audio that drives your story from beginning to end.


An investigation into and study of sources in order to establish facts and reach new conclusions.


A word-for-word document of what was said in a conversation or interview


The supplemental footage used to visually support your A-ROLL.

Search: broll.

Writing - Research to Build and Present Knowledge

Constructing Supporting Questions

Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question and explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. (NCSS D1.3.9-12 - D1.4.9-12)


Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today. (NCSS D2.His.4.9-12 - D2.His.8.9-12)

Speaking and Listening - Presentation of Knowledge and Ideas

Demonstrate technical support related to media production (e.g., broadcast, video, web, mobile).

Demonstrate writing processes used in journalism and broadcasting media.

Demonstrate the use of basic tools and equipment used in audio, video and film production.

Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. (ISTE)

Gathering and Evaluating Sources

Whether students are constructing opinions, explanation, or arguments, they will gather information from a variety of sources and evaluate the relevance of that information. (NCSS D3.1.9-12 - D3.2.9-12)

Writing - Production and Distribution of Writing

Speaking and Listening - Comprehension and Collaboration



Video Production



Digital Literacy/Citizenship


Active Prompts






Online Worksheet


Camera or Mobile Phone



Light Kit

Estimated Time

4-6 Weeks