Experiment with Storytelling Formats

Historical inquiry is based on materials left from the past that can be studied and analyzed. (NCSS D2.His.9.9-12 - D2.His.13.9-12)

Civics teaches the principles—such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers—that are meant to guide official institutions such as legislatures, courts, and government agencies. (NCSS D2.Civ.7.9-12 - D2.Civ.10.9-12)

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources. (NCSS D1.5.9-12)

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)

• CCTC AR-AV 3.1: Demonstrate how to repair and service transmitting and receiving systems.
• CCTC AR-AV 3.2: Employ knowledge of wireless and wired transmission systems.
• CCTC AR-AV 3.3: Demonstrate installation of cabling for audio/video productions.
• CCTC AR-AV 3.4: Demonstrate the installation of a wireless audio/video system.
• CCTC AR-AV 3.5: Demonstrate how to troubleshoot audio/video system operations.
• CCTC AR-AV 4.1: Apply knowledge of the critical elements in designing a production to activities in the pre-production stage.
• CCTC AR-AV 4.2: Identify the basic functions and resources for editing an audio/video production.
• CCTC AR-AV 4.3: Apply computer-based development in video production and editing, with an emphasis on digital technology.

• CCTC AR 2.1: Assess workplace conditions with regard to safety and health.

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)

Explain how a question reflects an enduring issue in the field and explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. (NCSS D1.1.9-12 - D1.2.9-12)

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)

• CCTC AR-JB 2.1: Demonstrate how to cultivate sources for stories.
• CCTC AR-JB 2.2: Demonstrate how to obtain information to use in writing a story.
• CCTC AR-JB 2.3: Develop written stories for print and broadcast.
• CCTC AR-JB 2.4: Demonstrate how photographs support the development of stories.
• CCTC AR-JB 2.5: Employ knowledge of the similarities and differences among editorial, feature, and news writing styles.
• CCTC AR-JB 2.6: Define the terminology associated with journalism and broadcasting.
• CCTC AR-JB 2.7: Develop a complete radio project.
• CCTC AR-JB 2.8: Develop a complete television project.

• CCSS.ELA-LITERACY.L.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

• CCSS.ELA-LITERACY.L.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
• CCSS.ELA-LITERACY.L.9-10. 8 (Not applicable to literature)
• CCSS.ELA-LITERACY.L.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

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)

• CCTC AR-JB 3.1: Analyze the elements of a newscast production.
• CCTC AR-JB 3.2: Analyze individual announcing competence.
• CCTC AR-JB 3.3: Identify wardrobe suitable for on-camera appearances.
• CCTC AR-JB 3.4: Analyze production functions..
• CCTC AR-JB 3.5: Demonstrate promoting productions.
• CCTC AR-JB 3.6: Analyze how image capturing and graphics design support the development of electronic presentations.
• CCTC AR-JB 3.7: Distinguish amongst various musical radio formats.

• CCTC AR-JB 4.1: Examine equipment and its function.
• CCTC AR-JB 4.2: Examine production activities.
• CCTC AR-JB 4.3: Explain how to run a board shift.
• CCTC AR-JB 4.4: Examine set design principles and practices.

• CCSS.ELA-LITERACY.L.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
• CCSS.ELA-LITERACY.L.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
• CCSS.ELA-LITERACY.L.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

• CCSS.ELA-LITERACY.L.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-LITERACY.L.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
• CCSS.ELA-LITERACY.L.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

• CCSS.ELA-LITERACY.L.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• CCSS.ELA-LITERACY.L.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
• CCSS.ELA-LITERACY.L.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• CCSS.ELA-LITERACY.L.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
• CCSS.ELA-LITERACY.L.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
• CCSS.ELA-LITERACY.L.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

• CCSS.ELA-LITERACY.L.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CCSS.ELA-LITERACY.L.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-LITERACY.L.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• CCSS.ELA-LITERACY.L.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• CCSS.ELA-LITERACY.L.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
• CCSS.ELA-LITERACY.L.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

• CCSS.ELA-LITERACY.L.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.L.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
• CCSS.ELA-LITERACY.L.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.