Broadcast News

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)

Students recognize the responsibilities and opportunities for positively contributing to their digital communities. (ISTE)

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. (ISTE)

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. (ISTE)

• CCSS.ELA-LITERACY.L.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

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.

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 1.1: Summarize the roles of journalism and broadcasting in society today using knowledge and history of journalism and broadcasting.
• CCTC AR-JB 1.2: Distinguish between different forms of media and their specific applications.
• CCTC AR-JB 1.3: Explain the value of having a broad general knowledge base and how awareness of cultural, regional, and diversity issues adds to a journalism and broadcasting career.
• CCTC AR-JB 1.4: Analyze the business and economic factors that influence programming, content, and distribution.
• CCTC AR-JB 1.5: Demonstrate professional conduct that follows a professional code of ethics.

• 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: 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.