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Project | 8 weeks

Power In Numbers

Introduction

POWER-IN-NUMBERS-MAP-1500px-1-1024x629.png

Youth movements are transforming communities—from small towns in the U.S. to major cities around the globe. This project invites you to tell a story about a local issue that is inspiring young people in your area—and to connect it to a global landscape of youth-led action. You’ll produce a short documentary that highlights how young people, united by a cause, are creating change through art, activism, policy, and protest.

Movements are powerful because they can:

  • Help people with similar experiences or interests find and connect to each other
  • Spark conversation on tough topics
  • Persuade people to change their behavior
  • Shift cultural norms or expectations
  • Convince leaders of institutions to change laws or policy
  • Mobilize resources to start a business, produce art, etc.

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

Key Vocabulary

  • Movement: Collective action for change
  • Civic Participation: Engaging in democratic processes
  • Civic Consultation/Action/Activism: Local input and involvement
  • Grassroots: Change led by everyday people
  • Collective Action: Groups acting in shared interest

PROJECT STEPS

Step 1: Find a Story [est. time: one day to one week]

Explore local issues and connect them to global movements. Use tools like a connections map to draw links between efforts like climate activism or social justice work.
📝 Lessons: Find Your Story, Follow Your Curiosity, Research + Understanding

*If you don’t have a compelling story in mind, start by brainstorming a list of possible education-related topics that interest you. For inspiration, you could research how young people are making a difference worldwide and see if there are any local links, creating case study comparisons.To help identify a strong character or angle, research how young people are making a difference around the world—and see if there are any local stories that connect. For example, you could compare a local environmental effort or advocacy for minority rights with global initiatives like The United Nations Youth Climate Action or the Malala Fund. Explore what youth-led projects are active in your country or region, such as the

Youth Action Alliance or programs supported by the United Nations World Programme of Action for Youth. Then, create a connections map to visually link local movements with similar global efforts. Can you identify where issues overlap? What patterns or shared goals emerge across borders?

Themes to consider:

  • Why are young people starting or joining this movement? What issues or problems are they responding to?
  • What is this movement’s goal and how does it plan to fulfill this goal? Does the movement escalate to a specific event that you know you want to capture i.e. performance, town hall meeting, vote?
  • How is your community reacting to this movement? Are there differing viewpoints on the movement’s goals?
  • Does this movement fit into any wider issues that young people face? Is this issue a local, national or global youth issue
  • Does this movement challenge any local policy? Are young people engaging with decision makers locally or beyond?

Step 2: Identify Your Character(s) [est. time: one week ]

Choose peers involved in movements. Use the SRL Pitch Sheet to guide your research and planning.
📝 Lesson: Pitch Your Story

Step 3: Draft Interview Questions [ est time: one-three days ]

Ask open-ended questions like “Tell me…” or “Describe…” Avoid yes/no questions.
📝 Lesson: Art of the Interview

Step 4: Film Interviews + B-roll [ est: time: one week ]

Use the Level Up tutorials for setup, framing, lighting, and audio: B-ROLL, LIGHTING, Principles Of Photography
🎥 Teachers:Assign photography and lighting worksheets
📋 If interviewing subjects under 18 years old, collect signed release forms.

Step 5: Think Visually

Plan what visuals will support your narrative. Use a b-roll shot planner to stay organized.

Step 6: Transcribe Interviews [est: time: one day]

Use tools like Otter.ai, then review for accuracy and familiarity with your material. Make sure to go back and listen to fix spelling errors and become more familiar with the material you captured.

Step 7: Select Soundbites [est: time: one day]

Highlight your strongest quotes. Cut them out with scissors. Think about emotion, clarity, and key themes.

Step 8: Outline Beginning, Middle, End [est: time: one-three days]

Grab attention in the first 7 seconds with great b-roll or soundbites. Consider tone and message for your ending.
📝 Lesson: Scripting 101

Step 9: Write Your Script [est: time: one-three days]

Use the SRL script template to organize your voiceover and narrative flow. A voiceover is the connective tissue that holds the parts of your story together. You can also use it to include information that was missing from what your characters said.
🎧 Listen to student reporter Mason Baum’s voiceover in this piece on the NewsHour.

Step 10: Edit Your Story [est: time: one week]

Use editing software to combine your soundbites and b-roll. Export a 4-minute max rough cut for feedback.
🖥 Lesson: SRL Editing Webinar

Step 11: Revise and Finalize. Incorporate feedback, polish visuals and sound, and export the final cut [est: time: one week]

Edit the final cut with suggestions

📽 Format: H.264, Vimeo 1080p Full HD

Resources

Materials:

Google doc version of project

Examples

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

  • 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.

Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. (ISTE)

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

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

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)

Demonstrate writing processes used in journalism and broadcasting media.

  • 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.

Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace.

  • CCTC AR 4.1: Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace.

Reading - Integration of Knowledge and Ideas

  • 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).

Plan and deliver a media production (e.g., broadcast, video, web, mobile).

  • 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.

Describe the diversity and variety of functions within the Journalism & Broadcasting Career Pathway.

  • 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.

Demonstrate technical support skills for audio, video and film productions.

  • 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.

Speaking and Listening - Presentation of Knowledge and Ideas

  • 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.

Writing - Research to Build and Present Knowledge

  • 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.

Reading - Craft and Structure

  • 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.
Topics

Civics

Levels
Materials

Mic

Camera or Mobile Phone

Computers

Camera

Internet

Light Kit

Online Worksheet

Estimated Time

8 weeks