Youth Climate Leaders

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)

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (NGSS HS-ESS3-1)

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)

• 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.

At its heart, chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present. (NCSS D2.His.1.9-12 - D2.His.3.9-12)

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

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)

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (NGSS HS-LS4-1)

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 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.9-10.1: 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.