| CS.HS.1.1a |
Identify and create different types of algorithms (sort, search, etc.). |
Lessons
|
| CS.HS.1.1b |
Predict the outcome of different types of algorithms. |
Lessons
|
| CS.HS.1.1c |
Create or adapt algorithms to solve problems for multiple purposes (e.g., personal interests, stakeholder needs). |
Lessons
|
| CS.HS.1.1d |
Use an algorithm that involves mathematical operations and functions to solve problems. |
Lessons
|
| CS.HS.1.1e |
Use an iterative approach to utilizing and/or developing an algorithm. |
Lessons
|
| CS.HS.1.1f |
Recognize problems that cannot be solved computationally. |
Lessons
|
| CS.HS.1.1g |
Identify and describe algorithms that exist within their personal lives. |
Lessons
|
| CS.HS.1.2a |
Illustrate the flow of execution of an iterative algorithm (e.g., recursion). |
Lessons
|
| CS.HS.1.2b |
Explain the value of heuristic algorithms to model ways to solve problems. |
Lessons
|
| CS.HS.1.2c |
Adapt algorithms used in one problem to solve a related or different problem. |
Lessons
|
| CS.HS.1.2d |
Use multiple methods to represent an algorithm (e.g., diagram, programming language, unplugged). |
Lessons
|
| CS.HS.1.3a |
Describe pros and cons of the performance of algorithms for the same task. |
Lessons
|
| CS.HS.1.3b |
Use an iterative approach to developing an algorithm. |
Lessons
|
| CS.HS.1.3c |
Test and troubleshoot so that algorithms produce reasonable results. |
Lessons
|
| CS.HS.1.4a |
Demonstrate how the process of decomposition is iterative and used to solve problems. |
Lessons
|
| CS.HS.1.4b |
Formulate possible solutions based on the decomposition of a problem. |
Lessons
|
| CS.HS.1.5a |
Describe how abstraction is central to computational thinking. |
Lessons
|
| CS.HS.1.5b |
Identify and prioritize the most relevant parts of a problem while filtering out extraneous details. |
Lessons
|
| CS.HS.1.5c |
Demonstrate different ways to represent key problem components. |
Lessons
|
| CS.HS.1.6a |
Identify different types of data that are exchanged and produced by computers (e.g., protocols). |
Lessons
|
| CS.HS.1.6b |
Evaluate the trade-offs for how data elements are organized and where data are stored (e.g., PNG/GIF, structured/unstructured). |
Lessons
|
| CS.HS.1.6c |
Compare and contrast various data structures/techniques for storing and processing data (e.g., arrays, lists, tables). |
Lessons
|
| CS.HS.1.7a |
Provide multiple versions of data visualization in order to deepen problem analysis. |
Lessons
|
| CS.HS.1.7b |
Interpret and analyze data to make informed decisions. |
Lessons
|
| CS.HS.1.8a |
Analyze computer output in different forms (e.g., plain text, CSV, graphs, images). |
Lessons
|
| CS.HS.1.8b |
Design visualizations using the appropriate tool(s) with the end user in mind. |
Lessons
|
| CS.HS.1.8c |
Provide multiple versions of data visualization in order to deepen problem analysis. |
Lessons
|
| CS.HS.2.1a |
Describe key protocols and underlying processes of internet-based services, (e.g., https) and discuss impact of technology change on communication protocols. |
Lessons
|
| CS.HS.2.1b |
Illustrate and describe the basic components and various network types and topologies (e.g., personal, local, metropolitan, and wide). |
Lessons
|
| CS.HS.2.1c |
Explain the difference between decimal, hexadecimal, octal and binary number formats and how they are used in computing environments. |
Lessons
|
| CS.HS.2.2a |
Explain the difference between memory and disk storage, internal and external storage, Random Access Memory (RAM), flash, cloud. |
Lessons
|
| CS.HS.2.2b |
Explain how to maintain safety when working on PCs, e.g., electromagnetic precautions. |
Lessons
|
| CS.HS.2.2c |
Describe how computing devices are engineered for fault tolerance and reliability, and identify potential sources of weakness (e.g., redundant power supplies, RAID, SAN/NAS connections). |
Lessons
|
| CS.HS.2.3a |
Identify and differentiate between different kinds of software (e.g., operating systems vs. applications) and their purposes. |
Lessons
|
| CS.HS.2.3b |
Explain what an operating system is, and why it is important for a computer or computing device (e.g., Linux, Windows, iOS). |
Lessons
|
| CS.HS.2.3c |
Describe how software interacts with hardware to complete tasks. |
Lessons
|
| CS.HS.2.4a |
Explain the integration of hardware, software and network communications components to create a networked system. |
Lessons
|
| CS.HS.2.4b |
Summarize security approaches using a systems approach perspective |
Lessons
|
| CS.HS.2.5a |
Identify stakeholder’s problems/needs. |
Lessons
|
| CS.HS.2.5b |
Articulate design requirements back to stakeholder. |
Lessons
|
| CS.HS.2.5c |
Illustrate options for considerations and develop conceptual model. |
Lessons
|
| CS.HS.2.5d |
Perform system analysis based on stakeholder considerations. |
Lessons
|
| CS.HS.2.6a |
Describe elements of an effective backup system. |
Lessons
|
| CS.HS.2.6b |
Compare backup systems for computer users, or a network. |
Lessons
|
| CS.HS.2.6c |
List the various backup methodologies (e.g., full, differential), and why one would pick one over the other, or use all. |
Lessons
|
| CS.HS.2.6d |
Explain the ways an organization would continue to operate in light of a systems failure. |
Lessons
|
| CS.HS.2.7a |
Identify examples of threats to systems and data. |
Lessons
|
| CS.HS.2.7b |
Describe the process by which intruders gain entry into a production system (e.g., reconnaissance). |
Lessons
|
| CS.HS.2.7c |
Describe and compare methods to test/validate how well systems and data are protected. |
Lessons
|
| CS.HS.2.7d |
Investigate different career pathways relating to systems security. |
Lessons
|
| CS.HS.3.1a |
Analyze and apply a design methodology to identify constraints and requirements of an identified problem. |
Lessons
|
| CS.HS.3.1b |
Utilize tools and resources such as pseudocode, flowcharts, wireframes, etc., as part of the design process. |
Lessons
|
| CS.HS.3.1c |
Determine and use graphical or text-based languages. |
Lessons
|
| CS.HS.3.1d |
Understand and apply core programming concepts. |
Lessons
|
| CS.HS.3.2a |
Write code per selected design. |
Lessons
|
| CS.HS.3.2b |
Create code comments to communicate to other developers and ensure documentation of code. |
Lessons
|
| CS.HS.3.2c |
Use various troubleshooting and debugging techniques to improve code. |
Lessons
|
| CS.HS.3.2d |
Create appropriate variables to store and retrieve data. |
Lessons
|
| CS.HS.3.3a |
Integrate collaborative strategies to improve programming outputs. |
Lessons
|
| CS.HS.3.3b |
Identify and analyze a variety of collaborative tools (e.g., commenting, development repositories) in order to determine the appropriateness for intended use. |
Lessons
|
| CS.HS.3.3c |
Identify strategies such as peer reviews to test and refine artifacts in development. |
Lessons
|
| CS.HS.3.3d |
Determine when to use standard software tools like APIs, libraries, version control repositories, etc. |
Lessons
|
| CS.HS.3.4a |
Understand and apply principles of stakeholder-based design. |
Lessons
|
| CS.HS.3.4b |
Guide/advise stakeholders on strategies and solutions best suited for their problem (i.e., type of platform). |
Lessons
|
| CS.HS.3.4c |
Construct effective methods for gathering feedback from stakeholder. |
Lessons
|
| CS.HS.3.4d |
Respond to feedback from stakeholders to improve computing solutions. |
Lessons
|
| CS.HS.3.4e |
Create and share product support documentation for potential users. |
Lessons
|
| CS.HS.3.4f |
Articulate lessons learned as a result of the design and creation process. |
Lessons
|
| CS.HS.3.5a |
Investigate and understand privacy, security and protection laws. |
Lessons
|
| CS.HS.3.5b |
Articulate the importance of securing personal data information on encrypted storage systems. |
Lessons
|
| CS.HS.3.5c |
Identify and analyze current events to ensure the safety, security and wellbeing of all potential stakeholders and end users. |
Lessons
|
| CS.HS.3.5d |
Identify influential computing innovations, and identify the beneficial and harmful effects they have had, or could have, on society, economy and culture. |
Lessons
|
| CS.HS.3.5e |
Discuss and explain how diversity of design and issues of accessibility impact a wide-range of users. |
Lessons
|
| CS.HS.3.5f |
Demonstrate ways to improve the accessibility of computational technologies and artifacts. |
Lessons
|
| CS.HS.3.6a |
Describe how software licensing influences program development. |
Lessons
|
| CS.HS.3.6b |
Investigate and develop solutions that discourage online software piracy. |
Lessons
|
| CS.HS.3.6c |
Explore and integrate security measures such as encryption, authentication and verification strategies to secure developed computer programs. |
Lessons
|
| CS.HS.3.6d |
Research and abide by intellectual property laws and patents. |
Lessons
|
| CS.HS.4.1a |
Define confidentiality, integrity and availability in the context of cybersecurity, and share a basic example of each. |
Lessons
|
| CS.HS.4.1b |
Analyze real-life scenarios to identify which of the core principles are at risk or have been compromised and explain why. |
Lessons
|
| CS.HS.4.1c |
Critically analyze case studies of cyber security incidents and identify where breaches in CIA have occurred. |
Lessons
|
| CS.HS.4.1d |
Research real-world examples of cyber security breaches and share their findings, focusing on how CIA principles were impacted. |
Lessons
|
| CS.HS.4.2a |
Compare and contrast applications based on their privacy policies and permissions, evaluating the impact on individuals and society. |
Lessons
|
| CS.HS.4.2b |
Synthesize understanding of privacy practices to inform peers on healthy vs harmful practices. |
Lessons
|
| CS.HS.4.2c |
Explain the individual risks of a data breach to an organization housing personal data. (Department of Homeland Security (DHS) through CISA Grant given to Cyber.org, 2021) |
Lessons
|
| CS.HS.4.2d |
Compare and contrast the harms and benefits between ensuring privacy and enabling convenience and usability (Dark, Daugherty, Emry, Massey, & Peyrot, 2021) |
Lessons
|
| CS.HS.4.2e |
Compare and contrast situations where one would want to be anonymous vs. identifiable and provide an example where one party desires anonymity but the other party desires clear identification. |
Lessons
|
| CS.HS.4.2f |
Discuss and/or give an example of how privacy decisions made today may have negative implications in the future. |
Lessons
|
| CS.HS.4.2g |
Describe one or more systems used on a regular basis which reveals information about a user’s pattern of life. |
Lessons
|
| CS.HS.4.2h |
Explain why trying every possible combination (a brute force attack) will always break encryption if given enough time. |
Lessons
|
| CS.HS.4.2i |
Describe ways encryption is used today. |
Lessons
|
| CS.HS.4.2j |
Evaluate strengths and weaknesses of an encryption method in context. |
Lessons
|
| CS.HS.4.3a |
Build a list of common threats students face and explain how an adversary may try to exploit those threats (adversarial thinking). |
Lessons
|
| CS.HS.4.3b |
Analyze real-life scenarios to identify which of the core principles are at risk or have been compromised and explain why. (This covers “Demonstrate adversarial thinking for a given problem. example: attack trees”) |
Lessons
|
| CS.HS.4.3c |
Explain how social behaviors and human factors can impact the cybersecurity of a system design. (Dark, Daugherty, Emry, Massey, & Peyrot, 2021) |
Lessons
|
| CS.HS.4.3d |
Evaluate digital habits and practices to identify potential risks and predict how an adversary might seek to exploit vulnerabilities. |
Lessons
|
| CS.HS.4.3e |
Analyze the motives of threat actors (Dark, Daugherty, Emry, Massey, & Peyrot, 2021) |
Lessons
|
| CS.HS.4.3f |
Explain the variety of ways in which a security vulnerability could be created and exploited (for example: system error, social engineering, or input by an adversary). |
Lessons
|
| CS.HS.4.3g |
Explain the difference between protecting against a random failure versus protecting against an intentional attack. |
Lessons
|
| CS.HS.4.3h |
Give an example of a system where the risk of a potential incident requires a high degree of security and an example where the risk of a potential compromise requires only a minor degree of security |
Lessons
|
| CS.HS.5.1a |
Explain the evolution of AI, the scope and limitations of current AI and the future of AI. |
Lessons
|
| CS.HS.5.1b |
Describe the purpose of different AI tools. |
Lessons
|
| CS.HS.5.1c |
Explain the potential ethical dilemmas and biases in developing, training, and using AI tools. |
Lessons
|
| CS.HS.5.1d |
Distinguish between AI and general computer programming. |
Lessons
|
| CS.HS.5.1e |
Describe real-world applications of AI, such as personal assistants, recommendation systems, advertising systems, and autonomous vehicles. |
Lessons
|
| CS.HS.5.1f |
Examine the differences between narrow AI and general AI, and their implications. |
Lessons
|
| CS.HS.5.1g |
Discuss the use of the term “learning” with respect to specific AI tools and techniques. |
Lessons
|
| CS.HS.5.1h |
Evaluate the kinds of data that can be used for AI problems and how they are used to train AI models. |
Lessons
|
| CS.HS.5.1i |
Evaluate, select and use appropriate AI technology to solve a problem. |
Lessons
|
| CS.HS.5.2a |
Develop and evaluate an AI-based solution to address a real-world objective. |
Lessons
|
| CS.HS.5.2b |
Describe how AI can create novel outcomes by identifying patterns in data from the domain of interest. |
Lessons
|
| CS.HS.5.3a |
Explain the potential limitations of AI; for example, insufficient or inaccurate data inputs, inability of the system to recognize its own errors, and flaws in the underlying algorithms. |
Lessons
|
| CS.HS.5.3b |
Evaluate the results produced by an AI tool before using it. |
Lessons
|
| CS.HS.5.3c |
Discuss challenges and considerations of AI with respect to personal privacy. |
Lessons
|
| CS.HS.5.3d |
Evaluate the implications of AI on job markets and its role in automation and productivity. |
Lessons
|
| CS.HS.5.3e |
Recognize the importance and challenges of human oversight in AI decision-making. |
Lessons
|
| CS.HS.5.3f |
Recognize the purpose and suitability of AI tools for achieving specific outcomes. |
Lessons
|
| CS.HS.5.4a |
Identify arguments regarding the dilemmas created by advances in artificial intelligence. |
Lessons
|
| CS.HS.5.4b |
Explain why computational artifacts can be attributed to an AI system rather than its initial programmers. |
Lessons
|
| CS.HS.5.4c |
Describe the "Turing Test" and its implications for distinguishing human and artificial intelligences. |
Lessons
|
| CS.HS.5.4d |
Articulate arguments against "artificial intelligence" qualifying as "actual intelligence" and counterarguments that refute those specific arguments. |
Lessons
|
| CS.HS.6.1a |
a. Describe how active and passive social media use can lead to positive and negative feelings. |
Lessons
|
| CS.HS.6.1b |
5 b. Identify research trends related to the health impact of screen time. |
Lessons
|
| CS.HS.6.1c |
6 c. Brainstorm strategies for navigating challenging relationships in a digital environment. |
Lessons
|
| CS.HS.6.1d |
8 d. Learn strategies for civil discourse in a digital environment and apply them to a scenario involving uncivil discourse. |
Lessons
|
| CS.HS.6.1e |
10 e. Define "digital reputation," and identify examples of social media posts that can have a positive or negative effect. |
Lessons
|
| CS.HS.6.1f |
12 f. Explain why you should ask permission before posting pictures or information about someone else. |
Lessons
|
| CS.HS.6.1g |
14 g. Identify strategies for protecting their privacy, including opting out of specific features and analyzing app or website privacy policies and terms of service. |
Lessons
|
| CS.HS.6.1h |
16 h. Define "misinformation" and explore the consequences of spreading misinformation online. |
Lessons
|
| CS.HS.6.1i |
18 i. Explore examples of confirmation bias, particularly related to news and online information. |
Lessons
|
