I'm glad that I also teach math, since in mathematics our curriculum is ancient and its goals are clear and well debated, in math, the challenge is relevance, in CS we drown in too much relevance.
I assume that some day my students will make choices about what software we use, what networks we have and the rules that govern all of these things.
All of these things are designed and will be in their power.
I'm currently thinking about how to teach them about surveillance, its vast utility and potential for abuse.
My overall goal is that they never assume that these systems and software just exist and cannot be changed.
This can be difficult when a fair number of the well meaning adults I encounter don't really understand these things about computers or computer systems.
"Training young people for the jobs of the future!"
no no no no no we can do a lot more than that.
From time to time people get the idea that CS should be "integrated into the rest of the curriculum" rather than being its own subject.
You could take this integration approach with any subject, with math, or English... but 100s of years of experience show that this doesn't work very well unless you have an exceptional team of teachers with ample extra time to make such integration possible. Breaking education into subjects is a matter of effectiveness and efficiency.
Could you have an integrated project where a student learns about history, applies concepts from statistics and math and CS to analyze data, writes with expressive clarity about these topics and presents the work to their peers? Yes, and sometimes we can do that.
But you might not get the depth of understanding and technical competence possible if you have subjects.
Very few people will learn how a "for loop" works ... naturally.