ROLE: You are an experienced curriculum designer who specializes in creating hands-on, real-world learning experiences rooted in project-based and deeper learning principles.

You are designing activities for ONE PHASE of a project-based learning journey. FOLLOW THESE RULES EXACTLY:

- Aim for 6-10 activities for phases in projects 4+ weeks long.

Before developing activities, review learning goals and products to determine the most effective activities to elicit performance of learning goals and development of products.  Then, begin designing.

===== PRIMARY FOCUS =====
- Design activities that elicit performance of one or more learning goals. 

===== ACTIVITY MIX =====
- Each phase should ideally have 2-3 "knowledge_building" activities.
- Aim for ~30% of activities to be "knowledge_building" type.
- Balance "project_work" + "deliverable" - no more than ~40% combined.
- Follow a TEACH -> APPLY rhythm: knowledge_building first, then project_work/deliverable.
- Build on skills from previous phases - form progressive sequences.
- "community_experience" is ONLY for connections with people OUTSIDE the classroom.
- MAXIMUM 1-2 "assessment" activities. Assessments are milestone checkpoints, NOT reflections.

===== ACTIVITY TYPES =====
Use these EXACT values:
- "launch": Entry event - introduce driving question, hook students
- "deliverable": Formative work product - checkpoint, draft, or preliminary work that feeds into summative assessment
- "assessment": Summative evaluation - traditional (quiz/test) or performance-based (major product with rubric)
- "knowledge_building": Direct instruction, guided practice, and skill-building sessions
- "project_work": Hands-on work time for prototyping, creating, building, and applying skills
- "research": Student-driven investigation — reading articles, analyzing informational text, conducting research, and presenting findings.
- "community_experience": Community connections — site visits, buddy visits, expert panels, interviews, and real-world encounters that ground the project in authentic context.

===== PEDAGOGICAL QUALITY =====
- PEER FEEDBACK: Include peer feedback rounds where students "give feedback to 2 peers, receive feedback, and revise."
- MILESTONE GATES: Use grading_required: true for demonstrated competency that gates progression.
- ITERATION LOOPS: students produce work -> get feedback -> revise -> get feedback again.
- JUST-IN-TIME SKILLS: Teach technical skills immediately before students need them.
- DURATION: Each class period is 45 minutes. Vary durations realistically - NOT every activity should be the same length. Every activity MUST have a duration field in minutes.
- CROSS-DISCIPLINARY: Weave in relevant subject areas naturally.

===== TITLE RULES =====
- Every title MUST name specific content, tools, or artifacts from THIS project
- NEVER prefix with activity type labels - the activity_type field already provides this
- Prepend a relevant emoji to each title
- Keep titles SHORT (3-8 words after the emoji). Put details in the description, NOT the title.
- NEVER add parenthetical clarifications like "(Individual Draft)" or "(Give feedback to 2 peers)"

===== DESCRIPTION RULES =====
- Scale depth to complexity. Simple reflection = 1 sentence. Multi-step build = 3-4 sentences.
- Name specific materials, tools, techniques, and expected outputs.
- Do NOT repeat phrases from other phases.

===== SUCCESS CRITERIA RULES =====
- Specific and measurable. Include quantities, formats, or observable evidence.


LEARNING GOAL DISTRIBUTION:
Distribute these across activities so EVERY learning goal appears on at least one activity in this phase OR in another phase.
For each activity, list the uuids of the goals it scaffolds toward in the "learning_goal_uuids" array.
Goals (use these uuids):
[{"uuid":"726755ab-3174-4851-8caf-3ebf906ca43e (Goal 1: Students will be able to analyze refugee stories, maps, and informational tex...)","statement":"Students will be able to analyze refugee stories, maps, and informational texts to identify the needs, causes, and local support systems surrounding refugee resettlement."},{"uuid":"0e23f670-0a82-49d3-b096-19441b8683ea (Goal 2: Students will be able to evaluate multiple civic action options for supportin...)","statement":"Students will be able to evaluate multiple civic action options for supporting refugees by comparing their feasibility, stakeholders, and likely outcomes."},{"uuid":"5f1342e8-db3a-4adf-82a0-0cb5eb07dece (Goal 3: Students will be able to develop and revise persuasive outreach letters that ...)","statement":"Students will be able to develop and revise persuasive outreach letters that present a clear claim and use evidence from research for authentic audiences."},{"uuid":"0776bc79-669e-46af-af70-6bdc4ea61615 (Goal 4: Students will be able to integrate visual information from charts, graphs, ma...)","statement":"Students will be able to integrate visual information from charts, graphs, maps, and photos into fact sheets and posters that strengthen their arguments."},{"uuid":"e1b98c39-dced-49ff-af8a-f45ee0f52e1d (Goal 5: Students will be able to collaborate in discussions to build on peers' ideas,...)","statement":"Students will be able to collaborate in discussions to build on peers' ideas, ask clarifying questions, and reach shared decisions about team actions and roles."},{"uuid":"5fce49a2-7452-4ab0-8bbd-9234fb0fc20e (Goal 6: Students will be able to reflect on feedback and revise their work to improve...)","statement":"Students will be able to reflect on feedback and revise their work to improve clarity, accuracy, and audience impact in their final products."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: Project to get students engaged in supporting refugees somehow (donation drives, sales, letters to important people)
  - Grade Level(s): ["8th Grade"]
  - Project Timeframe: 5 weeks, 1 days per week, 45 minutes per day
  - Standards that should be met: [Common Core] CCSS.ELA-Literacy.SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

[National Council for the Social Studies] D4.3.6-8 - Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

[Common Core] CCSS.ELA-Literacy.WHST.6-8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

[National Council for the Social Studies] D4.7.6-8 - Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.

[Common Core] CCSS.ELA-Literacy.WHST.6-8.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

[Common Core] CCSS.ELA-Literacy.W.8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

[National Council for the Social Studies] D4.8.6-8 - Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.

[National Council for the Social Studies] D4.6.6-8 - Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.

[Common Core] CCSS.ELA-Literacy.RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

[Common Core] CCSS.ELA-Literacy.WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research.
  - Competencies that should be met: 
    Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    Description: How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    

    Social Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?
    Description: How well can I assess options for individual and collective action to address local, regional, and global problems?
    

    Social Studies - Make an Impact - Make a Positive Impact on my Community (SS.3.1) - How well can I apply a range of deliberative and democratic procedures to make decisions and take action in my classroom, school, and out-of-school civic contexts?
    Description: How well can I apply a range of deliberative and democratic procedures to make decisions and take action in my classroom, school, and out-of-school civic contexts?
    

    Social Studies - Make an Impact - Examine Enduring Problems (SS.3.2) - How well can I identify and investigate specific problems or issues in my local, national, or global community?
    Description: How well can I identify and investigate specific problems or issues in my local, national, or global community?
    

    English Language Arts - Express Ideas - Reflect on process, product, and impact (ELA.2.5) - How well can I reflect on my process, my creation/product/performance, and my impact?
    Description: How well can I reflect on my process, my creation/product/performance, and my impact?
    

    English Language Arts - Engage in Discussion - Demonstrate preparedness and responsibility (ELA.6.1) - How well do I participate in the discussion?
    Description: How well do I participate in the discussion?
    

    Visual Arts - Create Visual Art - Demonstrate understanding of the responsibilities that come with the freedom to create (VA.1.3) - How responsible am I when creating my project?
    Description: How responsible am I when creating my project?
    

    Wayfinding - Discover, Plan, and Present My Learning Journey - Lead my conferences (WF.1.2) - I can lead a conference to explain my progress and growth in my competencies, share evidence of my work, and determine if I am on track to graduate by my target date.
    Description: I can lead a conference to explain my progress and growth in my competencies, share evidence of my work, and determine if I am on track to graduate by my target date.
    

    English Language Arts - Present to an Audience - Present findings and supporting evidence (ELA.8.2) - How well do I organize, present, and support my ideas?
    Description: How well do I organize, present, and support my ideas?
    

    Wayfinding - Discover, Plan, and Present My Learning Journey - Present my learning (WF.1.4) - I can create a formal presentation aligned to the skills on the Present to an Audience competency to share evidence of my growth and progress aligned to our Portrait of a Graduate (Profile of a Learner) and our competencies. I can reflect on my readiness to graduate and how my learning journey has prepared me to achieve my postsecondary plan.
    Description: I can create a formal presentation aligned to the skills on the Present to an Audience competency to share evidence of my growth and progress aligned to our Portrait of a Graduate (Profile of a Learner) and our competencies. I can reflect on my readiness to graduate and how my learning journey has prepared me to achieve my postsecondary plan.
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Reflection - 
  In the final week, students participate in a brief student-led reflection panel where they share evidence of learning, describe a meaningful moment of collaboration, and set one future action for supporting refugee families.
2. Community Partners - 
  Refugee Protection International, the mayor/senator/representative/governor, superintendent
3. Critique and Revision - 
  Close the project with the student-led reflection panel, where students review feedback received, name one revision that strengthened their work, and set one next step for supporting refugee families.
4. Assessment - 
  Use a gallery walk with student-created posters, data displays, and outreach letters so peers, staff, and invited officials can leave feedback on how well each team raised awareness and gathered support.
5. Project Launch - 
  Start with Letters and Lift-Off, a timed kickoff where students read a short refugee profile, draft a respectful message to the mayor, senator, representative, governor, or superintendent, and share a partner insight.
6. Core Content - 
  (1) Analyze refugee stories, needs, and current community supports using Common Core reading and speaking skills to identify what help is most needed for the project.
(2) Collect, organize, and interpret simple donation and awareness data to create posters and displays that show the class’s impact and invite feedback at the gallery walk.
(3) Practice persuasive writing, letter format, and evidence-based claims by drafting respectful outreach letters to the mayor, senator, representative, governor, or superintendent.
(4) Build collaboration and presentation skills by planning team roles, giving partner feedback, and rehearsing a clear message for Refugee Protection International and invited officials.
(5) Use discussion, reflection, and revision routines to prepare for the final student-led panel by naming evidence of learning, describing a collaboration moment, and choosing one next action to support refugee families.
7. Essential Question - 
  (1) What action can our class take over five weeks to help refugee families while building meaningful partnerships with community organizations and public officials?
(2) How might students design a project that raises awareness, gathers support, and shares real needs of refugees with the mayor, senator, representative, governor, and superintendent?
8. Exhibition - 
  Bridge the Welcome: host a gallery walk with posters, data displays, and outreach letters for classmates, staff, Refugee Protection International, and invited officials to leave feedback and donations.
9. Product - 
  (1) Produce a set of persuasive outreach letters and evidence-backed fact sheets for the mayor, senator, representative, governor, and superintendent that can be shared at the exhibition.
(2) Build a student-led awareness exhibit with simple charts, refugee story summaries, and local support maps that show what help is needed and where the class can make a difference.
(3) Create a final community showcase packet with revised letters, posters, and a one-page impact summary to present during the gallery walk and leave with community partners and officials.

PROJECT OVERVIEW (1-Pager):
{"launch":"Begin with “Letters and Lift-Off”: students read a short refugee profile, study one photo or map, and complete a 3-minute quickwrite on what support a new family might need in their community. In pairs, they draft a respectful opening message to one public audience such as the mayor, senator, representative, governor, or superintendent, then share one insight and one question with the class. Close by revealing the challenge to create awareness materials, outreach letters, and a public gallery walk for Refugee Protection International, school staff, and invited officials. End with a fast team vote on possible actions—donation drive, awareness campaign, or advocacy letters—to launch the first week’s inquiry.","purpose":"Students investigate refugee experiences and local support systems, then decide on a realistic class action that raises awareness and gathers tangible support for refugee families. Through research, discussion, persuasive writing, and data displays, they create letters, fact sheets, posters, and an exhibit to communicate real needs to Refugee Protection International, school leaders, and public officials. The project builds students’ ability to collaborate, use evidence, revise for audience and purpose, and assess how civic action can make a local impact. It ends with a gallery walk and student-led reflection panel where students share learning, respond to feedback, and identify one next step they can take.","products":"Students create research notes, refugee story summaries, local support maps, simple donation/awareness data charts, and first drafts of respectful outreach letters to Refugee Protection International, the mayor, senator, representative, governor, and superintendent. Teams then produce revised persuasive letters, evidence-backed fact sheets, and student-designed posters/data displays for the Bridge the Welcome gallery walk, where peers, staff, community partners, and invited officials can leave feedback and donations. By the end, each team presents a student-led awareness exhibit and assembles a community showcase packet with revised letters, posters, visual data, and a one-page impact summary. Students also prepare brief reflection panel notes that highlight evidence of learning, one meaningful collaboration moment, one revision that strengthened their work, and one next action for supporting refugee families.","standards":"[Common Core] CCSS.ELA-Literacy.SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.\n\n[National Council for the Social Studies] D4.3.6-8 - Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).\n\n[Common Core] CCSS.ELA-Literacy.WHST.6-8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.\n\n[National Council for the Social Studies] D4.7.6-8 - Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.\n\n[Common Core] CCSS.ELA-Literacy.WHST.6-8.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.\n\n[Common Core] CCSS.ELA-Literacy.W.8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.\n\n[National Council for the Social Studies] D4.8.6-8 - Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.\n\n[National Council for the Social Studies] D4.6.6-8 - Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.\n\n[Common Core] CCSS.ELA-Literacy.RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.\n\n[Common Core] CCSS.ELA-Literacy.WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research.","exhibition":"Host “Bridge the Welcome” as a public gallery walk where teams display posters, local support maps, simple donation and awareness data charts, refugee story summaries, and revised outreach letters. Invite classmates, staff, Refugee Protection International, and the superintendent plus local officials such as the mayor, senator, representative, or governor’s office to leave written feedback, questions, and possible support commitments at each station. During the event, students present a short explanation of their evidence-backed claims and offer a takeaway packet with revised letters, fact sheets, and a one-page impact summary. Close with a brief student-led reflection panel in which students share evidence of learning, name one collaboration moment, explain one revision that improved their work, and state one next action for supporting refugee families.","competencies":"Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?\n\nSocial Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?\n\nSocial Studies - Make an Impact - Make a Positive Impact on my Community (SS.3.1) - How well can I apply a range of deliberative and democratic procedures to make decisions and take action in my classroom, school, and out-of-school civic contexts?\n\nSocial Studies - Make an Impact - Examine Enduring Problems (SS.3.2) - How well can I identify and investigate specific problems or issues in my local, national, or global community?\n\nEnglish Language Arts - Express Ideas - Reflect on process, product, and impact (ELA.2.5) - How well can I reflect on my process, my creation/product/performance, and my impact?\n\nEnglish Language Arts - Engage in Discussion - Demonstrate preparedness and responsibility (ELA.6.1) - How well do I participate in the discussion?\n\nVisual Arts - Create Visual Art - Demonstrate understanding of the responsibilities that come with the freedom to create (VA.1.3) - How responsible am I when creating my project?\n\nWayfinding - Discover, Plan, and Present My Learning Journey - Lead my conferences (WF.1.2) - I can lead a conference to explain my progress and growth in my competencies, share evidence of my work, and determine if I am on track to graduate by my target date.\n\nEnglish Language Arts - Present to an Audience - Present findings and supporting evidence (ELA.8.2) - How well do I organize, present, and support my ideas?\n\nWayfinding - Discover, Plan, and Present My Learning Journey - Present my learning (WF.1.4) - I can create a formal presentation aligned to the skills on the Present to an Audience competency to share evidence of my growth and progress aligned to our Portrait of a Graduate (Profile of a Learner) and our competencies. I can reflect on my readiness to graduate and how my learning journey has prepared me to achieve my postsecondary plan.","learning_goals":"Students will investigate refugee experiences, needs, and local support systems by analyzing stories, maps, charts, and informational texts, then use that research to identify realistic actions their class can take. They will collaborate in discussions to plan team roles, evaluate options for civic action, and make decisions about awareness efforts, donation strategies, and outreach to Refugee Protection International, school leaders, and public officials. Students will write, revise, and present persuasive letters, fact sheets, posters, and data displays that use evidence clearly for authentic audiences beyond the classroom. They will reflect on feedback, explain how revision improved their work, and articulate their learning, collaboration, and next steps during a student-led reflection panel."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Refugee Support Evidence Brief and Outreach Letter","options":[],"choice_type":"fixed","description":"Each student creates an evidence brief with source notes, a claim, supporting evidence, a counterargument, and a rebuttal, then writes one polished outreach letter to a chosen public audience. The packet shows individual mastery of research, argument, and audience-aware writing.","learning_goal_ids":[0,2,3,5]},"team":{"scope":"team","title":"Bridge the Welcome Gallery Walk Exhibit and Public Advocacy Panel","options":[],"choice_type":"fixed","description":"Teams design a public exhibit with posters, data visuals, refugee story summaries, support maps, and a concise team advocacy statement. They present their case at a gallery walk/panel and respond to audience questions using evidence from each member’s research.","learning_goal_ids":[0,1,2,3,4,5]},"coverage_map":{"0":["individual","team"],"2":["individual","team"],"3":["individual","team"],"5":["individual","team"],"1":["team"],"4":["team"]}}

SUCCESS CRITERIA:
[{"criteria":["Identifies at least three accurate needs or challenges faced by refugees","Uses information from multiple sources, including at least one visual source and one informational text","Explains how local support systems can address those needs","Distinguishes between a stated fact and an inference in the research notes"],"learning_goal_id":0},{"criteria":["Compares at least three action options using the same criteria","Explains at least one advantage and one limitation for each option","Names the stakeholders affected by each action","Selects the option(s) with the strongest evidence of feasibility and impact"],"learning_goal_id":1},{"criteria":["States a clear claim in the letter","Includes at least three pieces of relevant evidence from research","Explains how the evidence supports the request using reasoning, not summary","Acknowledges a possible concern or counterargument and responds respectfully","Adjusts tone and details to fit the chosen audience"],"learning_goal_id":2},{"criteria":["Includes at least two accurate visual sources in the final product","Connects each visual to a written claim or explanation","Uses labels, captions, or callouts to make the visual evidence easy to understand","Chooses visuals that strengthen the argument rather than decorate it"],"learning_goal_id":3},{"criteria":["Contributes ideas and questions during team discussion","Builds on a peer's idea with a relevant response or follow-up","Uses agreed-upon norms for respectful turn-taking and listening","Helps the team make a decision about roles or action steps"],"learning_goal_id":4},{"criteria":["Revises at least one product element based on feedback","Explains how the revision improved clarity, accuracy, or audience impact","Reflects on one strength and one next step in the final work","Shares evidence of growth during the presentation or reflection"],"learning_goal_id":5}]

THINKING LENS: Evidence-Based Argument
This template is for designing projects where students develop and defend a reasoned position on a genuine controversy using credible evidence, explicit reasoning, and fair engagement with opposition. Prioritize arguable questions, source evaluation, Claim-Evidence-Reasoning structure, and public defense over expression of personal opinion alone. Use this template when the learning outcome requires students to take a position, test it against evidence, address counterarguments honestly, and defend it under challenge.

ACTIVITY GUIDANCE:
Emphasize activities where students encounter competing perspectives, map the debate landscape, maintain analytical evidence logs, and practice distinguishing strong evidence from weak evidence. Students should actively seek both confirming and disconfirming evidence, evaluate credibility for every source, write CER-based argument structures, and rehearse responding to objections with specific evidence. Include peer critique focused on logical gaps, weak warrants, unsupported claims, and strawman rebuttals. Avoid activities that let students stay neutral throughout, research only one side, list sources without analysis, rely on emotional appeal without evidence, or present claims as settled facts rather than arguable positions.

Grade Adjustment: Keep the full arc of position-taking, evidence gathering, counterargument, and defense, but provide structured organizers for CER, credibility checks, and rebuttal writing. Reduce source complexity while still requiring multiple perspectives and explicit attention to counterevidence.

Discipline Focus:
Social Studies: In social studies, students need content knowledge about the historical period, civic issue, institutions, actors, and relevant concepts such as causation, significance, continuity and change, perspective, policy, stakeholder, and precedent. For this argument template, they must learn how claims are built from primary and secondary sources, historical data, and contextual knowledge rather than from isolated facts, and how competing interpretations or policy options must be weighed. Knowledge-building activities include sourcing and corroborating documents, contextualizing evidence, comparing historiographical perspectives, analyzing statistics and case studies, and evaluating trade-offs, feasibility, and stakeholder interests in civic arguments. Evidence of learning may take the form of a historical argument essay, source analysis paper, debate brief, documentary script, policy brief, op-ed, or speech that advances a defensible claim, uses multiple sources strategically, and addresses counterclaims or unintended consequences.
Ela: In ELA, students need content knowledge about the text or texts under study, along with literary and rhetorical concepts such as theme, characterization, symbolism, tone, structure, diction, audience, and purpose. Because this template centers on evidence-based argument, students must learn how interpretive claims are built from close reading rather than summary, and how quotations, textual patterns, and authorial choices function as evidence. Knowledge-building activities include close reading, annotation, discussion of competing interpretations, comparison across texts, and analysis of how specific language and craft moves produce meaning or rhetorical effect. Evidence of learning typically appears as a literary analysis essay, comparative analysis, rhetorical analysis, or critical review that advances a clear interpretive claim, integrates textual evidence, explains reasoning, and addresses plausible alternative readings.
GRADE LEVEL REQUIREMENTS (Grades 6-8):
- Balance collaborative and independent work
- Students can handle multi-step instructions
- Written reflections and analysis appropriate
- Peer feedback activities work well at this level


PROJECT ARC (3 phases total — you are designing Phase 1):
  Phase 1: Launch — Introduce the driving question, hook students, and set project expectations. (1 days, days 1-1) ◀ THIS PHASE
  Phase 2: Take a Public Stand — After receiving a brief refugee story and a timed kickoff prompt, students choose and defend a position on what community action matters most to support refugee families (awareness, donations, or policy-related support). They draft a short opening message and discussion claim for their outreach letters, then share it in a small-group discussion to build intellectual stake before deeper research. (4 days, days 2-5)
  Phase 3: Showcase — Present final products to an authentic audience and reflect on learning. (1 days, days 5-5)

SKILL PROGRESSION ACROSS PHASES:
  - Earlier phases should teach foundational skills; later phases build on them
  - Do NOT include final presentations or exhibitions unless this is the last phase
  - Phase 1 should include the project launch/kickoff activity


HARD TIME BUDGET — NEVER EXCEED THIS:
- This phase has 1 days × 45 min/day = 45 min TOTAL.
- Generate AT MOST 1 activities for this phase (roughly 1 per day).
- The SUM of ALL activity durations MUST BE ≤ 45 minutes.
- BEFORE returning, add up all durations and verify the total is within budget. If over, REMOVE activities until within budget.

GENERATE ACTIVITIES FOR THIS PHASE ONLY (Phase 1):
## Phase 1: Launch — Introduce the driving question, hook students, and set project expectations. (1 days, days 1-1)



DISCIPLINE GUIDANCE:
"Emphasize activities where students encounter competing perspectives, map the debate landscape, maintain analytical evidence logs, and practice distinguishing strong evidence from weak evidence. Students should actively seek both confirming and disconfirming evidence, evaluate credibility for every source, write CER-based argument structures, and rehearse responding to objections with specific evidence. Include peer critique focused on logical gaps, weak warrants, unsupported claims, and strawman rebuttals. Avoid activities that let students stay neutral throughout, research only one side, list sources without analysis, rely on emotional appeal without evidence, or present claims as settled facts rather than arguable positions."


ADDITIONAL GUIDELINES:
- Make sure to prioritize and directly integrate ALL Required Instructional Elements

- Ensure all ideas are grade level appropriate
- Ensure all ideas are achievable within the given timeframe
- Prioritize ideas that allow all students to meaningfully participate and succeed
- Prioritize project-based, experiential ideas and avoid traditional worksheets or lectures.
- Provide actionable ideas based on the context provided without including explanations of the task or reasoning process.
- Avoid terms like "empower" that imply giving or granting agency to students. Rather, use direct, active language that recognizes students' existing capabilities.
- Do not repeat or restate details from the prompt in your response.
- Each activity needs realistic duration in minutes and a specific day number within days 1-1
- student_grouping_type must be: individual, pair, small_group, or whole_class
- LAUNCH activities go near the BEGINNING of the phase
- ASSESSMENT activities go toward the END of the phase
- Omit student_instructions to save space.

Return JSON:
{
  "description": "Students will...",
  "activities": [
    { "title": "🔬 ...", "description": "...",
      "activity_type": "knowledge_building",
      "duration": 30, "day": 1,
      "student_grouping_type": "individual|pair|small_group|whole_class",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": ["...", "..."],
      "learning_goal_uuids": ["<uuid of a goal this activity scaffolds>"] }
Standards and competencies are derived from the assigned goals — do NOT return them per activity.
  ]
}

{
  "description": "Students will enter the project through a fast-paced launch that introduces refugee resettlement as a real civic issue, prompts an initial evidence-based position, and sets up the letters, discussion, and action planning they will develop in the next phase.",
  "activities": [
    {
      "title": "🚀 Letters and Lift-Off",
      "description": "Students read a short refugee profile, examine one photo or local support map, and complete a 3-minute quickwrite naming likely needs and one question about local support. In pairs, they draft a respectful opening message to the mayor, senator, representative, governor, or superintendent using a simple claim-and-evidence frame, then share one partner insight during a brief whole-class reveal of the project challenge and action options.",
      "activity_type": "launch",
      "duration": 45,
      "day": 1,
      "student_grouping_type": "pair",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Completes a quickwrite with at least 2 accurate needs or challenges a refugee family might face",
        "References at least 1 detail from the profile and 1 detail from the photo or map",
        "Drafts a respectful 3-5 sentence opening message to one named public audience",
        "States 1 possible class action option and 1 question for further research during pair or class share"
      ],
      "learning_goal_uuids": [
        "726755ab-3174-4851-8caf-3ebf906ca43e (Goal 1: Students will be able to analyze refugee stories, maps, and informational tex...)",
        "0e23f670-0a82-49d3-b096-19441b8683ea (Goal 2: Students will be able to evaluate multiple civic action options for supportin...)",
        "5f1342e8-db3a-4adf-82a0-0cb5eb07dece (Goal 3: Students will be able to develop and revise persuasive outreach letters that ...)",
        "0776bc79-669e-46af-af70-6bdc4ea61615 (Goal 4: Students will be able to integrate visual information from charts, graphs, ma...)",
        "e1b98c39-dced-49ff-af8a-f45ee0f52e1d (Goal 5: Students will be able to collaborate in discussions to build on peers' ideas,...)"
      ]
    }
  ]
}

ROLE: You are an experienced curriculum designer who specializes in creating hands-on, real-world learning experiences rooted in project-based and deeper learning principles.

You are designing activities for ONE PHASE of a project-based learning journey. FOLLOW THESE RULES EXACTLY:

- Aim for 6-10 activities for phases in projects 4+ weeks long.

Before developing activities, review learning goals and products to determine the most effective activities to elicit performance of learning goals and development of products.  Then, begin designing.

===== PRIMARY FOCUS =====
- Design activities that elicit performance of one or more learning goals. 

===== ACTIVITY MIX =====
- Each phase should ideally have 2-3 "knowledge_building" activities.
- Aim for ~30% of activities to be "knowledge_building" type.
- Balance "project_work" + "deliverable" - no more than ~40% combined.
- Follow a TEACH -> APPLY rhythm: knowledge_building first, then project_work/deliverable.
- Build on skills from previous phases - form progressive sequences.
- "community_experience" is ONLY for connections with people OUTSIDE the classroom.
- MAXIMUM 1-2 "assessment" activities. Assessments are milestone checkpoints, NOT reflections.

===== ACTIVITY TYPES =====
Use these EXACT values:
- "launch": Entry event - introduce driving question, hook students
- "deliverable": Formative work product - checkpoint, draft, or preliminary work that feeds into summative assessment
- "assessment": Summative evaluation - traditional (quiz/test) or performance-based (major product with rubric)
- "knowledge_building": Direct instruction, guided practice, and skill-building sessions
- "project_work": Hands-on work time for prototyping, creating, building, and applying skills
- "research": Student-driven investigation — reading articles, analyzing informational text, conducting research, and presenting findings.
- "community_experience": Community connections — site visits, buddy visits, expert panels, interviews, and real-world encounters that ground the project in authentic context.

===== PEDAGOGICAL QUALITY =====
- PEER FEEDBACK: Include peer feedback rounds where students "give feedback to 2 peers, receive feedback, and revise."
- MILESTONE GATES: Use grading_required: true for demonstrated competency that gates progression.
- ITERATION LOOPS: students produce work -> get feedback -> revise -> get feedback again.
- JUST-IN-TIME SKILLS: Teach technical skills immediately before students need them.
- DURATION: Each class period is 45 minutes. Vary durations realistically - NOT every activity should be the same length. Every activity MUST have a duration field in minutes.
- CROSS-DISCIPLINARY: Weave in relevant subject areas naturally.

===== TITLE RULES =====
- Every title MUST name specific content, tools, or artifacts from THIS project
- NEVER prefix with activity type labels - the activity_type field already provides this
- Prepend a relevant emoji to each title
- Keep titles SHORT (3-8 words after the emoji). Put details in the description, NOT the title.
- NEVER add parenthetical clarifications like "(Individual Draft)" or "(Give feedback to 2 peers)"

===== DESCRIPTION RULES =====
- Scale depth to complexity. Simple reflection = 1 sentence. Multi-step build = 3-4 sentences.
- Name specific materials, tools, techniques, and expected outputs.
- Do NOT repeat phrases from other phases.

===== SUCCESS CRITERIA RULES =====
- Specific and measurable. Include quantities, formats, or observable evidence.


LEARNING GOAL DISTRIBUTION:
Distribute these across activities so EVERY learning goal appears on at least one activity in this phase OR in another phase.
For each activity, list the uuids of the goals it scaffolds toward in the "learning_goal_uuids" array.
Goals (use these uuids):
[{"uuid":"726755ab-3174-4851-8caf-3ebf906ca43e (Goal 1: Students will be able to analyze refugee stories, maps, and informational tex...)","statement":"Students will be able to analyze refugee stories, maps, and informational texts to identify the needs, causes, and local support systems surrounding refugee resettlement."},{"uuid":"0e23f670-0a82-49d3-b096-19441b8683ea (Goal 2: Students will be able to evaluate multiple civic action options for supportin...)","statement":"Students will be able to evaluate multiple civic action options for supporting refugees by comparing their feasibility, stakeholders, and likely outcomes."},{"uuid":"5f1342e8-db3a-4adf-82a0-0cb5eb07dece (Goal 3: Students will be able to develop and revise persuasive outreach letters that ...)","statement":"Students will be able to develop and revise persuasive outreach letters that present a clear claim and use evidence from research for authentic audiences."},{"uuid":"0776bc79-669e-46af-af70-6bdc4ea61615 (Goal 4: Students will be able to integrate visual information from charts, graphs, ma...)","statement":"Students will be able to integrate visual information from charts, graphs, maps, and photos into fact sheets and posters that strengthen their arguments."},{"uuid":"e1b98c39-dced-49ff-af8a-f45ee0f52e1d (Goal 5: Students will be able to collaborate in discussions to build on peers' ideas,...)","statement":"Students will be able to collaborate in discussions to build on peers' ideas, ask clarifying questions, and reach shared decisions about team actions and roles."},{"uuid":"5fce49a2-7452-4ab0-8bbd-9234fb0fc20e (Goal 6: Students will be able to reflect on feedback and revise their work to improve...)","statement":"Students will be able to reflect on feedback and revise their work to improve clarity, accuracy, and audience impact in their final products."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: Project to get students engaged in supporting refugees somehow (donation drives, sales, letters to important people)
  - Grade Level(s): ["8th Grade"]
  - Project Timeframe: 5 weeks, 1 days per week, 45 minutes per day
  - Standards that should be met: [Common Core] CCSS.ELA-Literacy.SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
  - Competencies that should be met: 
    Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    Description: How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    

    Social Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?
    Description: How well can I assess options for individual and collective action to address local, regional, and global problems?
    

    Social Studies - Make an Impact - Make a Positive Impact on my Community (SS.3.1) - How well can I apply a range of deliberative and democratic procedures to make decisions and take action in my classroom, school, and out-of-school civic contexts?
    Description: How well can I apply a range of deliberative and democratic procedures to make decisions and take action in my classroom, school, and out-of-school civic contexts?
    

    Social Studies - Make an Impact - Examine Enduring Problems (SS.3.2) - How well can I identify and investigate specific problems or issues in my local, national, or global community?
    Description: How well can I identify and investigate specific problems or issues in my local, national, or global community?
    

    English Language Arts - Express Ideas - Reflect on process, product, and impact (ELA.2.5) - How well can I reflect on my process, my creation/product/performance, and my impact?
    Description: How well can I reflect on my process, my creation/product/performance, and my impact?
    

    English Language Arts - Engage in Discussion - Demonstrate preparedness and responsibility (ELA.6.1) - How well do I participate in the discussion?
    Description: How well do I participate in the discussion?
    

    Visual Arts - Create Visual Art - Demonstrate understanding of the responsibilities that come with the freedom to create (VA.1.3) - How responsible am I when creating my project?
    Description: How responsible am I when creating my project?
    

    Wayfinding - Discover, Plan, and Present My Learning Journey - Lead my conferences (WF.1.2) - I can lead a conference to explain my progress and growth in my competencies, share evidence of my work, and determine if I am on track to graduate by my target date.
    Description: I can lead a conference to explain my progress and growth in my competencies, share evidence of my work, and determine if I am on track to graduate by my target date.
    

    English Language Arts - Present to an Audience - Present findings and supporting evidence (ELA.8.2) - How well do I organize, present, and support my ideas?
    Description: How well do I organize, present, and support my ideas?
    

    Wayfinding - Discover, Plan, and Present My Learning Journey - Present my learning (WF.1.4) - I can create a formal presentation aligned to the skills on the Present to an Audience competency to share evidence of my growth and progress aligned to our Portrait of a Graduate (Profile of a Learner) and our competencies. I can reflect on my readiness to graduate and how my learning journey has prepared me to achieve my postsecondary plan.
    Description: I can create a formal presentation aligned to the skills on the Present to an Audience competency to share evidence of my growth and progress aligned to our Portrait of a Graduate (Profile of a Learner) and our competencies. I can reflect on my readiness to graduate and how my learning journey has prepared me to achieve my postsecondary plan.
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Reflection - 
  In the final week, students participate in a brief student-led reflection panel where they share evidence of learning, describe a meaningful moment of collaboration, and set one future action for supporting refugee families.
2. Community Partners - 
  Refugee Protection International, the mayor/senator/representative/governor, superintendent
3. Critique and Revision - 
  Close the project with the student-led reflection panel, where students review feedback received, name one revision that strengthened their work, and set one next step for supporting refugee families.
4. Assessment - 
  Use a gallery walk with student-created posters, data displays, and outreach letters so peers, staff, and invited officials can leave feedback on how well each team raised awareness and gathered support.
5. Project Launch - 
  Start with Letters and Lift-Off, a timed kickoff where students read a short refugee profile, draft a respectful message to the mayor, senator, representative, governor, or superintendent, and share a partner insight.
6. Core Content - 
  (1) Analyze refugee stories, needs, and current community supports using Common Core reading and speaking skills to identify what help is most needed for the project.
(2) Collect, organize, and interpret simple donation and awareness data to create posters and displays that show the class’s impact and invite feedback at the gallery walk.
(3) Practice persuasive writing, letter format, and evidence-based claims by drafting respectful outreach letters to the mayor, senator, representative, governor, or superintendent.
(4) Build collaboration and presentation skills by planning team roles, giving partner feedback, and rehearsing a clear message for Refugee Protection International and invited officials.
(5) Use discussion, reflection, and revision routines to prepare for the final student-led panel by naming evidence of learning, describing a collaboration moment, and choosing one next action to support refugee families.
7. Essential Question - 
  (1) What action can our class take over five weeks to help refugee families while building meaningful partnerships with community organizations and public officials?
(2) How might students design a project that raises awareness, gathers support, and shares real needs of refugees with the mayor, senator, representative, governor, and superintendent?
8. Exhibition - 
  Bridge the Welcome: host a gallery walk with posters, data displays, and outreach letters for classmates, staff, Refugee Protection International, and invited officials to leave feedback and donations.
9. Product - 
  (1) Produce a set of persuasive outreach letters and evidence-backed fact sheets for the mayor, senator, representative, governor, and superintendent that can be shared at the exhibition.
(2) Build a student-led awareness exhibit with simple charts, refugee story summaries, and local support maps that show what help is needed and where the class can make a difference.
(3) Create a final community showcase packet with revised letters, posters, and a one-page impact summary to present during the gallery walk and leave with community partners and officials.

PROJECT OVERVIEW (1-Pager):
{"launch":"Begin with “Letters and Lift-Off”: students read a short refugee profile, study one photo or map, and complete a 3-minute quickwrite on what support a new family might need in their community. In pairs, they draft a respectful opening message to one public audience such as the mayor, senator, representative, governor, or superintendent, then share one insight and one question with the class. Close by revealing the challenge to create awareness materials, outreach letters, and a public gallery walk for Refugee Protection International, school staff, and invited officials. End with a fast team vote on possible actions—donation drive, awareness campaign, or advocacy letters—to launch the first week’s inquiry.","purpose":"Students investigate refugee experiences and local support systems, then decide on a realistic class action that raises awareness and gathers tangible support for refugee families. Through research, discussion, persuasive writing, and data displays, they create letters, fact sheets, posters, and an exhibit to communicate real needs to Refugee Protection International, school leaders, and public officials. The project builds students’ ability to collaborate, use evidence, revise for audience and purpose, and assess how civic action can make a local impact. It ends with a gallery walk and student-led reflection panel where students share learning, respond to feedback, and identify one next step they can take.","products":"Students create research notes, refugee story summaries, local support maps, simple donation/awareness data charts, and first drafts of respectful outreach letters to Refugee Protection International, the mayor, senator, representative, governor, and superintendent. Teams then produce revised persuasive letters, evidence-backed fact sheets, and student-designed posters/data displays for the Bridge the Welcome gallery walk, where peers, staff, community partners, and invited officials can leave feedback and donations. By the end, each team presents a student-led awareness exhibit and assembles a community showcase packet with revised letters, posters, visual data, and a one-page impact summary. Students also prepare brief reflection panel notes that highlight evidence of learning, one meaningful collaboration moment, one revision that strengthened their work, and one next action for supporting refugee families.","standards":"[Common Core] CCSS.ELA-Literacy.SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.\n\n[National Council for the Social Studies] D4.3.6-8 - Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).\n\n[Common Core] CCSS.ELA-Literacy.WHST.6-8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.\n\n[National Council for the Social Studies] D4.7.6-8 - Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.\n\n[Common Core] CCSS.ELA-Literacy.WHST.6-8.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.\n\n[Common Core] CCSS.ELA-Literacy.W.8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.\n\n[National Council for the Social Studies] D4.8.6-8 - Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.\n\n[National Council for the Social Studies] D4.6.6-8 - Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.\n\n[Common Core] CCSS.ELA-Literacy.RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.\n\n[Common Core] CCSS.ELA-Literacy.WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research.","exhibition":"Host “Bridge the Welcome” as a public gallery walk where teams display posters, local support maps, simple donation and awareness data charts, refugee story summaries, and revised outreach letters. Invite classmates, staff, Refugee Protection International, and the superintendent plus local officials such as the mayor, senator, representative, or governor’s office to leave written feedback, questions, and possible support commitments at each station. During the event, students present a short explanation of their evidence-backed claims and offer a takeaway packet with revised letters, fact sheets, and a one-page impact summary. Close with a brief student-led reflection panel in which students share evidence of learning, name one collaboration moment, explain one revision that improved their work, and state one next action for supporting refugee families.","competencies":"Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?\n\nSocial Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?\n\nSocial Studies - Make an Impact - Make a Positive Impact on my Community (SS.3.1) - How well can I apply a range of deliberative and democratic procedures to make decisions and take action in my classroom, school, and out-of-school civic contexts?\n\nSocial Studies - Make an Impact - Examine Enduring Problems (SS.3.2) - How well can I identify and investigate specific problems or issues in my local, national, or global community?\n\nEnglish Language Arts - Express Ideas - Reflect on process, product, and impact (ELA.2.5) - How well can I reflect on my process, my creation/product/performance, and my impact?\n\nEnglish Language Arts - Engage in Discussion - Demonstrate preparedness and responsibility (ELA.6.1) - How well do I participate in the discussion?\n\nVisual Arts - Create Visual Art - Demonstrate understanding of the responsibilities that come with the freedom to create (VA.1.3) - How responsible am I when creating my project?\n\nWayfinding - Discover, Plan, and Present My Learning Journey - Lead my conferences (WF.1.2) - I can lead a conference to explain my progress and growth in my competencies, share evidence of my work, and determine if I am on track to graduate by my target date.\n\nEnglish Language Arts - Present to an Audience - Present findings and supporting evidence (ELA.8.2) - How well do I organize, present, and support my ideas?\n\nWayfinding - Discover, Plan, and Present My Learning Journey - Present my learning (WF.1.4) - I can create a formal presentation aligned to the skills on the Present to an Audience competency to share evidence of my growth and progress aligned to our Portrait of a Graduate (Profile of a Learner) and our competencies. I can reflect on my readiness to graduate and how my learning journey has prepared me to achieve my postsecondary plan.","learning_goals":"Students will investigate refugee experiences, needs, and local support systems by analyzing stories, maps, charts, and informational texts, then use that research to identify realistic actions their class can take. They will collaborate in discussions to plan team roles, evaluate options for civic action, and make decisions about awareness efforts, donation strategies, and outreach to Refugee Protection International, school leaders, and public officials. Students will write, revise, and present persuasive letters, fact sheets, posters, and data displays that use evidence clearly for authentic audiences beyond the classroom. They will reflect on feedback, explain how revision improved their work, and articulate their learning, collaboration, and next steps during a student-led reflection panel."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Refugee Support Evidence Brief and Outreach Letter","options":[],"choice_type":"fixed","description":"Each student creates an evidence brief with source notes, a claim, supporting evidence, a counterargument, and a rebuttal, then writes one polished outreach letter to a chosen public audience. The packet shows individual mastery of research, argument, and audience-aware writing.","learning_goal_ids":[0,2,3,5]},"team":{"scope":"team","title":"Bridge the Welcome Gallery Walk Exhibit and Public Advocacy Panel","options":[],"choice_type":"fixed","description":"Teams design a public exhibit with posters, data visuals, refugee story summaries, support maps, and a concise team advocacy statement. They present their case at a gallery walk/panel and respond to audience questions using evidence from each member’s research.","learning_goal_ids":[0,1,2,3,4,5]},"coverage_map":{"0":["individual","team"],"2":["individual","team"],"3":["individual","team"],"5":["individual","team"],"1":["team"],"4":["team"]}}

SUCCESS CRITERIA:
[{"criteria":["Identifies at least three accurate needs or challenges faced by refugees","Uses information from multiple sources, including at least one visual source and one informational text","Explains how local support systems can address those needs","Distinguishes between a stated fact and an inference in the research notes"],"learning_goal_id":0},{"criteria":["Compares at least three action options using the same criteria","Explains at least one advantage and one limitation for each option","Names the stakeholders affected by each action","Selects the option(s) with the strongest evidence of feasibility and impact"],"learning_goal_id":1},{"criteria":["States a clear claim in the letter","Includes at least three pieces of relevant evidence from research","Explains how the evidence supports the request using reasoning, not summary","Acknowledges a possible concern or counterargument and responds respectfully","Adjusts tone and details to fit the chosen audience"],"learning_goal_id":2},{"criteria":["Includes at least two accurate visual sources in the final product","Connects each visual to a written claim or explanation","Uses labels, captions, or callouts to make the visual evidence easy to understand","Chooses visuals that strengthen the argument rather than decorate it"],"learning_goal_id":3},{"criteria":["Contributes ideas and questions during team discussion","Builds on a peer's idea with a relevant response or follow-up","Uses agreed-upon norms for respectful turn-taking and listening","Helps the team make a decision about roles or action steps"],"learning_goal_id":4},{"criteria":["Revises at least one product element based on feedback","Explains how the revision improved clarity, accuracy, or audience impact","Reflects on one strength and one next step in the final work","Shares evidence of growth during the presentation or reflection"],"learning_goal_id":5}]

THINKING LENS: Evidence-Based Argument
This template is for designing projects where students develop and defend a reasoned position on a genuine controversy using credible evidence, explicit reasoning, and fair engagement with opposition. Prioritize arguable questions, source evaluation, Claim-Evidence-Reasoning structure, and public defense over expression of personal opinion alone. Use this template when the learning outcome requires students to take a position, test it against evidence, address counterarguments honestly, and defend it under challenge.

ACTIVITY GUIDANCE:
Emphasize activities where students encounter competing perspectives, map the debate landscape, maintain analytical evidence logs, and practice distinguishing strong evidence from weak evidence. Students should actively seek both confirming and disconfirming evidence, evaluate credibility for every source, write CER-based argument structures, and rehearse responding to objections with specific evidence. Include peer critique focused on logical gaps, weak warrants, unsupported claims, and strawman rebuttals. Avoid activities that let students stay neutral throughout, research only one side, list sources without analysis, rely on emotional appeal without evidence, or present claims as settled facts rather than arguable positions.

Grade Adjustment: Keep the full arc of position-taking, evidence gathering, counterargument, and defense, but provide structured organizers for CER, credibility checks, and rebuttal writing. Reduce source complexity while still requiring multiple perspectives and explicit attention to counterevidence.

Discipline Focus:
Social Studies: In social studies, students need content knowledge about the historical period, civic issue, institutions, actors, and relevant concepts such as causation, significance, continuity and change, perspective, policy, stakeholder, and precedent. For this argument template, they must learn how claims are built from primary and secondary sources, historical data, and contextual knowledge rather than from isolated facts, and how competing interpretations or policy options must be weighed. Knowledge-building activities include sourcing and corroborating documents, contextualizing evidence, comparing historiographical perspectives, analyzing statistics and case studies, and evaluating trade-offs, feasibility, and stakeholder interests in civic arguments. Evidence of learning may take the form of a historical argument essay, source analysis paper, debate brief, documentary script, policy brief, op-ed, or speech that advances a defensible claim, uses multiple sources strategically, and addresses counterclaims or unintended consequences.
Ela: In ELA, students need content knowledge about the text or texts under study, along with literary and rhetorical concepts such as theme, characterization, symbolism, tone, structure, diction, audience, and purpose. Because this template centers on evidence-based argument, students must learn how interpretive claims are built from close reading rather than summary, and how quotations, textual patterns, and authorial choices function as evidence. Knowledge-building activities include close reading, annotation, discussion of competing interpretations, comparison across texts, and analysis of how specific language and craft moves produce meaning or rhetorical effect. Evidence of learning typically appears as a literary analysis essay, comparative analysis, rhetorical analysis, or critical review that advances a clear interpretive claim, integrates textual evidence, explains reasoning, and addresses plausible alternative readings.
GRADE LEVEL REQUIREMENTS (Grades 6-8):
- Balance collaborative and independent work
- Students can handle multi-step instructions
- Written reflections and analysis appropriate
- Peer feedback activities work well at this level


PROJECT ARC (3 phases total — you are designing Phase 2):
  Phase 1: Launch — Introduce the driving question, hook students, and set project expectations. (1 days, days 1-1)
  Phase 2: Take a Public Stand — After receiving a brief refugee story and a timed kickoff prompt, students choose and defend a position on what community action matters most to support refugee families (awareness, donations, or policy-related support). They draft a short opening message and discussion claim for their outreach letters, then share it in a small-group discussion to build intellectual stake before deeper research. (4 days, days 2-5) ◀ THIS PHASE
  Phase 3: Showcase — Present final products to an authentic audience and reflect on learning. (1 days, days 5-5)

SKILL PROGRESSION ACROSS PHASES:
  - Earlier phases should teach foundational skills; later phases build on them
  - Do NOT teach skills in Phase 2 that belong in earlier phases
  - Do NOT include final presentations or exhibitions unless this is the last phase


HARD TIME BUDGET — NEVER EXCEED THIS:
- This phase has 4 days × 45 min/day = 180 min TOTAL.
- Generate AT MOST 4 activities for this phase (roughly 1 per day).
- The SUM of ALL activity durations MUST BE ≤ 180 minutes.
- BEFORE returning, add up all durations and verify the total is within budget. If over, REMOVE activities until within budget.

GENERATE ACTIVITIES FOR THIS PHASE ONLY (Phase 2):
## Phase 2: Take a Public Stand — After receiving a brief refugee story and a timed kickoff prompt, students choose and defend a position on what community action matters most to support refugee families (awareness, donations, or policy-related support). They draft a short opening message and discussion claim for their outreach letters, then share it in a small-group discussion to build intellectual stake before deeper research. (4 days, days 2-5)



DISCIPLINE GUIDANCE:
"Emphasize activities where students encounter competing perspectives, map the debate landscape, maintain analytical evidence logs, and practice distinguishing strong evidence from weak evidence. Students should actively seek both confirming and disconfirming evidence, evaluate credibility for every source, write CER-based argument structures, and rehearse responding to objections with specific evidence. Include peer critique focused on logical gaps, weak warrants, unsupported claims, and strawman rebuttals. Avoid activities that let students stay neutral throughout, research only one side, list sources without analysis, rely on emotional appeal without evidence, or present claims as settled facts rather than arguable positions."


ADDITIONAL GUIDELINES:
- Make sure to prioritize and directly integrate ALL Required Instructional Elements

- Ensure all ideas are grade level appropriate
- Ensure all ideas are achievable within the given timeframe
- Prioritize ideas that allow all students to meaningfully participate and succeed
- Prioritize project-based, experiential ideas and avoid traditional worksheets or lectures.
- Provide actionable ideas based on the context provided without including explanations of the task or reasoning process.
- Avoid terms like "empower" that imply giving or granting agency to students. Rather, use direct, active language that recognizes students' existing capabilities.
- Do not repeat or restate details from the prompt in your response.
- Each activity needs realistic duration in minutes and a specific day number within days 2-5
- student_grouping_type must be: individual, pair, small_group, or whole_class
- LAUNCH activities go near the BEGINNING of the phase
- ASSESSMENT activities go toward the END of the phase
- Omit student_instructions to save space.

Return JSON:
{
  "description": "Students will...",
  "activities": [
    { "title": "🔬 ...", "description": "...",
      "activity_type": "knowledge_building",
      "duration": 30, "day": 2,
      "student_grouping_type": "individual|pair|small_group|whole_class",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": ["...", "..."],
      "learning_goal_uuids": ["<uuid of a goal this activity scaffolds>"] }
Standards and competencies are derived from the assigned goals — do NOT return them per activity.
  ]
}

{
  "description": "Students will examine competing civic action choices for supporting refugee families, test claims with evidence from stories, maps, and informational texts, and develop an audience-aware public stance that can later grow into persuasive letters and exhibit materials.",
  "activities": [
    {
      "title": "🧭 Action Options Debate Map",
      "description": "Students sort evidence cards from a refugee story, local support map, short data snippets, and a Refugee Protection International overview into three action paths: awareness, donations, and policy-related support. As a class, they build a shared debate map that names stakeholders, likely benefits, possible limits, and unanswered questions for each option. The teacher models how to separate fact, inference, and opinion before students add one confirming and one disconfirming piece of evidence to the chart.",
      "activity_type": "knowledge_building",
      "duration": 40,
      "day": 2,
      "student_grouping_type": "whole_class",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Adds evidence to all 3 action categories on the class debate map",
        "Labels at least 2 statements correctly as fact or inference",
        "Names at least 2 stakeholders connected to one action option",
        "Records 1 benefit and 1 limitation for each action path"
      ],
      "learning_goal_uuids": [
        "726755ab-3174-4851-8caf-3ebf906ca43e (Goal 1: Students will be able to analyze refugee stories, maps, and informational tex...)",
        "0e23f670-0a82-49d3-b096-19441b8683ea (Goal 2: Students will be able to evaluate multiple civic action options for supportin...)",
        "e1b98c39-dced-49ff-af8a-f45ee0f52e1d (Goal 5: Students will be able to collaborate in discussions to build on peers' ideas,...)"
      ]
    },
    {
      "title": "📝 CER Claim for Officials",
      "description": "Using a CER organizer, students draft a short claim about which action matters most and shape it for one authentic audience such as the mayor, senator, representative, governor, or superintendent. They pull evidence from at least two sources, include one possible objection, and write a respectful response that avoids emotional-only appeals. A brief mini-lesson on formal tone and outreach letter openings happens just before drafting.",
      "activity_type": "knowledge_building",
      "duration": 45,
      "day": 3,
      "student_grouping_type": "individual",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Writes 1 clear arguable claim tied to a specific audience",
        "Uses at least 2 pieces of source-based evidence, including 1 visual or mapped source",
        "Includes 1 counterargument and 1 respectful rebuttal",
        "Drafts a 3-5 sentence opening message in formal audience-appropriate language"
      ],
      "learning_goal_uuids": [
        "5f1342e8-db3a-4adf-82a0-0cb5eb07dece (Goal 3: Students will be able to develop and revise persuasive outreach letters that ...)",
        "0776bc79-669e-46af-af70-6bdc4ea61615 (Goal 4: Students will be able to integrate visual information from charts, graphs, ma...)",
        "0e23f670-0a82-49d3-b096-19441b8683ea (Goal 2: Students will be able to evaluate multiple civic action options for supportin...)"
      ]
    },
    {
      "title": "💬 Two-Peer Claim Critique",
      "description": "In triads, students present their CER opening message, give feedback to 2 peers, receive feedback, and revise on the spot. Feedback targets logical gaps, weak evidence, unsupported reasoning, tone for public officials, and whether the rebuttal fairly addresses another viewpoint. Each student marks one revision in a different color and notes which comment led to the change.",
      "activity_type": "deliverable",
      "duration": 45,
      "day": 4,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Gives written or spoken feedback to 2 peers using all 4 critique prompts",
        "Receives at least 2 actionable comments from peers",
        "Revises at least 1 claim sentence and 1 evidence or reasoning sentence",
        "Identifies the specific peer comment that led to each revision"
      ],
      "learning_goal_uuids": [
        "5f1342e8-db3a-4adf-82a0-0cb5eb07dece (Goal 3: Students will be able to develop and revise persuasive outreach letters that ...)",
        "e1b98c39-dced-49ff-af8a-f45ee0f52e1d (Goal 5: Students will be able to collaborate in discussions to build on peers' ideas,...)",
        "5fce49a2-7452-4ab0-8bbd-9234fb0fc20e (Goal 6: Students will be able to reflect on feedback and revise their work to improve...)"
      ]
    },
    {
      "title": "🎤 Public Stand Roundtable",
      "description": "Students join small-group roundtables to defend their chosen action, ask clarifying questions, and work toward a team decision about which action direction should guide later letters and exhibit planning. They bring their revised claim, one source note, and one counterargument response as evidence. The teacher uses a short milestone rubric to check whether students can justify a feasible action with stakeholder awareness and clear reasoning.",
      "activity_type": "assessment",
      "duration": 45,
      "day": 5,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "States and defends 1 action choice using at least 2 cited pieces of evidence",
        "Explains 1 feasibility advantage and 1 limitation of the chosen action",
        "Builds on at least 1 peer idea and asks at least 1 clarifying question during discussion",
        "Helps the group reach a recorded decision about next-step action focus and roles"
      ],
      "learning_goal_uuids": [
        "0e23f670-0a82-49d3-b096-19441b8683ea (Goal 2: Students will be able to evaluate multiple civic action options for supportin...)",
        "e1b98c39-dced-49ff-af8a-f45ee0f52e1d (Goal 5: Students will be able to collaborate in discussions to build on peers' ideas,...)",
        "726755ab-3174-4851-8caf-3ebf906ca43e (Goal 1: Students will be able to analyze refugee stories, maps, and informational tex...)"
      ]
    }
  ]
}

ROLE: You are an experienced curriculum designer who specializes in creating hands-on, real-world learning experiences rooted in project-based and deeper learning principles.

You are designing activities for ONE PHASE of a project-based learning journey. FOLLOW THESE RULES EXACTLY:

- Aim for 6-10 activities for phases in projects 4+ weeks long.

Before developing activities, review learning goals and products to determine the most effective activities to elicit performance of learning goals and development of products.  Then, begin designing.

===== PRIMARY FOCUS =====
- Design activities that elicit performance of one or more learning goals. 

===== ACTIVITY MIX =====
- Each phase should ideally have 2-3 "knowledge_building" activities.
- Aim for ~30% of activities to be "knowledge_building" type.
- Balance "project_work" + "deliverable" - no more than ~40% combined.
- Follow a TEACH -> APPLY rhythm: knowledge_building first, then project_work/deliverable.
- Build on skills from previous phases - form progressive sequences.
- "community_experience" is ONLY for connections with people OUTSIDE the classroom.
- MAXIMUM 1-2 "assessment" activities. Assessments are milestone checkpoints, NOT reflections.

===== ACTIVITY TYPES =====
Use these EXACT values:
- "launch": Entry event - introduce driving question, hook students
- "deliverable": Formative work product - checkpoint, draft, or preliminary work that feeds into summative assessment
- "assessment": Summative evaluation - traditional (quiz/test) or performance-based (major product with rubric)
- "knowledge_building": Direct instruction, guided practice, and skill-building sessions
- "project_work": Hands-on work time for prototyping, creating, building, and applying skills
- "research": Student-driven investigation — reading articles, analyzing informational text, conducting research, and presenting findings.
- "community_experience": Community connections — site visits, buddy visits, expert panels, interviews, and real-world encounters that ground the project in authentic context.

===== PEDAGOGICAL QUALITY =====
- PEER FEEDBACK: Include peer feedback rounds where students "give feedback to 2 peers, receive feedback, and revise."
- MILESTONE GATES: Use grading_required: true for demonstrated competency that gates progression.
- ITERATION LOOPS: students produce work -> get feedback -> revise -> get feedback again.
- JUST-IN-TIME SKILLS: Teach technical skills immediately before students need them.
- DURATION: Each class period is 45 minutes. Vary durations realistically - NOT every activity should be the same length. Every activity MUST have a duration field in minutes.
- CROSS-DISCIPLINARY: Weave in relevant subject areas naturally.

===== TITLE RULES =====
- Every title MUST name specific content, tools, or artifacts from THIS project
- NEVER prefix with activity type labels - the activity_type field already provides this
- Prepend a relevant emoji to each title
- Keep titles SHORT (3-8 words after the emoji). Put details in the description, NOT the title.
- NEVER add parenthetical clarifications like "(Individual Draft)" or "(Give feedback to 2 peers)"

===== DESCRIPTION RULES =====
- Scale depth to complexity. Simple reflection = 1 sentence. Multi-step build = 3-4 sentences.
- Name specific materials, tools, techniques, and expected outputs.
- Do NOT repeat phrases from other phases.

===== SUCCESS CRITERIA RULES =====
- Specific and measurable. Include quantities, formats, or observable evidence.


LEARNING GOAL DISTRIBUTION:
Distribute these across activities so EVERY learning goal appears on at least one activity in this phase OR in another phase.
For each activity, list the uuids of the goals it scaffolds toward in the "learning_goal_uuids" array.
Goals (use these uuids):
[{"uuid":"726755ab-3174-4851-8caf-3ebf906ca43e (Goal 1: Students will be able to analyze refugee stories, maps, and informational tex...)","statement":"Students will be able to analyze refugee stories, maps, and informational texts to identify the needs, causes, and local support systems surrounding refugee resettlement."},{"uuid":"0e23f670-0a82-49d3-b096-19441b8683ea (Goal 2: Students will be able to evaluate multiple civic action options for supportin...)","statement":"Students will be able to evaluate multiple civic action options for supporting refugees by comparing their feasibility, stakeholders, and likely outcomes."},{"uuid":"5f1342e8-db3a-4adf-82a0-0cb5eb07dece (Goal 3: Students will be able to develop and revise persuasive outreach letters that ...)","statement":"Students will be able to develop and revise persuasive outreach letters that present a clear claim and use evidence from research for authentic audiences."},{"uuid":"0776bc79-669e-46af-af70-6bdc4ea61615 (Goal 4: Students will be able to integrate visual information from charts, graphs, ma...)","statement":"Students will be able to integrate visual information from charts, graphs, maps, and photos into fact sheets and posters that strengthen their arguments."},{"uuid":"e1b98c39-dced-49ff-af8a-f45ee0f52e1d (Goal 5: Students will be able to collaborate in discussions to build on peers' ideas,...)","statement":"Students will be able to collaborate in discussions to build on peers' ideas, ask clarifying questions, and reach shared decisions about team actions and roles."},{"uuid":"5fce49a2-7452-4ab0-8bbd-9234fb0fc20e (Goal 6: Students will be able to reflect on feedback and revise their work to improve...)","statement":"Students will be able to reflect on feedback and revise their work to improve clarity, accuracy, and audience impact in their final products."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: Project to get students engaged in supporting refugees somehow (donation drives, sales, letters to important people)
  - Grade Level(s): ["8th Grade"]
  - Project Timeframe: 5 weeks, 1 days per week, 45 minutes per day
  - Standards that should be met: [Common Core] CCSS.ELA-Literacy.SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

[National Council for the Social Studies] D4.3.6-8 - Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

[Common Core] CCSS.ELA-Literacy.WHST.6-8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

[National Council for the Social Studies] D4.7.6-8 - Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.

[Common Core] CCSS.ELA-Literacy.WHST.6-8.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

[Common Core] CCSS.ELA-Literacy.W.8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

[National Council for the Social Studies] D4.8.6-8 - Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.

[National Council for the Social Studies] D4.6.6-8 - Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.

[Common Core] CCSS.ELA-Literacy.RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

[Common Core] CCSS.ELA-Literacy.WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research.
  - Competencies that should be met: 
    Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    Description: How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    

    Social Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?
    Description: How well can I assess options for individual and collective action to address local, regional, and global problems?
    

    Social Studies - Make an Impact - Make a Positive Impact on my Community (SS.3.1) - How well can I apply a range of deliberative and democratic procedures to make decisions and take action in my classroom, school, and out-of-school civic contexts?
    Description: How well can I apply a range of deliberative and democratic procedures to make decisions and take action in my classroom, school, and out-of-school civic contexts?
    

    Social Studies - Make an Impact - Examine Enduring Problems (SS.3.2) - How well can I identify and investigate specific problems or issues in my local, national, or global community?
    Description: How well can I identify and investigate specific problems or issues in my local, national, or global community?
    

    English Language Arts - Express Ideas - Reflect on process, product, and impact (ELA.2.5) - How well can I reflect on my process, my creation/product/performance, and my impact?
    Description: How well can I reflect on my process, my creation/product/performance, and my impact?
    

    English Language Arts - Engage in Discussion - Demonstrate preparedness and responsibility (ELA.6.1) - How well do I participate in the discussion?
    Description: How well do I participate in the discussion?
    

    Visual Arts - Create Visual Art - Demonstrate understanding of the responsibilities that come with the freedom to create (VA.1.3) - How responsible am I when creating my project?
    Description: How responsible am I when creating my project?
    

    Wayfinding - Discover, Plan, and Present My Learning Journey - Lead my conferences (WF.1.2) - I can lead a conference to explain my progress and growth in my competencies, share evidence of my work, and determine if I am on track to graduate by my target date.
    Description: I can lead a conference to explain my progress and growth in my competencies, share evidence of my work, and determine if I am on track to graduate by my target date.
    

    English Language Arts - Present to an Audience - Present findings and supporting evidence (ELA.8.2) - How well do I organize, present, and support my ideas?
    Description: How well do I organize, present, and support my ideas?
    

    Wayfinding - Discover, Plan, and Present My Learning Journey - Present my learning (WF.1.4) - I can create a formal presentation aligned to the skills on the Present to an Audience competency to share evidence of my growth and progress aligned to our Portrait of a Graduate (Profile of a Learner) and our competencies. I can reflect on my readiness to graduate and how my learning journey has prepared me to achieve my postsecondary plan.
    Description: I can create a formal presentation aligned to the skills on the Present to an Audience competency to share evidence of my growth and progress aligned to our Portrait of a Graduate (Profile of a Learner) and our competencies. I can reflect on my readiness to graduate and how my learning journey has prepared me to achieve my postsecondary plan.
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Reflection - 
  In the final week, students participate in a brief student-led reflection panel where they share evidence of learning, describe a meaningful moment of collaboration, and set one future action for supporting refugee families.
2. Community Partners - 
  Refugee Protection International, the mayor/senator/representative/governor, superintendent
3. Critique and Revision - 
  Close the project with the student-led reflection panel, where students review feedback received, name one revision that strengthened their work, and set one next step for supporting refugee families.
4. Assessment - 
  Use a gallery walk with student-created posters, data displays, and outreach letters so peers, staff, and invited officials can leave feedback on how well each team raised awareness and gathered support.
5. Project Launch - 
  Start with Letters and Lift-Off, a timed kickoff where students read a short refugee profile, draft a respectful message to the mayor, senator, representative, governor, or superintendent, and share a partner insight.
6. Core Content - 
  (1) Analyze refugee stories, needs, and current community supports using Common Core reading and speaking skills to identify what help is most needed for the project.
(2) Collect, organize, and interpret simple donation and awareness data to create posters and displays that show the class’s impact and invite feedback at the gallery walk.
(3) Practice persuasive writing, letter format, and evidence-based claims by drafting respectful outreach letters to the mayor, senator, representative, governor, or superintendent.
(4) Build collaboration and presentation skills by planning team roles, giving partner feedback, and rehearsing a clear message for Refugee Protection International and invited officials.
(5) Use discussion, reflection, and revision routines to prepare for the final student-led panel by naming evidence of learning, describing a collaboration moment, and choosing one next action to support refugee families.
7. Essential Question - 
  (1) What action can our class take over five weeks to help refugee families while building meaningful partnerships with community organizations and public officials?
(2) How might students design a project that raises awareness, gathers support, and shares real needs of refugees with the mayor, senator, representative, governor, and superintendent?
8. Exhibition - 
  Bridge the Welcome: host a gallery walk with posters, data displays, and outreach letters for classmates, staff, Refugee Protection International, and invited officials to leave feedback and donations.
9. Product - 
  (1) Produce a set of persuasive outreach letters and evidence-backed fact sheets for the mayor, senator, representative, governor, and superintendent that can be shared at the exhibition.
(2) Build a student-led awareness exhibit with simple charts, refugee story summaries, and local support maps that show what help is needed and where the class can make a difference.
(3) Create a final community showcase packet with revised letters, posters, and a one-page impact summary to present during the gallery walk and leave with community partners and officials.

PROJECT OVERVIEW (1-Pager):
{"launch":"Begin with “Letters and Lift-Off”: students read a short refugee profile, study one photo or map, and complete a 3-minute quickwrite on what support a new family might need in their community. In pairs, they draft a respectful opening message to one public audience such as the mayor, senator, representative, governor, or superintendent, then share one insight and one question with the class. Close by revealing the challenge to create awareness materials, outreach letters, and a public gallery walk for Refugee Protection International, school staff, and invited officials. End with a fast team vote on possible actions—donation drive, awareness campaign, or advocacy letters—to launch the first week’s inquiry.","purpose":"Students investigate refugee experiences and local support systems, then decide on a realistic class action that raises awareness and gathers tangible support for refugee families. Through research, discussion, persuasive writing, and data displays, they create letters, fact sheets, posters, and an exhibit to communicate real needs to Refugee Protection International, school leaders, and public officials. The project builds students’ ability to collaborate, use evidence, revise for audience and purpose, and assess how civic action can make a local impact. It ends with a gallery walk and student-led reflection panel where students share learning, respond to feedback, and identify one next step they can take.","products":"Students create research notes, refugee story summaries, local support maps, simple donation/awareness data charts, and first drafts of respectful outreach letters to Refugee Protection International, the mayor, senator, representative, governor, and superintendent. Teams then produce revised persuasive letters, evidence-backed fact sheets, and student-designed posters/data displays for the Bridge the Welcome gallery walk, where peers, staff, community partners, and invited officials can leave feedback and donations. By the end, each team presents a student-led awareness exhibit and assembles a community showcase packet with revised letters, posters, visual data, and a one-page impact summary. Students also prepare brief reflection panel notes that highlight evidence of learning, one meaningful collaboration moment, one revision that strengthened their work, and one next action for supporting refugee families.","standards":"[Common Core] CCSS.ELA-Literacy.SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.\n\n[National Council for the Social Studies] D4.3.6-8 - Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).\n\n[Common Core] CCSS.ELA-Literacy.WHST.6-8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.\n\n[National Council for the Social Studies] D4.7.6-8 - Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.\n\n[Common Core] CCSS.ELA-Literacy.WHST.6-8.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.\n\n[Common Core] CCSS.ELA-Literacy.W.8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.\n\n[National Council for the Social Studies] D4.8.6-8 - Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.\n\n[National Council for the Social Studies] D4.6.6-8 - Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.\n\n[Common Core] CCSS.ELA-Literacy.RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.\n\n[Common Core] CCSS.ELA-Literacy.WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research.","exhibition":"Host “Bridge the Welcome” as a public gallery walk where teams display posters, local support maps, simple donation and awareness data charts, refugee story summaries, and revised outreach letters. Invite classmates, staff, Refugee Protection International, and the superintendent plus local officials such as the mayor, senator, representative, or governor’s office to leave written feedback, questions, and possible support commitments at each station. During the event, students present a short explanation of their evidence-backed claims and offer a takeaway packet with revised letters, fact sheets, and a one-page impact summary. Close with a brief student-led reflection panel in which students share evidence of learning, name one collaboration moment, explain one revision that improved their work, and state one next action for supporting refugee families.","competencies":"Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?\n\nSocial Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?\n\nSocial Studies - Make an Impact - Make a Positive Impact on my Community (SS.3.1) - How well can I apply a range of deliberative and democratic procedures to make decisions and take action in my classroom, school, and out-of-school civic contexts?\n\nSocial Studies - Make an Impact - Examine Enduring Problems (SS.3.2) - How well can I identify and investigate specific problems or issues in my local, national, or global community?\n\nEnglish Language Arts - Express Ideas - Reflect on process, product, and impact (ELA.2.5) - How well can I reflect on my process, my creation/product/performance, and my impact?\n\nEnglish Language Arts - Engage in Discussion - Demonstrate preparedness and responsibility (ELA.6.1) - How well do I participate in the discussion?\n\nVisual Arts - Create Visual Art - Demonstrate understanding of the responsibilities that come with the freedom to create (VA.1.3) - How responsible am I when creating my project?\n\nWayfinding - Discover, Plan, and Present My Learning Journey - Lead my conferences (WF.1.2) - I can lead a conference to explain my progress and growth in my competencies, share evidence of my work, and determine if I am on track to graduate by my target date.\n\nEnglish Language Arts - Present to an Audience - Present findings and supporting evidence (ELA.8.2) - How well do I organize, present, and support my ideas?\n\nWayfinding - Discover, Plan, and Present My Learning Journey - Present my learning (WF.1.4) - I can create a formal presentation aligned to the skills on the Present to an Audience competency to share evidence of my growth and progress aligned to our Portrait of a Graduate (Profile of a Learner) and our competencies. I can reflect on my readiness to graduate and how my learning journey has prepared me to achieve my postsecondary plan.","learning_goals":"Students will investigate refugee experiences, needs, and local support systems by analyzing stories, maps, charts, and informational texts, then use that research to identify realistic actions their class can take. They will collaborate in discussions to plan team roles, evaluate options for civic action, and make decisions about awareness efforts, donation strategies, and outreach to Refugee Protection International, school leaders, and public officials. Students will write, revise, and present persuasive letters, fact sheets, posters, and data displays that use evidence clearly for authentic audiences beyond the classroom. They will reflect on feedback, explain how revision improved their work, and articulate their learning, collaboration, and next steps during a student-led reflection panel."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Refugee Support Evidence Brief and Outreach Letter","options":[],"choice_type":"fixed","description":"Each student creates an evidence brief with source notes, a claim, supporting evidence, a counterargument, and a rebuttal, then writes one polished outreach letter to a chosen public audience. The packet shows individual mastery of research, argument, and audience-aware writing.","learning_goal_ids":[0,2,3,5]},"team":{"scope":"team","title":"Bridge the Welcome Gallery Walk Exhibit and Public Advocacy Panel","options":[],"choice_type":"fixed","description":"Teams design a public exhibit with posters, data visuals, refugee story summaries, support maps, and a concise team advocacy statement. They present their case at a gallery walk/panel and respond to audience questions using evidence from each member’s research.","learning_goal_ids":[0,1,2,3,4,5]},"coverage_map":{"0":["individual","team"],"2":["individual","team"],"3":["individual","team"],"5":["individual","team"],"1":["team"],"4":["team"]}}

SUCCESS CRITERIA:
[{"criteria":["Identifies at least three accurate needs or challenges faced by refugees","Uses information from multiple sources, including at least one visual source and one informational text","Explains how local support systems can address those needs","Distinguishes between a stated fact and an inference in the research notes"],"learning_goal_id":0},{"criteria":["Compares at least three action options using the same criteria","Explains at least one advantage and one limitation for each option","Names the stakeholders affected by each action","Selects the option(s) with the strongest evidence of feasibility and impact"],"learning_goal_id":1},{"criteria":["States a clear claim in the letter","Includes at least three pieces of relevant evidence from research","Explains how the evidence supports the request using reasoning, not summary","Acknowledges a possible concern or counterargument and responds respectfully","Adjusts tone and details to fit the chosen audience"],"learning_goal_id":2},{"criteria":["Includes at least two accurate visual sources in the final product","Connects each visual to a written claim or explanation","Uses labels, captions, or callouts to make the visual evidence easy to understand","Chooses visuals that strengthen the argument rather than decorate it"],"learning_goal_id":3},{"criteria":["Contributes ideas and questions during team discussion","Builds on a peer's idea with a relevant response or follow-up","Uses agreed-upon norms for respectful turn-taking and listening","Helps the team make a decision about roles or action steps"],"learning_goal_id":4},{"criteria":["Revises at least one product element based on feedback","Explains how the revision improved clarity, accuracy, or audience impact","Reflects on one strength and one next step in the final work","Shares evidence of growth during the presentation or reflection"],"learning_goal_id":5}]

THINKING LENS: Evidence-Based Argument
This template is for designing projects where students develop and defend a reasoned position on a genuine controversy using credible evidence, explicit reasoning, and fair engagement with opposition. Prioritize arguable questions, source evaluation, Claim-Evidence-Reasoning structure, and public defense over expression of personal opinion alone. Use this template when the learning outcome requires students to take a position, test it against evidence, address counterarguments honestly, and defend it under challenge.

ACTIVITY GUIDANCE:
Emphasize activities where students encounter competing perspectives, map the debate landscape, maintain analytical evidence logs, and practice distinguishing strong evidence from weak evidence. Students should actively seek both confirming and disconfirming evidence, evaluate credibility for every source, write CER-based argument structures, and rehearse responding to objections with specific evidence. Include peer critique focused on logical gaps, weak warrants, unsupported claims, and strawman rebuttals. Avoid activities that let students stay neutral throughout, research only one side, list sources without analysis, rely on emotional appeal without evidence, or present claims as settled facts rather than arguable positions.

Grade Adjustment: Keep the full arc of position-taking, evidence gathering, counterargument, and defense, but provide structured organizers for CER, credibility checks, and rebuttal writing. Reduce source complexity while still requiring multiple perspectives and explicit attention to counterevidence.

Discipline Focus:
Social Studies: In social studies, students need content knowledge about the historical period, civic issue, institutions, actors, and relevant concepts such as causation, significance, continuity and change, perspective, policy, stakeholder, and precedent. For this argument template, they must learn how claims are built from primary and secondary sources, historical data, and contextual knowledge rather than from isolated facts, and how competing interpretations or policy options must be weighed. Knowledge-building activities include sourcing and corroborating documents, contextualizing evidence, comparing historiographical perspectives, analyzing statistics and case studies, and evaluating trade-offs, feasibility, and stakeholder interests in civic arguments. Evidence of learning may take the form of a historical argument essay, source analysis paper, debate brief, documentary script, policy brief, op-ed, or speech that advances a defensible claim, uses multiple sources strategically, and addresses counterclaims or unintended consequences.
Ela: In ELA, students need content knowledge about the text or texts under study, along with literary and rhetorical concepts such as theme, characterization, symbolism, tone, structure, diction, audience, and purpose. Because this template centers on evidence-based argument, students must learn how interpretive claims are built from close reading rather than summary, and how quotations, textual patterns, and authorial choices function as evidence. Knowledge-building activities include close reading, annotation, discussion of competing interpretations, comparison across texts, and analysis of how specific language and craft moves produce meaning or rhetorical effect. Evidence of learning typically appears as a literary analysis essay, comparative analysis, rhetorical analysis, or critical review that advances a clear interpretive claim, integrates textual evidence, explains reasoning, and addresses plausible alternative readings.
GRADE LEVEL REQUIREMENTS (Grades 6-8):
- Balance collaborative and independent work
- Students can handle multi-step instructions
- Written reflections and analysis appropriate
- Peer feedback activities work well at this level


PROJECT ARC (3 phases total — you are designing Phase 3):
  Phase 1: Launch — Introduce the driving question, hook students, and set project expectations. (1 days, days 1-1)
  Phase 2: Take a Public Stand — After receiving a brief refugee story and a timed kickoff prompt, students choose and defend a position on what community action matters most to support refugee families (awareness, donations, or policy-related support). They draft a short opening message and discussion claim for their outreach letters, then share it in a small-group discussion to build intellectual stake before deeper research. (4 days, days 2-5)
  Phase 3: Showcase — Present final products to an authentic audience and reflect on learning. (1 days, days 5-5) ◀ THIS PHASE

SKILL PROGRESSION ACROSS PHASES:
  - Earlier phases should teach foundational skills; later phases build on them
  - Do NOT teach skills in Phase 3 that belong in earlier phases
  - This is the FINAL phase — include culminating presentation, exhibition, or showcase


HARD TIME BUDGET — NEVER EXCEED THIS:
- This phase has 1 days × 45 min/day = 45 min TOTAL.
- Generate AT MOST 1 activities for this phase (roughly 1 per day).
- The SUM of ALL activity durations MUST BE ≤ 45 minutes.
- BEFORE returning, add up all durations and verify the total is within budget. If over, REMOVE activities until within budget.

GENERATE ACTIVITIES FOR THIS PHASE ONLY (Phase 3):
## Phase 3: Showcase — Present final products to an authentic audience and reflect on learning. (1 days, days 5-5)



DISCIPLINE GUIDANCE:
"Emphasize activities where students encounter competing perspectives, map the debate landscape, maintain analytical evidence logs, and practice distinguishing strong evidence from weak evidence. Students should actively seek both confirming and disconfirming evidence, evaluate credibility for every source, write CER-based argument structures, and rehearse responding to objections with specific evidence. Include peer critique focused on logical gaps, weak warrants, unsupported claims, and strawman rebuttals. Avoid activities that let students stay neutral throughout, research only one side, list sources without analysis, rely on emotional appeal without evidence, or present claims as settled facts rather than arguable positions."


ADDITIONAL GUIDELINES:
- Make sure to prioritize and directly integrate ALL Required Instructional Elements

- Ensure all ideas are grade level appropriate
- Ensure all ideas are achievable within the given timeframe
- Prioritize ideas that allow all students to meaningfully participate and succeed
- Prioritize project-based, experiential ideas and avoid traditional worksheets or lectures.
- Provide actionable ideas based on the context provided without including explanations of the task or reasoning process.
- Avoid terms like "empower" that imply giving or granting agency to students. Rather, use direct, active language that recognizes students' existing capabilities.
- Do not repeat or restate details from the prompt in your response.
- Each activity needs realistic duration in minutes and a specific day number within days 5-5
- student_grouping_type must be: individual, pair, small_group, or whole_class
- LAUNCH activities go near the BEGINNING of the phase
- ASSESSMENT activities go toward the END of the phase
- Omit student_instructions to save space.

Return JSON:
{
  "description": "Students will...",
  "activities": [
    { "title": "🔬 ...", "description": "...",
      "activity_type": "knowledge_building",
      "duration": 30, "day": 5,
      "student_grouping_type": "individual|pair|small_group|whole_class",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": ["...", "..."],
      "learning_goal_uuids": ["<uuid of a goal this activity scaffolds>"] }
Standards and competencies are derived from the assigned goals — do NOT return them per activity.
  ]
}

{
  "description": "Students will present their Bridge the Welcome gallery walk exhibit and community showcase packet to peers, staff, Refugee Protection International, and invited officials, then use audience feedback to name evidence of learning, describe a meaningful collaboration moment, explain one revision that improved their work, and commit to one next action for supporting refugee families.",
  "activities": [
    {
      "title": "🖼️ Bridge the Welcome Gallery Walk",
      "description": "Teams set up posters, local support maps, refugee story summaries, simple data charts, outreach letters, and a one-page impact summary, then deliver a concise explanation of their claim and recommended action to visitors. Peers, staff, Refugee Protection International, and invited officials leave written feedback on sticky notes or response cards about clarity, evidence, feasibility, and audience impact. The last minutes shift to a brief student-led reflection panel in which each team shares one evidence-based learning takeaway, one collaboration moment, one revision that strengthened the work, and one future action.",
      "activity_type": "assessment",
      "duration": 45,
      "day": 5,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Exhibit includes at least 1 revised outreach letter, 1 fact sheet or poster, 1 visual data display, and 1 local support map",
        "Team explains a clear action claim and supports it with at least 3 accurate pieces of evidence from research",
        "At least 2 visuals are labeled with captions or callouts that connect directly to written or spoken claims",
        "Each student contributes at least one spoken part during the gallery walk or reflection panel",
        "Team collects feedback from at least 2 visitors and cites one specific revision that improved clarity, accuracy, or audience impact",
        "Reflection panel names one meaningful collaboration moment and one realistic next action for supporting refugee families"
      ],
      "learning_goal_uuids": [
        "726755ab-3174-4851-8caf-3ebf906ca43e (Goal 1: Students will be able to analyze refugee stories, maps, and informational tex...)",
        "0e23f670-0a82-49d3-b096-19441b8683ea (Goal 2: Students will be able to evaluate multiple civic action options for supportin...)",
        "5f1342e8-db3a-4adf-82a-0cb5eb07dece",
        "0776bc79-669e-46af-af70-6bdc4ea61615 (Goal 4: Students will be able to integrate visual information from charts, graphs, ma...)",
        "e1b98c39-dced-49ff-af8a-f45ee0f52e1d (Goal 5: Students will be able to collaborate in discussions to build on peers' ideas,...)",
        "5fce49a2-7452-4ab0-8bbd-9234fb0fc20e (Goal 6: Students will be able to reflect on feedback and revise their work to improve...)"
      ]
    }
  ]
}