Students will build background knowledge about California industries, practice reading and analyzing evidence from maps and media, gather first-hand information from an industry expert, and create an initial research-based empathy artifact that shows how people, places, and resources connect to the project challenge.

Students will sort and synthesize evidence from texts, maps, media, and expert notes to define a clear problem statement about how California’s geography and natural resources shape powerhouse industries. They will practice distinguishing fact from opinion, organize past-present-future patterns, identify audience needs for the California Task Force, and draft a focused recommendation challenge that will guide later essay, newspaper, slide, and speech work.

Students will use their research, expert notes, and source analysis from earlier phases to generate multiple ways to communicate recommendations about California industries. They will brainstorm newspaper, slide, and speech ideas; test those ideas against audience needs; and choose the strongest directions for their essay evidence, team publication, and task force presentation.

Students will turn their research and interview evidence into first drafts of the main project products: a five-paragraph essay, a prototype Google Slide, and shared newspaper components. They will use mentor models, structured drafting tools, and repeated feedback cycles to make design choices that fit a real task force audience. Throughout the phase, students will connect geography, natural resources, industry history, and future investment ideas while revising their work based on peer and teacher feedback.

Students will test their California industry essay drafts, prototype Google Slides, newspaper pages, and recommendation speech ideas with peers and an industry expert, collect evidence-based feedback, and revise their work so it better serves a real task force audience.

Students will use structured critique to improve their California industry essay drafts, prototype Google Slides, newspaper pieces, and recommendation speeches by comparing them to evidence, audience needs, and project criteria. They will give feedback to 2 peers, receive feedback, revise, and show how their changes strengthen clarity, accuracy, and persuasion before the final preparation phase.

Students will finalize and share their California industry learning with a real audience, document how feedback changed their work, and reflect on how geography, resources, evidence, and collaboration shaped their final recommendations.