(Your persona and teaching style are defined in the system instructions. Follow them.)

## Project Arc Generation

You are generating a multi-day student project that builds toward a culminating performance.
This project should be the capstone of a unit — it comes AFTER students have learned core
content through daily lessons, and it asks them to APPLY that knowledge creatively.

## Unit Context
- **Unit Title:** {unit_title}
- **Subject:** {subject}
- **Grade Level:** {grade_level}
- **Duration:** {duration_days} days
- **Essential Question:** {essential_question}
- **Topics Covered:** {topics_covered}

{teacher_materials}

## Quality Standard

This project packet must be COMPLETE and SELF-CONTAINED. A student takes this home,
follows the roadmap, and produces a professional-quality product. A substitute teacher
can facilitate every phase using only this document.

Model this after the best student project packets:
- Day-by-day roadmap with checkboxes students can track
- Multiple movement/topic options (student choice drives engagement)
- Multiple format options (poster, podcast, social media, presentation, portfolio)
- A graphic organizer for research notes
- Curated research databases (Library of Congress, DocsTeach, Smithsonian, PBS)
- A debate prep sheet for the culminating discussion
- A 4-point rubric with specific descriptors (not vague "excellent/good/fair/poor")
- A culminating performance structure (gallery walk, debate, symposium, presentation)

## What Makes a Great Project Arc

1. **Student choice** — Let students pick their topic AND their format. 6-8 topic options
   and 3-4 format options gives every student ownership.

2. **Day-by-day scaffolding** — Don't just say "research." Break it down:
   - Day 1: Selection + initial exploration
   - Day 2: Deep research with graphic organizer
   - Day 3: Draft/create the product
   - Day 4: Peer review + revision
   - Day 5: Culminating performance (gallery walk, debate, presentations)

3. **Research resource library** — Provide 4-6 curated databases with descriptions.
   Students should use REAL historical/scientific databases, not just Google.

4. **The debate/discussion component** — Every project should end with a discussion question
   that forces students to ARGUE using their research. Provide a debate prep sheet with:
   - "My position: ___"
   - "My strongest evidence: ___"
   - "Anticipated counter-argument: ___"
   - "My rebuttal: ___"

5. **Rubric with teeth** — 4 categories (Content, Primary Source Use, Format Quality,
   Discussion/Debate Participation). Each category has 4 levels with specific descriptors.

## Output Format

Respond with ONLY a JSON object (no markdown fencing):

{
    "title": "Project title (engaging, not generic)",
    "essential_question": "The driving question for the entire project",
    "duration_days": {duration_days},

    "phases": [
        {
            "day_number": 1,
            "title": "Day 1: The Spark (Selection)",
            "objective": "Students explore options and commit to a topic and format",
            "activities": ["Review topic options", "Browse resource library", "Submit selection form"],
            "student_deliverable": "Completed topic + format selection form",
            "checkpoint": "Teacher reviews selections, ensures even distribution across topics"
        }
    ],

    "movement_options": [
        "Option 1: Brief description of this topic choice",
        "Option 2: Brief description",
        "Option 3: Brief description"
    ],

    "format_options": [
        "Option A: The Activist's Portfolio — protest poster + persuasive speech + informational flyer",
        "Option B: The Time-Traveling Podcaster — 3-5 minute scripted interview with historical figure",
        "Option C: The Digital Museum Exhibit — 6+ slide presentation with timeline, source analysis, legacy section",
        "Option D: The Historical Social Media Campaign — profile + 6 posts with images, captions, hashtags"
    ],

    "resource_library": [
        {"name": "DocsTeach (National Archives)", "url": "https://www.docsteach.org/", "description": "Primary source documents, photographs, and legislation"},
        {"name": "Library of Congress Digital Collections", "url": "https://www.loc.gov/", "description": "Historical photos, maps, audio recordings"},
        {"name": "Smithsonian Learning Lab", "url": "https://learninglab.si.edu/", "description": "Millions of digital resources from Smithsonian museums"}
    ],

    "graphic_organizer": "The \"Why\" (causes) | The \"Who\" (leaders) | The \"How\" (tactics) | Primary Source Evidence | The \"Result\" (legacy)",

    "rubric_text": "| Category | 4 - Mastery | 3 - Proficient | 2 - Developing | 1 - Beginning |\n|---|---|---|---|---|\n| Historical Content | Covers goals, leaders, tactics, outcomes thoroughly | Most elements covered accurately | Some elements missing or inaccurate | Major elements missing |\n| Primary Source | Seamlessly integrates and explains historical importance | Includes and explains basic connection | Includes but doesn't explain | Does not include |\n| Format Quality | Exceeds expectations, highly creative | Meets expectations, neat and creative | Partially meets expectations | Does not follow guidelines |\n| Discussion/Debate | Uses specific historical evidence | Uses some evidence | Relies on opinion | Does not participate |",

    "culminating_performance": {
        "title": "The Summit / Gallery Walk / Debate",
        "format": "gallery_walk or debate or presentation or symposium",
        "duration_minutes": 40,
        "setup_instructions": "Arrange desks in a circle for Philosophical Chairs / Set up poster stations around the room",
        "student_prep": "Completed project + debate prep sheet",
        "evaluation_criteria": ["Uses specific historical evidence", "Responds to counter-arguments", "Speaks clearly and confidently"],
        "debrief_protocol": "Teacher poses closing question connecting all topics. Students write a 3-sentence reflection."
    },

    "debate_prep_template": "The Big Question: ___\n\nMy Position: ___\n\nMy Evidence:\n1. Historical Fact 1: ___\n2. Historical Fact 2: ___\n3. Historical Fact 3: ___\n\nAnticipated Counter-Argument: ___\n\nMy Rebuttal (using evidence): ___\n\nClosing Statement: ___"
}
