# data[].attributes.body
Students will use Canva or Google Sites to create persuasive campaigns or websites on environmental issues (e.g., plastic bans, saving bees).

# data[].attributes.body
Students will use GarageBand or Chrome Music Lab to create jingles or rap battles arguing two sides of an issue (e.g., “Phones in School: Yes or No?”).

# data[].attributes.body
Students will use Do Ink, iMovie, or WeVideo with a green screen to film short persuasive skits or commercials. For example, students might act out a courtroom-style debate or an ad promoting their argument.

# data[].attributes.body
Students will use Google Docs or Notion to write a reflective journal where they explore their opinions on topics and track the evolution of their arguments over time.

# data[].attributes.body
Students will use Zoom, Google Meet, or Flip for virtual debate teams. Students work in groups to research, plan, and present their arguments live or asynchronously.

# data[].attributes.body
Students will use Canva, Adobe Express, or Piktochart to create infographics supporting an argument (like “Why school lunches should be healthier”). Students must include visuals, facts, and persuasive statements.

# data[].attributes.body
Students will use Google Sheets or Jamboard to create a collaborative chart where students will analyze and score each other's arguments based on logic, clarity, evidence, and rebuttal strength.

# data[].attributes.body
Using an app like Soundtrap, Anchor or GarageBand, create and record a podcast-style argument on a chosen topic (like "Should homework be banned?"). Students must have an argument with a clear claim, evidence, and counterargument.