In the City Shark Tank Project students researched the meaning and effects of gentrification in order to create a business model that would thrive in the areas of San Francisco affected by gentrification.
- Research Skills ( ability to search for, locate, extract, organise, evaluate and use or present information that is relevant to a particular topic.)
- Researching the meaning and effects of gentrification
- Researching information related to their business model
- Analysis Skills (the ability to collect and analyze information, problem-solve, and make decisions)
- Identify a solution to gentrification through business ownership.
- Critical Thinking Skills ( the evaluation of sources such as data, facts, observable phenomenon, and research findings. )
- Using the data, facts, etc to substantiate reasoning for creating particular business model and the effects of the business being added to the affected gentrified areas
- Business Pitch
Final Product: Students created a 10-12 min pitch to present to a panel of investors/teachers and asked for an investment for their business while explaining how the business would be beneficial in communities affected by gentrification.
Suggested Duration: 8-10 Weeks
Created with the support of the California Department of Education California Career Pathways Trust
The interview was a core practice for this project because it allowed students to interact with residents and business owners who are in the gentrified areas. Students were able to listen to and use real testimonials when brainstorming and later creating a business. The interview launched the project, and helped to make the project authentic for students and helped them to use communication and networking skills.
- Interview template – students used this to create at least 20 questions that would be asked on the day of the launch.
- Student Sample Shark Tank Interview Questions – examples of the questions that students came up with using the template.
Entrepreneurship was a core practice for this project because it allowed students to see the benefits of business in a community. Each stage that Entrepreneurship was displayed allowed students to use what they already learned while expanding their knowledge in order to create something that would be beneficial to the affected gentrification area.
The authentic presentation was a core practice for this project because it allowed students to display their knowledge and ideas to people who had experience being entrepreneurs. Students were able to use creativity and marketing strategies learned to create their business presentation. The authentic presentation helped to bring all of the pieces of the project together while holding students accountable for their learning and end products submitted. The project would not have been a success without the authentic presentation.