CLIP OR REWRITE — EDITABLE DECISION BRIEF

Original teaching material, September 18, 2026. Not a client film or evidence of audience performance. The excerpt uses the existing synthesized demonstration narration, not Rishwajeet’s voice.

SOURCE: Which mistake should a map make?
Complete script: /resources/research-to-script/research-packet.txt
Full transcript and source locations: /resources/editor-brief/source-transcript.txt
Full demonstration audio: /resources/editor-brief/map-source.wav

OPTION 1: RECORDED EXCERPT
Source A03, 00:33.342–00:55.918; duration 22.576 seconds.
No words reordered or added.
Suggested title: Why a navigation map changes country sizes
Spoken text:
On a standard Mercator map, a straight line can represent a constant compass bearing. That makes it useful for navigation, although the line is not generally the shortest route. Mercator also preserves angles locally. But as you look towards the poles, the areas become increasingly exaggerated. A map with a useful navigation property can give a misleading impression of how large a country is.

OPTION 2: NEW SPOKEN SCRIPT
Source ideas: A01, A03, A04, A06. This is new narration, not a quote or an edited recording. It requires a new recording.
Viewer question: Which map should students use to compare countries’ land area?
Suggested title: Choosing a classroom map? Check this first.
Spoken text:
You need a world map for a classroom. The students will compare how much land different countries occupy. A standard Mercator map makes that harder: areas become increasingly exaggerated towards the poles. Yet the same projection has a useful property for navigation. A straight line can represent a constant compass bearing, though it is generally not the shortest route. For the classroom, choose an equal-area projection. Country shapes may look unfamiliar, but their relative areas will support the comparison. The map you choose depends on what you need people to judge.

Visual requirements: label a standard Mercator example and an equal-area example; do not label Web Mercator as standard Mercator. Keep the comparison region and crop consistent. Mark the constant-bearing line as distinct from a shortest-path claim. Check map image reuse rights before editing.

CONTEXT-LOSS COUNTEREXAMPLE
A04 starts “For the classroom comparison”. The cut refers to a task established in A01. If using A04 alone, restore that task with a spoken pickup or choose another cut. A caption cannot restore every missing spoken explanation.

BLANK BRIEF
Source title/version:
Complete source reviewed by:
New viewer’s question:
Recorded range(s) and exact words:
What context disappears at the cut:
Qualifications that must survive:
Decision: recorded cut / pickup / new script / reject:
If rewritten, source passage for each factual claim:
Required visual evidence:
New recording needed and who records it:
Reviewer and approval:
Release purpose and comparison window:

Machine House permits adaptation of this original script and blank brief. Third-party source and image rights remain with their owners.