Young people envision what they would like their shared space or classroom to look like, feel like, and sound like in order for it to be a safe, fair, and fun learning environment. They come to a consensus about what behaviors lead to this goal.

The purpose of this lesson is to demonstrate that being in a group (or community) requires cooperation, working together, getting along, and resolving conflicts. The activity enables the children to accomplish this while having fun at the same time.

Learners use economic thinking to determine how to allocate their scarce resources for community service.

Learners recognize that we all have biases, but we aren't always aware of them, which can create an unfair situation. Since people have different experiences, we all develop different biases. 

Depictions of hunger in excerpts from Jane Eyre and Oliver Twist provide concrete images of hunger as learners determine its causes and decide whether to support a change in U.S. public policy related to the issue.

We all want our schools and other places we gather to feel safe, a place we all can be ourselves. In this lesson, we explore how respecting ourselves and others can promote an inclusive and safe community of belonging.

Students will summarize the words of Rachel Carson and describe the impact one woman writer had on the world and our environment by reading Part I of Rachel Carson's Silent Spring and Al Gore's 1994 introduction to the latest printing of the book.

This lesson introduces the characteristics of fairy tales as a genre. The children explore positive and negative character traits and universal themes in the story of Cinderella. The service plan is introduced in this lesson and carried out over the next weeks.