Students view a film and explore facts and research about hunger. They brainstorm what they know and need to know (KWL). Then, they receive a challenge in the form of a letter to research and propose solutions to food insecurity related to food production. 

Learners acknowledge that aligning with groups can promote belonging as well as conflict and power struggles. They discuss and write about ways to include and show respect for people with different identity traits.

The children recognize they form a community when they are brought together for a common purpose. They are encouraged to be philanthropic within interest groups, schools, and families to build trust and for the common good of the community.

In this lesson, groups work together to make their headdresses based on a common design. Each person makes their own headdress that fits the group theme but has their own style or cultural uniqueness. The groups compete against each other, so the group...

Learners investigate and share information about environmental organizations, particularly around the Flint Water Crisis, to compare and contrast how the three sectors differ in their purposes, goals, and achievements.

Young people play with other children, showing that trust, collaboration, and thinking of the good of all are part of fun group activities.

This activity explores the difference between anti-racism, which includes active steps away from injustice, and non-racism, which is a passive description.

Students define hunger and explore the myths and facts about the issue of global hunger. They brainstorm actions they can take to reduce the effects of hunger on others in their community and around the world. Students write poems to represent their thinking about the problem of hunger.