THE ZOMBIE APOCALYPSE
DESIGN LAB
CAHABA ELEMENTARY SCHOOL 4th GRADE DESIGN LAB
WELCOME TO THE ZOMBIE APOCALYPSE!
COURSE OVERVIEW
In this course, you will learn about how the design process works in different fields of engineering as you construct a functioning community to survive the zombie apocalypse. You will be divided into communities of 3 - 4. Each community group will receive a folder with information about the area in which they are living when the zombie apocalypse occurs. With each lesson, you will be introduced to a different field of engineering. You will then, be required to design something within that field of study, using the design process, to help your community survive the zombie apocalypse. In the end, you will have to present an argument to the entire Federation of Zombie Apocalypse Surviving Communities (FZASC) a.k.a. your whole design class, for why your designs best meet the needs of the community. By the end of the course, students will have developed a new type of engineering altogether, (Zombie Apocalypse Community Planning Engineer or ZACP Engineer), complete with a job description, models of their work, a brief on their designs, and a resume!
OPENING SCENARIO
Welcome to the Zombie Apocalypse! The world is in chaos! All modern infrastructure is in ruin. You have survived so far in your journey to find a safe haven. As you've traveled, other survivors have joined you and now your roaming community has become fairly large. You all work together to protect each other from zombie attacks and renegade human groups that try to steal from your group.
As time goes on, you all decide that you must look for a safe area where you can settle down and begin living life again. You all agree that you need to find the closest town near water. It should be small enough to secure the perimeter and have enough resources to rebuild a working infrastructure. You have no time to lose! Zombies are starting to travel in packs making it more difficult to protect yourself and your group with your limited resources. Even worse are the renegade groups of humans that survive by stealing from other survivors.
As time goes on, you all decide that you must look for a safe area where you can settle down and begin living life again. You all agree that you need to find the closest town near water. It should be small enough to secure the perimeter and have enough resources to rebuild a working infrastructure. You have no time to lose! Zombies are starting to travel in packs making it more difficult to protect yourself and your group with your limited resources. Even worse are the renegade groups of humans that survive by stealing from other survivors.
LESSONS
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STANDARDS ADDRESSED
AL COMPUTER SCIENCE STANDARDS
COMPUTATIONAL THINKER
ABSTRACTION:
Standard 1: Construct a basic system of numbers, letters, or symbols to represent information as a cipher.
Standard 2: Formulate a list of sub-problems to consider while addressing a larger problem.
Standard 1: Construct a basic system of numbers, letters, or symbols to represent information as a cipher.
Standard 2: Formulate a list of sub-problems to consider while addressing a larger problem.
ALGORITHMS:
Standard 3: Show that different solutions exist for the same problem or sub-problem.
Standard 4: Detect and debug logical errors in various basic algorithms.
Standard 5: Use flowcharts to create a plan or algorithm.
Standard 6: Define a simple pseudocode.
Standard 3: Show that different solutions exist for the same problem or sub-problem.
Standard 4: Detect and debug logical errors in various basic algorithms.
Standard 5: Use flowcharts to create a plan or algorithm.
Standard 6: Define a simple pseudocode.
PROGRAMMING AND DEVELOPMENT:
Standard 7: Create a working program in a block-based visual programming environment using arithmetic
operators, conditionals, and repetition in programs, in collaboration with others.
Standard 7: Create a working program in a block-based visual programming environment using arithmetic
operators, conditionals, and repetition in programs, in collaboration with others.
GLOBAL COLLABORATOR
COMMUNICATION:
Standard 12: Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.
Standard 13: Synthesize complex information from multiple sources in different ways to make it more useful
and/or relevant.
Standard 12: Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.
Standard 13: Synthesize complex information from multiple sources in different ways to make it more useful
and/or relevant.
COLLABORATIVE RESEARCH:
Standard 15: Conduct complex keyword searches to produce valid, appropriate results and evaluate results for
accuracy, relevance, and appropriateness.
Standard 15: Conduct complex keyword searches to produce valid, appropriate results and evaluate results for
accuracy, relevance, and appropriateness.
COMPUTER ANALYST
DATA
Standard 16: Gather and organize data to answer a question using a variety of computing and data visualization
methods.
Standard 16: Gather and organize data to answer a question using a variety of computing and data visualization
methods.
SYSTEMS
Standard 17: Demonstrate an appropriate level of proficiency in performing tasks using a range of digital devices.
Standard 17: Demonstrate an appropriate level of proficiency in performing tasks using a range of digital devices.
MODELING AND SIMULATION
Standard 18: Create a simple digital model of a system, individually and collaboratively, and explain what the model shows and does not show.
Standard 19: Use data from a simulation to answer a question collaboratively.
Standard 18: Create a simple digital model of a system, individually and collaboratively, and explain what the model shows and does not show.
Standard 19: Use data from a simulation to answer a question collaboratively.
INNOVATIVE DESIGNER
HUMAN/COMPUTER PARTNERSHIPS
Standard 20: Explain how hardware and applications can enable everyone, including people with disabilities, to do things they could not do otherwise.
Standard 20: Explain how hardware and applications can enable everyone, including people with disabilities, to do things they could not do otherwise.
DESIGN THINKING
Standard 21: Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.
Standard 21: Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.
ISTE STANDARDS
Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Digital Citizenship: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Creative Communicator: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
Digital Citizenship: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Creative Communicator: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
ALABAMA 4th GRADE ENGLISH LANGUAGE ARTS STANDARDS
Standard 1: [RL. 4.1] Refer to the details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard 6: [RL. 4.6] Compare and Contrast the point of view from which different stories are narrated, including the differences between first and third person.
Standard 7: [RL. 4.7] Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Standard 10: [RI. 4.1] Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard 11: [RI. 4.2] Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Standard 12: [RI. 4.3] Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Standard 14: [RI. 4.5] Describe the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in a text or part of a text.
Standard 16: [RI. 4.7] Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Standard 17: [RI. 4.8] Explain how an author uses reasons and evidence to support particular points in a text.
Standard 18: [RI. 4.9] Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Standard 22: [W. 4.1] Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Standard 23: [W. 4.2] Write informative or explanatory texts to examine a topic and convey ideas and information clearly.
Standard 24: [W. 4.3] Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Standard 25: [W. 4.4] Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Standard 26: [W. 4.5] With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Standard 27: [W. 4.6] With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Standard 28: [W. 4.7] Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Standard 29: [W. 4.8] Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Standard 30: [W. 4.9] Draw evidence from literary or informational texts to support analysis, reflection, and research.
Standard 32: [SL. 4.1] Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on Grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Standard 33: [SL. 4.2] Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Standard 34: [SL. 4.3] Identify the reasons and evidence a speaker provides to support particular points.
Standard 35: [SL. 4.4] Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Standard 36: [SL. 4.5] Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Standard 6: [RL. 4.6] Compare and Contrast the point of view from which different stories are narrated, including the differences between first and third person.
Standard 7: [RL. 4.7] Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Standard 10: [RI. 4.1] Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard 11: [RI. 4.2] Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Standard 12: [RI. 4.3] Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Standard 14: [RI. 4.5] Describe the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in a text or part of a text.
Standard 16: [RI. 4.7] Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Standard 17: [RI. 4.8] Explain how an author uses reasons and evidence to support particular points in a text.
Standard 18: [RI. 4.9] Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Standard 22: [W. 4.1] Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Standard 23: [W. 4.2] Write informative or explanatory texts to examine a topic and convey ideas and information clearly.
Standard 24: [W. 4.3] Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Standard 25: [W. 4.4] Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Standard 26: [W. 4.5] With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Standard 27: [W. 4.6] With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Standard 28: [W. 4.7] Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Standard 29: [W. 4.8] Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Standard 30: [W. 4.9] Draw evidence from literary or informational texts to support analysis, reflection, and research.
Standard 32: [SL. 4.1] Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on Grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Standard 33: [SL. 4.2] Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Standard 34: [SL. 4.3] Identify the reasons and evidence a speaker provides to support particular points.
Standard 35: [SL. 4.4] Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Standard 36: [SL. 4.5] Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
ALABAMA 4th GRADE SCIENCE STANDARDS
Standard 1: Use evidence to explain the relationship of the speed of an object to the energy of that object.
Standard 2: Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.
Standard 4: Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).
Standard 5: Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining).
Standard 7: Develop and use models to show multiple solutions in which patterns are used to transfer information (e.g., using a grid of 1s and 0s representing black and white to send information about a picture, using drums to send coded information through sound waves, using Morse code to send a message).
Standard 16: Describe patterns of Earth’s features on land and in the ocean using data from maps (e.g., topographic maps of Earth’s land and ocean floor; maps of locations of mountains, continental boundaries, volcanoes, and earthquakes).
Standard 2: Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.
Standard 4: Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).
Standard 5: Compile information to describe how the use of energy derived from natural renewable and nonrenewable resources affects the environment (e.g., constructing dams to harness energy from water, a renewable resource, while causing a loss of animal habitats; burning of fossil fuels, a nonrenewable resource, while causing an increase in air pollution; installing solar panels to harness energy from the sun, a renewable resource, while requiring specialized materials that necessitate mining).
Standard 7: Develop and use models to show multiple solutions in which patterns are used to transfer information (e.g., using a grid of 1s and 0s representing black and white to send information about a picture, using drums to send coded information through sound waves, using Morse code to send a message).
Standard 16: Describe patterns of Earth’s features on land and in the ocean using data from maps (e.g., topographic maps of Earth’s land and ocean floor; maps of locations of mountains, continental boundaries, volcanoes, and earthquakes).
ALABAMA 4th GRADE MATH STANDARDS
[4-MD1]: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
[4-MD2]: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
[4-MD3]: Apply the area and perimeter formulas for rectangles in real-world and mathematical problem.
[4-MD5]: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
[4-MD6]: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
[4-MD7]: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world or mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
[4-G1]: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
[4-G2]: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
[4-MD2]: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
[4-MD3]: Apply the area and perimeter formulas for rectangles in real-world and mathematical problem.
[4-MD5]: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
[4-MD6]: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
[4-MD7]: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real-world or mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
[4-G1]: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
[4-G2]: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
ALABAMA 4th GRADE SOCIAL STUDIES STANDARDS
Standard 16: Describe the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the twentieth century.
NATIONAL COUNCIL FOR THE SOCIAL STUDIES C3 FRAMEWORK

DIMENSION 1 - DEVELOPING QUESTIONS AND PLANNING INQUIRIES:
Constructing Compelling Questions:
DIMENSION 2 - APPLYING DISCIPLINARY CONCEPTS AND TOOLS:
Civic and Political Institutions:
Participation and Deliberation: Applying Civic Virtues and Democratic Principles
Processes, Rules, and Laws
Economic Decision Making
Exchange and Markets
Geographic Representations: Spacial Views of the World
Human - Environmental Interaction: Place, Regions, and Culture
Human Population: Spatial Patterns and Movements
Global Interconnections: Changing Spatial Patterns
Change, Continuity, and Context
Causation and Argumentation
DIMENSION 3 - EVALUATING SOURCES AND USING EVIDENCE:
Developing Claims and Using Evidence
DIMENSION 4 - COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION:
Communicating and Critiquing Conclusions:
Taking Informed Action:
Constructing Compelling Questions:
- D1.1.3-5. Explain why compelling questions are important to others (e.g., peers, adults).
- D1.2.3-5. Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
- D1.3.3-5. Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.
- D1.4.3-5. Explain how supporting questions help answer compelling questions in an inquiry.
- D1.5.3-5. Determine the kinds of sources that will be helpful in answering compelling
and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
DIMENSION 2 - APPLYING DISCIPLINARY CONCEPTS AND TOOLS:
Civic and Political Institutions:
- D2.Civ.4.3-5. Explain how groups of people make rules to create responsibilities and protect freedoms.
- D2.Civ.6.3-5. Describe ways in which people bene t from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
Participation and Deliberation: Applying Civic Virtues and Democratic Principles
- D2.Civ.9.3-5. Use deliberative processes when making decisions or reaching judgments as a group.
- D2.Civ.10.3-5. Identify the beliefs, experiences, perspec- tives, and values that underlie their own and others’ points of view about civic issues.
Processes, Rules, and Laws
- D2.Civ.11.3-5. Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.
- D2.Civ.13.3-5. Explain how policies are developed to address public problems.
- D2.Civ.14.3-5. Illustrate historical and contemporary means of changing society.
Economic Decision Making
- D2.Eco.1.3-5. Compare the bene ts and costs of individual choices.
- D2.Eco.2.3-5. Identify pos- itive and negative incentives that in uence the decisions people make.
Exchange and Markets
- D2.Eco.3.3-5. Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
- D2.Eco.8.3-5. Identify examples of external bene ts and costs.
Geographic Representations: Spacial Views of the World
- D2.Geo.1.3-5. Construct maps and other graphic representations of both familiar and unfamiliar places.
- D2.Geo.2.3-5. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmen- tal characteristics.
- D2.Geo.3.3-5. Use maps of different scales to describe the locations of cultural and environmental characteristics.
Human - Environmental Interaction: Place, Regions, and Culture
- D2.Geo.4.3-5. Explain how culture influences the way people modify and adapt to their environments.
- D2.Geo.5.3-5. Explain how the cultural and environmental characteristics of places change over time.
- D2.Geo.6.3-5. Describe how environmental and cultural characteristics in uence population distribution in speci c places or regions.
Human Population: Spatial Patterns and Movements
- D2.Geo.7.3-5. Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
- D2.Geo.8.3-5. Explain how human settlements and movements relate to the locations and use of various natural resources.
- D2.Geo.9.3-5. Analyze the effects of catastrophic envi- ronmental and technological events on human settlements and migration.
Global Interconnections: Changing Spatial Patterns
- D2.Geo.11.3-5. Describe how the spatial patterns of economic activities in a place change over time because of interactions with nearby and distant places.
- D2.Geo.12.3-5. Explain how natural and human-made catastrophic events in one place affect people living in other places.
Change, Continuity, and Context
- D2.His.3.3-5. Generate questions about individuals and groups who have shaped significant historical changes and continuities.
Causation and Argumentation
- D2.His.14.3-5. Explain probable causes and effects of events and developments.
DIMENSION 3 - EVALUATING SOURCES AND USING EVIDENCE:
Developing Claims and Using Evidence
- D3.3.3-5. Identify evidence that draws information from multiple sources in response to compelling questions.
- D3.4.3-5. Use evidence to develop claims in response to compelling questions.
DIMENSION 4 - COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION:
Communicating and Critiquing Conclusions:
- D4.1.3-5. Construct arguments using claims and evidence from multiple sources.
- D4.2.3-5. Construct ex- planations using reasoning, correct sequence, examples, and details with relevant information and data.
- D4.3.3-5. Present a summa- ry of arguments and expla- nations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).
- D4.4.3-5. Critique arguments.
- D4.5.3-5. Critique explanations.
Taking Informed Action:
- D4.6.3-5. Draw on disci- plinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.
- D4.7.3-5. Explain different strategies and approaches students and others could take in working alone and together to address local, re- gional, and global problems, and predict possible results of their actions.
- D4.8.3-5. Use a range of deliberative and democratic procedures to make deci- sions about and act on civic problems in their classrooms and schools.