This research paper assesses the effectiveness of a remote garden-based learning curriculum in teaching elementary students’ basic systems thinking concepts. Five remote lessons were designed, covering different garden topics, and in order to integrate systems thinking concepts, the Systems Thinking Hierarchical Model was used. This model includes eight emergent characteristics of systems thinking necessary for developing systems thinking competency. Five students were given the remote garden-based learning lessons. Student work was evaluated for systems thinking understanding and student outcomes were compared to anticipated learning outcomes. Results suggest that elementary students are able to understand basic systems thinking concepts because student work met anticipated outcomes for four systems thinking characteristics and exceeded anticipated outcomes for one characteristic. These results are significant because they further confirm that elementary-aged students do have the ability to understand systems thinking and they contribute to a growing movement to integrate sustainability education into elementary curriculum.

In this synthesis, we hope to accomplish two things: 1) reflect on how the analysis of the new archaeological cases presented in this special feature adds to previous case studies by revisiting a set of propositions reported in a 2006 special feature, and 2) reflect on four main ideas that are more specific to the archaeological cases: i) societal choices are influenced by robustness–vulnerability trade-offs, ii) there is interplay between robustness–vulnerability trade-offs and robustness–performance trade-offs, iii) societies often get locked in to particular strategies, and iv) multiple positive feedbacks escalate the perceived cost of societal change. We then discuss whether these lock-in traps can be prevented or whether the risks associated with them can be mitigated. We conclude by highlighting how these long-term historical studies can help us to understand current society, societal practices, and the nexus between ecology and society.

The evolution of cooperation is a fundamental problem in biology, especially for non-relatives, where indirect fitness benefits cannot counter within-group inequalities. Multilevel selection models show how cooperation can evolve if it generates a group-level advantage, even when cooperators are disadvantaged within their group. This allows the possibility of group selection, but few examples have been described in nature. Here we show that group selection can explain the evolution of cooperative nest founding in the harvester ant Pogonomyrmex californicus. Through most of this species’ range, colonies are founded by single queens, but in some populations nests are instead founded by cooperative groups of unrelated queens. In mixed groups of cooperative and single-founding queens, we found that aggressive individuals had a survival advantage within their nest, but foundress groups with such non-cooperators died out more often than those with only cooperative members. An agent-based model shows that the between-group advantage of the cooperative phenotype drives it to fixation, despite its within-group disadvantage, but only when population density is high enough to make between-group competition intense. Field data show higher nest density in a population where cooperative founding is common, consistent with greater density driving the evolution of cooperative foundation through group selection.