The lesson asks students (Option 2) to "create a system for how the boys can decide on and adopt laws" and to consider whether laws should be decreed, voted on, time-limited, and how consequences are decided. Students are instructed to "describe the system in a one-page journal entry" and to be "prepared to discuss how the system works," which invites consideration of informal consensus, voting, and alternate procedures. Option 1 and the wrapping-up discussion prompts also require students to draft laws and be prepared to discuss and defend their choices with others.

The Guide Planning student activity page directs students to brainstorm tasks for a group and explicitly mentions "managing tasks, developing rules, and assigning responsibilities," prompting students to set roles and organizational rules. The Guide Planning checklist asks students to consider time/feasibility constraints (e.g., completion time suggested as 60 minutes or less) and the overall project is organized as a three-day sequence with students told they will spend the next two and a half days producing the guide, providing a clear timeline for work. The student-facing directions also encourage students to run their proposed task by an adult and to use the Guide Checklist as a rubric, which frames expectations and criteria for group planning and task completion.

Students are asked to 'Act It Out' by gathering friends or family to play characters, photocopying script sections, and serving as the director who instructs where to stand and how to deliver lines; this requires students to assign individual roles and run rehearsals. The option to practice 'a few times with the group and then perform' implies students will set a rehearsal plan and a performance goal/deadline. Students are also prompted to discuss dialect samples and 'be prepared to discuss your findings,' which involves collaborative discussion with peers.