Writing in 1963 about her work for human rights, Dorothy Day said that "we must lay one brick at a time, take one small step at a time. … A pebble cast into a pond causes ripples that spread in all directions." She might just as well have been referring to elementary teachers' efforts to assist young students in working for social change today. We start slowly, dropping pebbles, hoping that the ripples will fill our students' minds and hearts and extend out into the world as well. Even given the enormity of the world's problems and the many demands placed on teachers today, manageable projects linked with the curriculum can create meaningful experiences for both teachers and students.
What does social change look like in the elementary classroom? It depends on the interests of the students involved and the creativity of the teacher guiding their work. One group of 4th graders in Iowa City, Iowa, chose to raise awareness of stereotyping of African Americans in children's literature. The students reviewed the school library's collection, considered newly published works, and then developed a list of recommendations for books to be purchased. They also worked with the local public library to create a display of high-quality children's fiction about African Americans, and they read some of these stories to younger students at the library's story hour. This project not only raised awareness among the 4th graders, but also provided real-world opportunities to develop their literacy, communication, and collaboration skills. And the ripples of their efforts touched many others.
Social change projects can focus on poverty, racism, animal rights, or a host of other issues. Students might choose to write letters, collect items, or work one-on-one with people or animals. Simply put, social change can involve any activity in which children are attempting to solve a problem, address a need, or improve their school, community, or world.
The Case for Social Change in the Early Years
Although it may seem that social change work might best be relegated to the experts or at least delayed until high school, there is a significant place for it in the elementary curriculum. The rationale for supporting young students' work for social change is informed by the developmental stages of children, the nature of learning, and the increased opportunities people have to learn about injustice around the world.
Student Readiness
The elementary school years find rapid growth in children's abilities to empathize with others. By explicitly focusing on caring, we can help students realize and act on this growing ability.
Melinda, a 3rd grade teacher in Concord, Massachusetts, builds her class community on the theme, "Kids Who Care." As students solve playground conflicts, welcome new students into their class, study lessons on stereotyping and bullying, or plan their next community project, the notion of caring guides how they live and learn together (Wade, 2007).
Young students are also developing a keen interest in fairness. Pelo and Davidson (2000) noted that "as children go about their work of noticing differences, they also recognize the inequity inherent in some of those differences and want to do something about it" (p. 1). In Philadelphia, for example, Laurie's 4th grade students saw unfairness in their school's rule involving separate play areas and equipment for boys and girls on the school playground. With Laurie's support, they petitioned the principal to change the rule.
Authentic Learning
When students engage in accomplishing a real task that is respected outside school, they are motivated to acquire the basic skills that will help them in that task (Fried, 2001). When Kara's 2nd/3rd grade class in Madison, Wisconsin, was studying child labor, a usually reluctant writer lit up with enthusiasm at the opportunity to write to the local newspaper and different companies about current child labor practices. "It was writing for a purpose that he thought was important," Kara observed.
As they seek creative ways to change the world, students learn valuable life skills they can use as adults. Consider the lesson a Northampton, Massachusetts, student in Molly's 1st grade class learned. After a group meeting with the school district's food services director about the environmental effects of using Styrofoam lunch trays, the student remarked to Molly, "the next time that students do a meeting like this, you should have them think of more 'what if' questions before the person comes." This 7-year-old learned that reflection before a meeting can help us be better prepared, a lesson that she will have many opportunities to put into practice over the course of her life.
Growing Awareness
Many children experience injustice daily as they are bullied or harassed for their differences or as their families try to make ends meet. But even those who do not personally encounter injustice are increasingly exposed to and aware of the world's problems. Like it or not, technology has brought the injustices of the world to our doorsteps.
Although it is important that we question the appropriateness of social change topics for young children, we should also realize that young children have far greater capacities for learning about facts and ideas beyond their immediate surroundings than we might have originally thought (Levstik & Barton, 2005). Consider, for example, the popularity of Heifer International's "Read to Feed" program in which elementary students raise funds through a read-a-thon to purchase animals for families in different parts of the world, thereby helping the families overcome hunger and poverty.
Guidelines for Supporting Social Change
As the examples above indicate, social change work often grows out of student interest and local need. Teachers can most effectively support social change by adhering to the following guidelines when teachable moments arise.
Let Children's Interests Lead
As teachers, we could easily choose a variety of social issues for students to focus on. However, the better approach is to allow students to observe their school, community, and world and to see what emerges as their concerns. Class meetings, field trips, guest speakers, and current-events lessons can serve as fertile ground for students' talking about what they would like to change.
When a concern emerges among your students, encourage them by asking questions: What bothers you? What problems do you see? How can we learn more about the problem? Now that we have learned more, what can we do to make a difference? Questions like these will help students think about their world, consider information-gathering strategies, and brainstorm options for effecting positive change.
Remove Boundaries
Kris, a 2nd grade teacher from Philadelphia, said it best: "I think bringing the world into the classroom is just really critical. You can't see school as a separate entity. You really have to look around you and see what's happening." Eliminating the boundaries between school and community involves both bringing the community into the school (for example, through guest speakers) and taking students out into the community on neighborhood walks and field trips.
Teachers can help to create stronger school-community connections through partnerships with parents, local organizations, and businesses. The goal is for teachers to see the whole community as the arena for education and for the community to embrace the school's educational mission.
Another way to remove boundaries is to model how citizens who have concerns seek out information, develop an opinion, and take action. Lindsey, a teacher of 6th graders with special needs in Canandaigua, New York, asserted, "I need to model it for the students by living a life that is actively involved. I do that and tell the stories and share some of the experiences." A New York City–based teacher, Seren, let his 2nd graders know that he often attended community meetings and rallies. When the opportunity arose to attend an evening public event in support of school funding, many of his students chose to participate.
Include Multiple Perspectives
Most community problems have more than one side to the story. Help students learn about the different perspectives on whatever issue they are exploring. When students have different views themselves, especially about how to take action, it is important to respect their differences by allowing multiple avenues for action.
When Iowa City 6th grade teachers Fran and Laura were working with their students on preserving a local nature area, they brought in not only representatives from the area environmental organizations but also local business and neighborhood association members. Their students were thus able to consider multiple perspectives as they reflected on how to best preserve a natural area with multiple uses.
If students have chosen an issue that you have strong feelings about, take care not to indoctrinate them toward thinking or behaving a certain way. Trust that as students consult community members and experts, consider various perspectives, and brainstorm possible solutions, they will choose a viable means of taking action. Pelo and Davidson (2000) assert that "children have the right to muddle around in the issues they encounter, to grow as critical thinkers and active learners" (p. 69). If in their muddling around, students go astray to the point of coming up with a project that is dangerous or violates someone's human rights, it will, of course, be necessary to step in and redirect the group. In general, though, patience and thoughtful guidance will lead to a positive outcome.
Create Curriculum Connections
Any social change activity provides numerous opportunities for authentic uses of academic skills and knowledge. Environmental projects can often be easily connected with science content. Activities involving building or cooking can enhance math skills. And many social issues can reinforce the social studies curriculum. At the least, students can use and develop literacy skills as they read about the issue and write letters to others to share what they have learned. Rob's 5th graders developed their reading and writing skills along with their understanding of history when they wrote to textbook publishers to ask why the fact that many U.S. presidents had owned slaves was not mentioned more in their publications.
Students' involvement in social change can also foster their abilities to think critically and reflect on their work. In providing opportunities for students to discuss and write about their work, teachers can further students' understanding of working for social change and assist them in thinking about their relationship to a community problem. How does this issue connect with my life? Am I part of the problem? Can I be part of the solution? Students can also reflect on what parts of their social change work would be helpful to share with others and what strategies might best facilitate getting the word out to a larger audience who might also get involved.
The Ripple Effect
Small efforts can create strong and widespread ripples. When Seren's 2nd graders took on the seemingly small task of getting a burned-out light replaced at the entrance to the subway station near their school, they didn't expect their efforts to be acknowledged in a newspaper article that inspired others to speak up for similar improvements.
Social change activities can give elementary students authentic opportunities to put academic skills into practice. As teachers facilitate students' movement from questioning to action, the "pebble" cast into the pond can ripple out into widespread benefits for both our students and their world.
