Sixth Grade Humanities: Voices for Change
This spring, sixth graders are raising their voices and stepping into advocacy with a powerful new unit called Voices for Change. Evolving from the previous Environmental Changemakers unit, this reimagined curriculum challenges students to explore not only how to protect the planet, but also how to belong—and help others belong—in America today. Anchored by our yearlong essential question, "What does it mean to belong?", this unit asks students to reflect on their roles as young citizens. Questions like “How do letters create change?”, “How can kids advocate for others?”, and “What does it mean to use our voices for change?” have driven class discussions and inquiry.
To help students see what youth advocacy looks like in action, we begin each class by spotlighting a real youth changemaker—kids and teens from around the world who are taking bold steps to support their communities and raise awareness around the issues that matter to them. These stories have been both eye-opening and deeply inspiring, showing our students that they, too, can make an impact.
Recognizing that many students were passionate about current events and politics—but unclear on how laws are made or who makes them—we kicked off the unit with a crash course on the American government. A hands-on game about city, state, and federal law helped clarify the structure of our government and sparked even more curiosity.
Inspired by the eighth grade’s current events inquiry project, students were then invited to identify the issues they care most about. Their responses were as passionate as they were diverse: topics ranged from immigration policy and DREAMers, to climate change, gender equity in sports and education, and federal food access. Each student selected a focus area to research deeply. For example, a student who chose the broad topic of education decided to focus specifically on the recent wave of public school closures in San Francisco, examining how these changes affect students' access to quality public education in the city.
Currently, sixth graders are immersed in a rigorous research phase—watching documentaries, reading articles, and analyzing historical and current perspectives on their topics. They are learning to understand multiple viewpoints and ask complex questions like, “How does this issue affect different communities?” and “What do opposing and supporting organizations believe?”
The unit will culminate in a five-paragraph persuasive essay in the form of a letter. This format not only supports their advocacy work but also allows sixth graders to strengthen their essay writing skills as they wrap up the year. Through mini-lessons on structure, voice, evidence, and tone, students will move through the full writing process—from drafting, to revising, to editing and polishing. Each student will choose a real person—such as a policymaker, advocate, or public figure—to send their final letter to, taking their message beyond the classroom.
Finally, students will present their research and advocacy work at our very first Sixth Grade for Change Summit, showcasing their voices, passion, and power as changemakers.
As one student recently put it: “Just because we’re kids doesn’t mean we can’t make a difference.” This unit proves exactly that.
Live Oak學校歡迎並接納任何種族，膚色，國籍和民族血統，公民身份，性別認同，性別表達，性取向和信仰的學生，以享受Live Oak學校的所有權利，特權，計劃和活動。Live Oak學校不會因種族，膚色，國籍和民族血統，公民身份，性別認同，性別表達，性取向以及對其教育政策和計劃，招生政策，調整后的學費計劃以及體育和其他學校管理的計劃管理的信仰而歧視。