Fourth graders brought their cumulative knowledge, research and presentation skills—and agency to their Ethical Leadership Experience projects. 

Meeting Jimmy was the catalyst for 4th grader Elliott’s end-of-year Ethical Leadership Experience (ELE) project. “I walk to my Dad’s office every day after school and Jimmy is always there saying kind and encouraging things to people who stop to talk to him, like me,” says Elliott. Jimmy is an unhoused man. He is Catholic, a former Marine, and is missing a leg. “He has so much less than other people but he still says he wants to give back even if that’s only by being kind and positive. That really wowed me.” Elliott interviewed Jimmy and used his story as the centerpiece of his project about helping unhoused people have a better and safer life. Like his classmates, Elliott’s project entailed several steps, including picking a topic from a list of five or six, writing a query, developing an action plan, creating “evidence” through photos, posters, art, or fundraising, and writing a reflection. The last step of the project involved penning a call-to-action letter to their senator or congressperson.

“The ELE is an opportunity for 4th graders to strengthen and apply the spiritual, academic, and social-emotional learning they have gained during their elementary years to inquire into an authentic, real-world question of personal importance and urgency,” explains 4th grade teacher Gemayel Hazard. “Building on cumulative learning and reflection, the ELE results in the design and creation of a student-driven final product that reflects the Lower School student experience as a learner, leader, and change maker in society. Throughout this process, students demonstrate their understanding of issues of justice, equity, and stewardship and create change by engaging in actions such as volunteerism, education of others, creation of campaigns, and/or arts as social justice.”

At the ELE showcase, teachers, parents, and friends swarmed the three classrooms to look at and learn from each student about their project. 

Olivia’s project about the gender pay gap emerged from her love of soccer and the United States Women’s National Soccer Team. To represent the fact that women soccer players are paid substantially less than their male counterparts, she used artivism—the practice of using art to advocate for social change—by making two stacks of money out of clay, one half the height of the other. 

Zi’s ELE project about climate justice involved her teaching first graders how to plant flowers then planting more herself in tiny pots, all of which was captured in a compelling video. “Officer Will even gave me a few seeds to plant. I don’t know what they are but I can’t wait to see what they grow into,” she said. 

For Sam’s project, which he called “Climate Justice with SPICES,” he did a lot of research about carbon dioxide, what it does to the atmosphere, and how emitting less would help mitigate the ongoing issues of climate change. He also used artivism to make his topic visual. Side by side sat a small Lego bicycle and a Lego car, the car built with several grey bricks rising from its back bumper to represent smog.

There were projects about raising awareness and taking action around endangered species like African wild dogs, vaquitas, and Bengal tigers that included posters, videos, QR codes to learn more, and intricate board games. Other topics included how to stop ableism, learn from an antisemitism survey, and why developing street sense is important. One project used puppets to inspire people to ride bikes.

“I have been so impressed with the ownership our kids have taken with these projects. They have been incredibly thorough, curious, and creative during the whole process,” says 4th grade teacher Edith Zhang.