Care for creation and civic agency are two lofty subjects that may conjure images of promises made in a campaign platform, an inspiring State of the Union address, or the mission statement of a nonprofit organization. At Stone Ridge, however, environmental awareness and civic agency come to life in the (perhaps unlikely) context of Grade 7 Social Studies. Indeed, care for God’s creation through activism is embedded in our mission as a Sacred Heart school. In the RSCJ’s 2019 “Being Artisans of Hope in our Blessed and Broken World,” the Society of the Sacred Heart reflects on our common call to act as agents of change both globally and locally: “We hope for a better world where there is greater equity and a deepened sense of democracy, that welcomes diversity and the participation of all.” (Artisans of Hope, 8).

So often as educators, we are reminded of the power of hope as we watch our students learn, grow, and take on increasing leadership roles in their communities. The mission and vision of the RSCJ to bring the heart of Christ to our world is, for many Sacred Heart educators, fulfilled in the hope embodied by our students. The words of the RSCJ in Artisans of Hope and the call to act as stewards of creation are north stars for Sacred Heart educators, acting as a compass, especially when the school year inevitably feels less like a calling to inspire and nurture young agents of change and more like a race to the long days of summer vacation. Last spring, as teachers and students alike in the Middle School felt the weariness and a longing for summer that often accompanies this season, my students inspired in me a renewed sense of hope for a better world.

Becoming Stewards of Creation

In their final unit of the year, my students studied the forms and functions of the U.S. Government, learned how a bill becomes a law, and demonstrated an understanding of the principles of democracy embedded in the U.S. Constitution. As a summative assessment for this unit, students identified an issue that impacted their local communities and learned how to contact an elected representative. Students then researched their issue, connecting with local agencies that addressed the challenges that our communities face, and identified an appropriate representative to contact.

I have found that students are at their best when given both the tools and the opportunity to solve problems that impact their lives and the lives of those around them, and this particular assignment was no exception. From the initial research stages to drafting, editing, and mailing, our classroom embodied Goal V, an atmosphere of wise freedom, a setting in which students not only identified and reflected on complexities faced by global and local communities alike but also how their actions held the power to transform. Students had spent the past nine months learning how to craft a claim and support their claim using evidence to advance an argument. This task offered them the opportunity to apply these skills authentically in a real-world context.

Among the advocacy stances identified by students were ending gun violence, advocating for the passage of the Equal Rights Amendment (a topic they had studied earlier in the year), supporting local animal shelters, ending food waste and hunger, and advocating to protect local waterways. Students identified compelling evidence to support their stances on these issues and researched past or current legislation on their topic.

“I have found that students are at their best when given both the tools and the opportunity to solve problems that impact their lives and the lives of those around them, and this particular assignment was no exception.” –Middle School Social Studies Teacher Dr. Bridget Riley

Many students chose to focus on advocating for sustainability initiatives in the DMV area. One student decided to focus on how her local representatives in Congress were fighting climate change by supporting local businesses that invested in carbon capture technologies. She studied Maryland Senate Bill 0384, which, if it were to pass, would establish the Carbon Capture Opportunity Program to assist Maryland business owners whose organizations make use of carbon capture and storage. “From what I have learned about you as a senator, you care tremendously about our environment,” she wrote, “I am so grateful for all you do for this nation. Recently I researched a bill that has passed the first reading in the senate and is in referral to committee. This bill stresses that carbon capture is necessary for helping the environment… Currently, there are only two sponsors for the bill, Senator Young and Senator Lewis, and another senator like you would be beneficial in helping carbon capture in the state of Maryland to cure our environment.” Her letter continues, urging her representative to sponsor the bill and to let her know that if there is anything in the bill he doesn’t quite understand, she would be more than happy to help.

In typical Middle School fashion, this student’s work exemplifies the earnest ambition and confidence we see in our students daily. Her knowledge of and interest in carbon capture represents both her intellectual curiosity and serves as a sobering reminder of the urgency that rests upon the shoulders of our future leaders—the calling to act as stewards of our earth.

These young leaders may have years before they can head to the polls, as many of us will do in November. Their participation in democracy, however, has already begun. The end of the school year often brings the inclination to look back, to reflect on the year’s progress and the challenges we and our students have faced. This spring brought me a deepened sense of hope that our country and our world will be in capable hands, hands that will help to shape and repair a world that, at times, may seem broken.