How do students know what they want to be when they grow up if they don't know what they could be? Teachers can tap into many resources to bring the world to their classrooms, but they shouldn't overlook the human capital just outside their doors.
No student is too young to imagine what the future holds. In my 3rd grade class, 8- and 9-year-olds are exposed to people, places, and opportunities usually reserved for older students. The truth is that every successful person was once in 3rd grade. Did these people know, or even imagine, where they were headed?
Last year, we brought perspectives and experiences from more than 65 people into our classroom through a letter-writing campaign inviting adults from all professions to send us pictures of themselves in 3rd grade and then tell us a bit about their lives as accomplished adults. We populated a bulletin board with the participants' submissions under the heading "Be Who You Are—Imagine What You Can Become." We heard from the likes of Supreme Court Justices Elena Kagan and Sonia Sotomayor, Pittsburgh Diocese Bishop David Zubik, Federal Reserve Chair Janet Yellen, CBS News broadcaster Bob Schieffer, former Secretary of Education Arne Duncan, and dozens of local entrepreneurs, engineers, newscasters, politicians, civic leaders, business executives, military personnel, sports figures, scientists, and medical and educational professionals, just to name a few. The students were amazed to learn that their career possibilities are endless.
It's remarkable the number of people who will come into your classroom just by honing the basic art of communication. Several local professionals accepted our follow-up invitation to speak directly to our class. Guests read their favorite books and told stories about their careers. Children are curious by nature, and their questions were poignant and provocative. One student, for example, asked an entrepreneur how much of what made her business "good" was luck and how much was her wit. The most common question students asked was "How did you know you wanted to be a …?" The answers always interested students, and the adults clearly enjoyed the experience as well. The takeaway was a strong sense of "you can do anything" with the caveat that "you must work hard and put yourself in situations that lead you to the kind of life you want."
When deciding whom to invite to your own classroom, consider the required Common Core State Standards in social studies and the language arts.
Social Studies
- 3.H.2.1—Students will understand the synergy between people, events, and places through primary sources (people who experienced the events).
- 3.E.2.1—Explain why people become entrepreneurs. Students will understand innovations and opportunities that encourage people to take risks as entrepreneurs.
- 3.C & G.1.3—Students will understand the workings of the three branches of government with an emphasis on local government.
- 3.C & G.2.1—Exemplify how citizens contribute politically, socially, and economically to their community. Students will understand that responsible citizenship often requires citizens to develop skills and knowledge concerning civic practices gained through education or life experience.
Language Arts
- 3.4.W.3.5—Production and distribution of writing with audience in mind. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Before writing our letters to professionals in the community or the world at large, our class brainstormed what to say and filled the whiteboard with ideas. Then we worked to compose concise letters. Whenever the secretary brought us mail with a special return address, it would make our day. Before professionals visited our class, we prepared by studying some vocabulary pertaining to the guest's industry. Whenever possible, I would show photos, videos, or artifacts about the guests and their areas of expertise. This helped the students stay engaged and look forward to the visits. As part of the curriculum, students also picked a job in the community, researched the specifics of the job, interviewed a primary source if possible, and presented their findings to the class. This played into our yearlong quest to populate our bulletin board with examples of what students could become.
The adults we read about in the news or see in our own communities are real-life examples of what the world holds for our young scholars. Is 3rd grade too early to learn this lesson? If learning truly unlocks the world, let us, as educators, be the ones who hand out the keys. There is no time like the present.
