EVERYDAY CHANGE MAKERS: Grades 3–5 Teacher Guide

Lesson overview

Following the September 11 attacks, people across the country responded in extraordinary ways. First responders rushed to help those in danger, while neighbors, volunteers, families, and community organizations found ways to support those affected by the tragedy.

This lesson introduces students to the idea that meaningful change often begins with ordinary people recognizing a need and deciding to act. Through historical reflection, classroom discussion, and a short planning activity, students consider how individual choices can contribute to the well-being of others.

1. 1

   Step 1 5 minutes Read aloud

   Teacher Introduction

   Read aloud: On September 11, 2001, the United States experienced a series of terrorist attacks that killed nearly 3,000 people and affected families and communities across the country.

   In the hours, days, and weeks that followed, people responded in many different ways.

   • Firefighters, police officers, and emergency workers risked their lives to help others.
   • Volunteers brought food, water, and supplies to rescue workers.
   • Neighbors and family members checked on one another.
   • People donated blood, organized community gatherings, and found ways to support families who had lost loved ones.

   Not everyone who helped was a trained professional or a community leader. Many were ordinary people who saw something that needed attention and decided to do what they could.

   Their actions remind us that making a difference doesn’t always require a big plan, special training, or extraordinary circumstances. Sometimes it begins with something much simpler: noticing a problem, caring about the people affected, and choosing to help.

   Today, we’re going to explore how we can follow that example by identifying opportunities to make a positive difference in our own schools and communities.

2. 2

   Step 2 5 minutes Discussion

   Let’s Explore

   Ask students:

   1. What are some ways people helped others after September 11?

      Suggested response

      Rescue work, bringing food and supplies, checking on neighbors, supporting families, volunteering, donating blood.

   2. Why do you think so many people wanted to help, even if they didn’t know the people affected?

      Suggested response

      They cared about others, wanted to support their communities, recognized that people needed help, or felt a responsibility to contribute.

   3. What can we learn from those examples about making a difference today?

      Suggested response

      We don’t have to wait for something terrible to happen to help others. Small actions matter, and everyone can contribute in ways that fit their abilities.

   Teacher note

   Reinforce that helping others can take many forms. Some actions require training or adult supervision, while others involve everyday choices students can make safely and independently.

3. 3

   Step 3 15 minutes Activity

   Classroom Activity: Notice → Think → Act

   • Distribute the student handout.
   • Explain that students will identify an opportunity to help someone in their school or community, consider why that need matters, and develop one realistic action they could take.

   Instructions:

   • NOTICE: Ask students to think about something in their school or community that could use attention or improvement.
   • THINK: Have students consider who is affected and why helping might make a difference.
   • ACT: Ask students to identify one practical action they could take, either independently or with help from a trusted adult.

   Students complete the three sections of the handout individually or with a partner.

   Examples (situations + actions)

   Situation: New students sometimes have trouble making friends.
   Action: Invite a new classmate to join a game or sit together at lunch.

   Situation: Litter collects near the school playground.
   Action: Ask a teacher about organizing a supervised cleanup.

   Situation: Some classmates struggle with assignments.
   Action: Offer to study together or help explain something they understand.

   Teacher note

   Encourage students to choose actions appropriate for their age and abilities. Emphasize that meaningful contributions don’t need to be large or complicated.

4. 4

   Step 4 5 minutes Wrap-up

   Wrap-Up: From Ideas to Action

   Ask students:

   1. What is one thing that might prevent someone from helping, and how could they work through it?

   2. Invite two or three students to share their thoughts.

5. 5

   Step 5 Read aloud

   Closing Takeaway — Read Aloud

   After September 11, people across the country showed that helping others begins with paying attention and choosing to act. Some contributions were large, while others were small, but each represented someone’s decision to care.

   We don’t have to wait for a major event to make a difference. When we notice something that needs attention, think about how we can help, and take action, we become everyday change makers.

6. 6

   Step 6 10 minutes Optional

   Optional Extension: Put Your Plan Into Practice

   • Invite students to revisit their completed handouts and identify one step they could take during the coming week.
   • Students may work independently or with a partner to develop a simple action plan.
   • Ask them to consider:
     • What will I do?
     • When could I do it?
     • Will I need help from an adult?

   Students can revisit their plans during a future class period and discuss what happened, what they learned, or how their ideas changed.

· https://staging.the911legacy.org/curriculum/classroom/everyday-change-makers-3-5/