Seats at the Table: Fifth Grade Projects Highlight Personal Identity

These intimate reflections sparked important discussions, such as on socioeconomic status and wealth, where some students felt uncomfortable addressing personal details. We encourage them to share only what feels safe and prepare them for future inquiry into socioeconomic class.

Our curriculum has always centered on identity because we believe that deeply knowing oneself and others is foundational for empathy, inclusion, and justice. Through conversations, we nurture a classroom environment where students name their identities, ask questions, and practice affirming their peers’ experiences. This is crucial as we push forward our commitment to Diversity, Equity, and Inclusion (DEI), empowering our students to recognize their roles in dismantling systems of oppression.

This exploration extends into our social studies units, where we focus on current events, Indigenous studies, and The Great Migration. These units help students see themselves in the context of broader historical narratives and questions whose stories are being told, fostering a mindset that helps shape their sense of justice and agency.

One of the most significant moments in our early identity work this year came from a project based on a quote by Shirley Chisholm, the first African American woman in Congress and a presidential candidate in 1968. Chisholm famously said, “If they don’t give you a seat at the table, bring a folding chair.” After learning about her fight for representation, students were tasked with creating their own symbolic chairs in the ChangeMaker Lab. Each chair represented how they want to be seen and heard within the classroom, connecting their identities with how they show up as learners and community members. The type of chair they designed and the elements they incorporated—whether it was bold colors, intricate details, or strong structures—became metaphors for their self-expression and the characteristics they believe are important to share with the class.

In designing their chairs, students focused heavily on comfort and color as a way to express their personalities. The variety of chair styles reflected their individuality—some chose wobbly stools, others crafted lounge chairs, and a few opted for small, simple stools. A handful of students experimented with wheels, expressing their love for movement. Many included thoughtful details connected to their "Circle of Me" identities, such as nods to being a family member, a cat lover, or a book reader. In the ChangeMaker Lab, you could see the joy and care each student brought to making their project. One student even added a battery and LED bulb to represent their love for science and engineering. We sat each of these seats around a table, asking them for input on how to decorate it and including a reflective surface. During our reflection session, students eagerly asked one another engaging questions like, ‘Why did you choose to include that?’ Students were eager to share with each other across classrooms as well. Currently they are displayed proudly in the second floor hallway of the school. 

This project, like the rest of our identity work, encourages students to consider both how they understand themselves and how they wish to be represented. It’s an ongoing process of learning and unlearning as they confront the realities of privilege and oppression, while envisioning how they can shape a more just world.