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Created bySuzanne Grubesic
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Leadership in Action: A Student-Led Community Food Drive

Grade 7Social Studies8 days
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5.0 (1 rating)
In this 8-day social studies project, seventh-grade students transition into professional organizers to lead a community-wide campaign addressing local food insecurity. By investigating the root causes of hunger and mapping their personal 'circles of influence,' students develop targeted outreach strategies and high-impact media to mobilize their networks. Through real-time logistics management and data tracking, participants cultivate essential leadership and career readiness skills while witnessing the measurable impact of collective civic action.
Food InsecurityCivic EngagementLeadershipProject ManagementCircles of InfluenceProfessional CommunicationCommunity Advocacy
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as active citizens, leverage our unique strengths and circles of influence to lead a professional campaign that creates a measurable impact on hunger in our community?

Essential Questions

Supporting questions that break down major concepts.
  • What are the root causes of hunger in our local community, and how does the shelter work to address them?
  • How can we identify our individual 'circles of influence' and use them to advocate for a social cause?
  • What specific leadership and career readiness skills (such as communication, project management, and collaboration) are necessary to run a successful community campaign?
  • How do our unique personal strengths contribute to the collective success of a team project?
  • In what ways can a group of young people measurably impact a large-scale social issue like food insecurity?
  • What does it mean to be an 'active citizen,' and how does taking action change our relationship with our community?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will analyze the root causes of food insecurity within their local community and evaluate the effectiveness of organizational interventions.
  • Students will identify and leverage their personal "circles of influence" to advocate for a specific social cause through professional communication.
  • Students will demonstrate leadership and career readiness skills, including project management, collaborative problem-solving, and public speaking, by executing a school-wide food drive.
  • Students will evaluate the impact of collective civic action by measuring campaign results and reflecting on their role as active citizens.

C3 Framework for Social Studies State Standards

D2.Civ.2.6-8
Primary
Explain the roles of roles of people in societies, and how they address local, regional, and global problems.Reason: This project directly addresses how students as individuals can act to solve the local problem of hunger.
D2.Civ.10.6-8
Secondary
Assess specific rules and laws (both actual and proposed) as means of addressing public problems.Reason: While the project focuses on a food drive, students must understand the broader context of how public problems are addressed through both civic action and policy.

Common Core State Standards (ELA)

CCSS.ELA-LITERACY.SL.7.4
Primary
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.Reason: Students are required to raise awareness and encourage participation, which involves presenting the 'case' for the food drive to their circles of influence.
CCSS.ELA-LITERACY.SL.7.1
Secondary
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.Reason: The project requires 4 classrooms to work together, necessitating high-level collaboration and project management discussions.

Common Core State Standards (Writing for Literacy in History/Social Studies)

CCSS.ELA-LITERACY.WHST.6-8.4
Supporting
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: Students will need to create campaign materials (flyers, social media posts, or scripts) to encourage participation in the food drive.

Entry Events

Events that will be used to introduce the project to students

Mapping the Invisible Community

Students view a digital 'Heat Map' of their own community that shows high-need areas, but the map is missing the names of the organizations helping. Students must 'unlock' the names of the helping organizations by identifying leadership traits and career skills they possess that could 'fill in the blanks' on the map.

The Ghost Locker Mystery

Students arrive to find several lockers in their hallway zip-tied shut with 'Out of Stock' signs and QR codes. Scanning the code leads to a video from the local shelter director explaining that their 'inventory' for local families has hit zero, and they are looking for a 'Logistics and Marketing Agency' (the students) to fix the supply chain in 192 hours (8 days).
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

The Community Hunger Audit

Before students can lead a campaign, they must understand the 'why' behind the hunger crisis. In this activity, students investigate the root causes of food insecurity in their specific zip code and study the mission of the local shelter. They will analyze how organizations and individuals currently address this public problem and identify 'leadership gaps' where their project can fill a need.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Explore the 'Heat Map' from the entry event to identify high-need areas in the community.
2. Research the local shelter’s website and annual reports to identify their most needed items and current challenges.
3. Discuss in small groups: 'Why does hunger persist in our community despite current efforts?' to understand root causes.
4. Complete a 'Roles of Impact' chart, identifying how government, non-profits, and individual citizens (like themselves) play different roles in solving this problem.

Final Product

What students will submit as the final product of the activityA 'Community Hunger Brief'—a visual infographic or report that outlines the local hunger statistics, the shelter's current strategy, and the specific needs the students' food drive will address.

Alignment

How this activity aligns with the learning objectives & standardsAligns with C3 Framework D2.Civ.2.6-8 (Explain the roles of people in societies, and how they address local, regional, and global problems) and D2.Civ.10.6-8 (Assess specific rules and laws/means of addressing public problems).
Activity 2

Mapping My Power: Circles of Influence

Students will move from understanding the problem to identifying their personal power to solve it. In this activity, students map out their 'Circles of Influence'—from immediate family to local businesses or sports teams—and determine which leadership skills (e.g., organization, public speaking, graphic design) they will contribute to the 4-classroom task force.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Draw a target-style map starting with 'Self' in the center, then 'Family/Friends,' 'School,' and 'Wider Community.'
2. Brainstorm at least three specific people or groups in each circle that they can contact to support the food drive.
3. Self-assess personal strengths using a 'Career Readiness' checklist (e.g., Are you a strong writer? A great organizer? A persuasive speaker?).
4. Form functional teams across the four classrooms based on these strengths to begin project management.

Final Product

What students will submit as the final product of the activityA 'Circle of Influence Map' and a 'Professional Bio' that identifies the student's specific role in the campaign (e.g., Logistics Manager, Social Media Coordinator, Outreach Liaison).

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.7.1 (Engage effectively in a range of collaborative discussions) and the project's learning goal of identifying 'circles of influence.'
Activity 3

The Awareness Launchpad

Now that roles are assigned, students must create the 'voice' of the campaign. Students will draft persuasive scripts and design visual media to convince their 'circles' to donate. They will learn to tailor their message for different audiences (e.g., a formal letter to a local business vs. an energetic announcement for peers).

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify the specific 'Ask': What exactly do we need people to do? (e.g., 'Bring three cans of protein-rich food').
2. Draft a persuasive message using the 'Ethos, Pathos, Logos' framework learned in class to appeal to donors.
3. Design a high-impact visual (flyer or digital graphic) that includes QR codes or drop-off locations.
4. Peer-review the materials for clarity, tone, and professional appearance.

Final Product

What students will submit as the final product of the activityA 'Campaign Communication Kit' including a persuasive 30-second 'elevator pitch,' one piece of digital or physical media (flyer/social post), and a professional outreach email.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.WHST.6-8.4 (Produce clear and coherent writing appropriate to task, purpose, and audience) and CCSS.ELA-LITERACY.SL.7.4 (Present claims and findings).
Activity 4

Logistics & Leadership in Motion

This activity covers the 'active phase' of the food drive (Days 2-7). Students manage the daily logistics of the campaign, including tracking donation data, troubleshooting low-participation areas, and maintaining morale across the four classrooms. This mimics a real-world logistics and marketing firm environment.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Conduct daily 5-minute 'Stand-up Meetings' with the classroom team to report on progress and roadblocks.
2. Update the 'Donation Tracker' each morning, analyzing which outreach methods (from Activity 3) are yielding the most results.
3. Pivot the strategy: If donations are low in one 'circle,' students must collaborate to create a 'Flash Challenge' or new incentive.
4. Practice 'Career Readiness' by documenting communication with donors and maintaining a professional workspace for sorting donations.

Final Product

What students will submit as the final product of the activityA 'Campaign Management Dashboard' (can be a physical wall chart or digital spreadsheet) that tracks daily donation counts and records strategic adjustments made by the team.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.7.1 (Collaborative discussions) and the primary learning goal of demonstrating leadership and project management.
Activity 5

The Impact Report & Delivery

On the final day, students deliver the goods and conclude their project by calculating their total impact. They will transition from 'doing' to 'reflecting,' evaluating how their individual skills contributed to a massive community win. They will meet with shelter staff to hear how their 8-day campaign will change lives.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Final count and sorting: Categorize all donations for the shelter’s ease of use.
2. The Delivery Mission: Visit the shelter, hand over the donations, and interview the director about the immediate impact of the students' work.
3. Reflect on the 'Driving Question': How did your unique strengths specifically help this campaign succeed?
4. Write a 'Future Impact Letter' to their future selves, describing one other community issue they now feel empowered to tackle.

Final Product

What students will submit as the final product of the activityAn 'Active Citizen Impact Portfolio' containing a final reflection essay, a certificate of service from the shelter, and a data visualization showing the total 'impact' (e.g., pounds of food collected, number of families fed).

Alignment

How this activity aligns with the learning objectives & standardsAligns with the core Learning Objective: Students will see that they can make an impact on our community. Also aligns with C3 Framework D2.Civ.2.6-8.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

8-Day Civic Impact & Leadership Portfolio Rubric

Category 1

Civic Inquiry & Research

Evaluates the student's research into the 'why' of the hunger crisis and their understanding of societal roles in problem-solving.
Criterion 1

Civic Inquiry & Community Analysis

The ability to analyze the root causes of hunger, evaluate the shelter's mission, and distinguish the roles of different societal actors (government, non-profits, individuals).

Exemplary
4 Points

Provides a sophisticated analysis of systemic root causes; creates a high-quality 'Hunger Brief' with insightful connections between shelter strategy and specific community needs; demonstrates a nuanced understanding of civic roles.

Proficient
3 Points

Thoroughly identifies local hunger statistics and the shelter's mission; correctly categorizes the roles of different societal actors; 'Hunger Brief' is clear and addresses all required components.

Developing
2 Points

Identifies basic hunger statistics; provides a general overview of the shelter's role but lacks depth in analyzing root causes or the distinctions between different civic roles.

Beginning
1 Points

Demonstrates minimal understanding of food insecurity; 'Hunger Brief' is incomplete or contains significant inaccuracies regarding the community or the shelter's mission.

Category 2

Leadership & Self-Awareness

Focuses on the student's ability to recognize their own power and the networks they can leverage for change.
Criterion 1

Self-Advocacy & Circle Mapping

Identifying personal strengths (career readiness) and strategically mapping social networks (Circles of Influence) to mobilize community action.

Exemplary
4 Points

Strategic and expansive mapping of influence circles with specific names/actions; Professional Bio expertly aligns unique personal strengths with the project's specific management needs.

Proficient
3 Points

Clearly identifies specific people/groups across three or more influence circles; Professional Bio accurately reflects student's career readiness skills and assigned campaign role.

Developing
2 Points

Maps basic circles of influence but lacks specific outreach targets; Professional Bio is generic and shows inconsistent alignment between strengths and project roles.

Beginning
1 Points

Identifies few or no circles of influence; Bio is incomplete or fails to identify personal strengths or a project role.

Category 3

Strategic Advocacy & Messaging

Assesses the quality, clarity, and persuasive power of the campaign's outreach and marketing materials.
Criterion 1

Professional Communication & Media

The production of persuasive, professional, and audience-appropriate campaign materials using Ethos, Pathos, and Logos.

Exemplary
4 Points

Campaign materials are of professional quality, showing masterful use of persuasive techniques; messaging is expertly tailored to diverse audiences; oral 'elevator pitch' is highly compelling.

Proficient
3 Points

Produces clear and coherent writing; materials effectively use Ethos, Pathos, or Logos to engage the audience; 'elevator pitch' is practiced and professional.

Developing
2 Points

Campaign materials are functional but inconsistent in quality or tone; persuasive techniques are present but underdeveloped; audience awareness is limited.

Beginning
1 Points

Campaign materials are incomplete, unpersuasive, or unprofessional; fails to address the specific 'Ask' of the food drive.

Category 4

Logistics & Project Management

Measures the student's ability to function in a professional, career-like environment while managing real-time project tasks.
Criterion 1

Campaign Management & Collaboration

Engagement in daily logistics, data-driven decision-making (tracking donations), and effective collaboration within and across classrooms.

Exemplary
4 Points

Demonstrates exceptional leadership in stand-up meetings; uses donation data to proactively pivot strategies; maintains a high-level professional workspace and collaborative spirit.

Proficient
3 Points

Engages effectively in collaborative discussions; consistently updates the Donation Tracker and contributes to team problem-solving; maintains a professional demeanor throughout the campaign.

Developing
2 Points

Participates in team meetings but requires frequent prompting; updates the tracker inconsistently; shows limited initiative in adjusting strategies based on results.

Beginning
1 Points

Struggles to collaborate with peers; fails to track data or contribute to campaign logistics; shows limited professional engagement.

Category 5

Reflection & Citizenship Evaluation

Assesses the student's ability to connect their actions to measurable community outcomes and their identity as a leader.
Criterion 1

Civic Impact & Personal Growth

Evaluation of campaign success and a deep reflection on the student's personal impact as an active citizen.

Exemplary
4 Points

Reflection essay provides a sophisticated evaluation of personal growth and collective impact; 'Future Impact Letter' shows a profound sense of civic empowerment and specific future goals.

Proficient
3 Points

Provides a clear evaluation of campaign results using data; reflection connects personal actions to the overall community impact; identifies a clear role for future civic engagement.

Developing
2 Points

Reflection is descriptive rather than evaluative; provides basic data but limited insight into personal growth or the meaning of being an 'active citizen.'

Beginning
1 Points

Reflection is brief, missing data, or fails to connect the project experience to personal impact or future community involvement.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Which specific career readiness skill (communication, project management, or collaboration) did you find most natural to use, and which one pushed you furthest out of your comfort zone? Give an example from the campaign.

Text
Required
Question 2

Which of your 'Circles of Influence' was most responsive to your campaign message, and why do you think that specific group was moved to action?

Multiple choice
Required
Options
Immediate Circle (Family and close friends)
School Circle (Peers, teachers, and staff)
Community Circle (Local businesses, neighbors, or sports teams)
Digital Circle (Social media followers or online groups)
Question 3

Before starting this project, how much did you believe that you personally had the 'power' to make a measurable impact on a large-scale community issue like hunger?

Scale
Required
Question 4

Now that you have seen the 'Active Citizen Impact Portfolio' results, how has your definition of an 'active citizen' changed? What is one other community problem you now feel confident you could help solve?

Text
Required