Changemaker
Storytelling
Guide
This guide is for storytellers (writers,journalists, filmmakers, creatives) interested increating a story about inspiring changemakers
who are leading change young.
At Ashoka, we call it changemaker story.

Have you seen a young person inyour school take charge when it
comes to solving a problem theircommunity is facing? It could beanything. They may have seen how
kids on their block don’t have aclean playground space or the way
water was being wasted in theirtown. What did they do about it?

It’s time to help others see whatchangemaking looks and feels like fromyour perspective. Storytelling is a
powerful way to shift mindsets. Since thebeginning of history, human beings havetold each others stories for a variety of
purposes, but mainly to effect change.
And here, you play a very important role.
Writing and sharing stories about how ayoung person started changemaking early
is a powerful tool to inspire other young
people to do the same, and therefore
inspire new changemakers. That is why
we created this changemaker storytelling
guide. This is an invitation for you to join
the Everyone a Changemaker movementby highlighting the changemakers thatyou see making a difference for the goodof everyone.

Let’s get started!

What should a great writer keep
in mind?

Identify
yoursources

Knowyoursubject

Get to thebottom ofthe issue

Involve thepeople
affected

Doublecheck
your facts

WHAT ARE THE 6
ELEMENTS OF
CHANGEMAKER
STORY?

1. The problem and the spark:
What is the problem that a young person isaddressing and why is it important to them?
You can either start looking at key issues or problems inyour school/community or look for a young person who has
started their own initiative and look more deeply at theproblem they are addressing. You should explain how theprotagonist(s) experienced the problem or empathized withothers who were experiencing it.

6. Why changemaking
matters at an early age intoday’s world?

2. The protagonist(s) and idea toaddress the problem: A youngchangemaker (12-20 years old)

How do they see/experience rapidchange in the world?
Why is it important to be able to adapt toand guide change through working inteams, practicing empathy, empoweringothers and solving problems. What would
happen if they did not feel empowered aschangemakers?

This could be you, a young person today, oran adult you know who started an initiativethat has changed things for the better intheir teens. If multiple young people areinvolved, be sure to identify which one(s)had the deepest connection to the problem
they are solving and how they developed theidea.

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3

5
4

5. What have been thesetbacks and failures?
Changemaking is about trying
and failing and trying again.
Are there examples of this in the story?
What did the protagonist(s) learn
from setbacks or failures.

3. How the protagonist built ateam around his/her idea
and/or allies?
4. What change resulted fromthat changemaking experience?
Who has benefited from their action, and how?
What are plans for the future. How has the idea
empowered others to be changemakers?

Show that this is not just a solo actor. Who
did they involve in the work? What role does
each person play? If possible, interview andget direct quotes from team members abouthow they see the initiative and how theprotagonist has built it. Highlight any
important peer allies or adult allies(classmates, siblings, teachers, parents,others).

Problem & Spark[When immigrant students come into
schools and communities, there is alack of mechanisms for creating
connections and support from otherstudents. Immigrant students can feel
isolated and excluded. At the sametime, American students don’t always
have access to understanding of
global issues outside of the country
from first-hand sources. ] [Peyton’s
grand-parents were Jewishimmigrants and she connected thatpart of her personal history to thecurrent reality of her classmate who is
an immigrant. Her spark was when she
realized she knew all of her classmatesname except one and had assumed
she did not speak English because shewore a hijab).

Protagonist(s) & Idea
[Peyton was 15 when she created Global
Minds Initiative, a for-youth, by-youth
organization dedicated to bringing
together native-English-speaking students
and English-as-a-second-language (ESL)
students in a relationship of mutual
learning and support.]

Example ofthe 6 elementsfrom Peyton'sstory

Big Picture[Change is happening all around us, allthe time. How do we face it? Are weafraid or do we see new possibilities?
When new immigrant and refugee
students started coming to her school,
Peyton Klein saw the possibility formutual learning and support.]

Setbacks & Failures[Peyton has herself experienced the kindof stereotyping and close-mindedness her
program aims to fight. In her case it is forbeing young. Many adults have doubted
her ability and intentions.]

Team & Allies[Peyton has created a small team to run
Global Minds initiative. She says “no oneis volunteering” it is a two-way stream
where team members learn from oneanother.”][Peyton grew up hearing about her
grandmother’s experience as a refugee.
Her grandmother taught her “your mind
is like a parachute. It only works whenopen.” Peyton also has benefitted frommany adults who have believed in her
and supported her.]

Benefits of Changemaking[English as a Second Language students
and Native English-Speaking students
have benefitted from learning from eachother. The ESL students gain practicewith English and support in navigating
the school system and native English
students gain new global perspectives.
Both become globally minded youngleaders.][Peyton has helped other young
people in other schools create Global
Minds chapters. There are currently 19
Global Minds chapters.]

Peyton's Story
When young people from different worlds
are empowered and engaged, it’s awin-win for everyone.
Change is happening all around us, all the time.
How do we face it? Are we afraid or do we see new
possibilities? When new immigrant and refugeestudents started coming to her school, Peyton Klein
saw the possibility for mutual learning and support.
Peyton is the descendant of Jewish refugees who faced cultural
intolerance and discrimination when they immigrated to the UnitedStates. Given her family history, Peyton has always considered herself
sensitive to the struggles immigrants face in America today. She
believes that “we can all, in some way, identify with the immigrant
refugee experience, whether you’ve been excluded in the lunchroom, orbullied. We have all been in that position.”
Peyton brought these values of inclusivity and tolerance to her work inher community. But one day, she realized that she knew the names of all
the students in her homeroom except one. “I made the incorrect
assumption,” Peyton explains, “that simply because she wore a hijab andalways sat quietly, she didn't speak English.” As Peyton came to know
this student (named Khawla) she realized that she wasn’t living theinclusive values she believed in her daily life. Khawla shared thestruggles she faced in high school as a Syrian refugee, and through thisfriendship, Peyton became inspired to connect with and learn from otherimmigrant students in her school. Peyton began the Global Minds
Initiative that year at the age of 15 as a for-youth, by-youth organization
dedicated to bringing together native-English-speaking students andEnglish-as-a-second-language (ESL) students in a relationship of mutual
learning and support.
Through after-school programming, Global Minds Initiative enables
students to confront stereotypes and discrimination, creating what
Peyton describes as “more globally and culturally competent youngleaders.” ESL students gain valuable conversational English instruction -- and practice with their native English speaking peers while contributing
important global insights and perspectives on subjects such as human rights,
diversity, sustainable development, and cultural identity. “In Global Minds”,
says Peyton, “we say there is no volunteering. It’s a two- way stream. I canlearn from you about your culture, your experience, and your knowledge, andin return, I can support you in navigating the school system.”
Peyton believes that even small successes made because of participation in
Global Minds Initiative such as waving in the hallway and sitting together inthe lunchroom can make a world of a difference for a student and can make a
new school “feel like home.”
Peyton has herself experienced the kind of stereotyping and close mindedness
her program aims to fight. In her case it is for being young. Many adults havedoubted her ability and intentions. But she is grateful for having found some
adults who have proven to be key allies and supporters for the Global Minds
Initiative and believes that all young people should be supported aschangemakers. “We need a whole new set of skills,” explains Peyton, “We needchangemaking literacy. The education systems needs to speak more to that.
When youth are empowered and engaged it’s not just a win for the students
involved, it's a win for our communities, and it's a win for everyone.”

Read Peyton's story online and watch the video athttps://bit.ly/2Be4zzk

Quick Storytelling Checklist
Identify a subject
What are some issues in your community that young people feel are important and are stepping up to address?
Who are young people in your school who have started clubs, organizations or other initiatives to solve problems in andout of the school?

Prepare your questions
for the person(s) you have identified. Here are some questions to help get you started.

The changemaking experience:
What is the problem or issue you are addressing? Why do you care about it? How has it affected you?
What did you do about it? Describe a solution you created and what action you have taken.
What is the initiative/project called?
Where does your work happen?
When did you first start this work?
Who have you involved? What does your team look like and who does what? Who has provided you with guidance or support?
What is different today because of your initiative? (Please describe the impact on the lives of others. Specific stories with names
and actions are most helpful.)
What impact do you hope to see in the next 3 years and how do you want to measure it?

Inspiring other young people:
What has your young changemaking experience taught you?
Do you feel you can change other problems you are experiencing? Please explain.
Do you have ideas for helping others have similar experiences of tackling problems they care about? If so, how?
Our world today is one of rapid change. Please describe how you are experiencing that change?
How is your world different from the world your parents grew up in?
Do you feel you are prepared for this reality? If so/if not, what are the skills and experiences
you feel are most important? What does one need to thrive?
In your own words, what is an Everyone a Changemaker world?
Why is it important for everyone to be a changemaker?
What would you tell another young person who wanted to solve a problem they care about
in their community? What would you tell an adult about the best way to support young changemakers?

Develop the story
Identify the problem a young person is addressing and how it is important to them
Introduce the protagonist(s)with the idea to address the problem
Share how the protagonist built a team around his/her idea and/or allies
What changes resulted and/or how did others benefit from these actionsShow the change that has result
Incorporate the big picture of why today practicing changemaking is essential

Please share your stories with us!
Spread your story using#EveryoneAChangemaker

Additional Resources:
Ashoka Fellow David Bornstein’s Solutions Journalism Toolkit (https://bit.ly/2LefGNx)
for help with subject matter and investigative reporting.