This article describes second graders in a predominantly white suburban school who were assigned to ask their grandparents to write about their experiences during the Civil Rights Movement. The letters bring surprising wisdom--and some thought-provoking issues--to the classroom. The author found that the power of the primary source documents written by their grandparents led her students to feel connected to this history more profoundly than they had in previous years, when they had studied the topic with interest but from a distance. The author states that this study was the beginning of a shift in how she teaches about social justice.