This work explores the potential of using a critical service-learning project with middle grades English language arts students to facilitate development of a social justice mindset. Through The Responsible Change Project, a curriculum designed by classroom teachers, students identified social justice issues of concern within their communities, conducted research about these issues, and developed a line of inquiry into the origin of these problems. Results from analysis of teacher observations and interviews indicated that participating students learned to use multiple sources and perspectives to develop an argument and write a cohesive, well-developed TED-talk style speech to an audience of their peers and community members. Data analysis also revealed that this curriculum facilitated strong writing skills and challenged middle school students to think deeply about social injustice in their communities and beyond.