In this paper, I use principles of civic education and social psychology to identify four main classroom contributors to students' pessimistic appraisals of their ability to improve social problems: authoritarian teaching methods, a culture of "doom and gloom," little attention to solutions to social problems, and no linkage of social problems to individual behavior. I then propose a five-step process to effectively teach about social problems while empowering students to help solve these problems: (1) identify the process through which social problems are constructed, (2) identify existence of the social problem, (3) identify core causes of the social problem, (4) identify structural solutions to the social problem, and (5) identify individual actions that contribute to structural solutions. (Contains 2 figures and 1 footnote.)