“I liked taking a deep dive into information about a concern we have about the world,” said Colin O'Neill ’33.

Teacher Hannah Scala guided students through the unit with a structured process, emphasizing critical thinking and respectful discourse. The unit opened with debates, where students learned to analyze issues from a neutral perspective and practice arguing both assigned and chosen viewpoints. 

Students also explored the concept of advocacy itself, studying how individuals use their voices to inspire change, before brainstorming issues they observed in their own lives, communities, and the wider world. Each student selected a personally meaningful topic and developed an inquiry-based research plan focusing on supporting claims with evidence and clearly articulating the significance of their ideas in speeches.

“Asking students to present their work to an audience makes it more real,” said Scala. “They have to think about their audience as they are writing their speeches, considering ways to engage them, and selecting evidence and examples that may relate to the audience members.”

Through preparation and practice, students learned to overcome nerves and trust their work in the solo presentations.

“It was different than the Grade 5 musical where we are all on stage together,” said Taj Mehta ’33. “I thought I didn't practice enough, but it turns out I did!”

Beyond sharing information, many students hoped to inspire change. 

“I hope people learned from my presentation to be more aware of what's happening with mental health,” said Mackenzie Mehu ’33. “I want people to look out for their friends and see if they need help.”

“I wanted people to understand that education needs to be fixed and everyone should get a quality education,” added Clyde David Beverly ’33.

Beyond equipping students with stronger research skills, sharper critical thinking, and growing confidence in their voices, the unit instills in them the understanding that their advocacy can help shape a better future for the world.