Hold High the Torch

Context

The Teacher’s Voice

This student was given the opportunity to represent his school at a community Wreath Laying Ceremony on Remembrance Day. At the event, he met local veterans and heard their stories. This led him to develop an appreciation for Veterans and inspired him to bring their message to other students.

He brought other students together and formed a group called “Hold High the Torch” that works to connect veterans and students, as well as to provide opportunities to show appreciation for all the contributions veterans have made to society.

I am very impressed with the ingenuity and dedication of this student, especially considering this is not a topic that most high school students feel they connect with in such an intense level.

Illustration

Activity Description

The group has organized a Veterans Appreciation Lunch, a Valentine’s for Veterans event, and a Community Dialogue Town Hall.

Their vision is well-articulated on their website. They also maintain a Facebook group, and have ambitions for developing into a non-profit.

Student Reflection

The student who started the group reflects on the process of getting it off the ground, and issues of leadership and collaboration within the group.

 

Profile Analysis

Collaborating

PROFILE SIX
I can connect my group with other groups and broader networks for various purposes.

I can step outside of my comfort zone to develop working relationships with unfamiliar groups. I develop and coordinate networking partnerships beyond and in service of the group.  I demonstrate my commitment to the group’s purpose by taking on different roles as needed. I acknowledge different perspectives and seek out and create space for missing or marginalized voices. I summarize key themes to identify commonalities and focus on deepening or transforming our collective thinking and actions. I recognize when wisdom and strategies from others are needed and access these to address complex goals. I help create connections with other groups or networks to further our common goals to further our impact.

Critical and Reflective Thinking

PROFILE FIVE
I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that
I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust.  I am able to represent my learning and my goals, and connect these to my previous experiences. I accept constructive feedback and use it to move forward. 

Social Awareness and Responsibility

PROFILE FIVE
I can advocate and take action for my communities and the natural world; I expect to make a difference.

I am aware of how others may feel and take steps to help them feel included. I maintain relationships with people from different generations. I work to make positive change in my communities and the natural environment. I can clarify problems or issues, generate multiple strategies, weigh consequences, compromise to meet the needs of others, and evaluate actions. I value differences; I appreciate that each person has unique gifts. I use respectful and inclusive language and behaviour, including in social media. I can advocate for others.