Reconciliation & National Healing

Active learning helps students move beyond abstract discussions of reconciliation by engaging them in concrete tasks that connect historical truths to present realities. When students track real-world progress on the TRC Calls to Action, simulate reconciliation circles, or define their own understanding of reconciliation, they develop both empathy and critical analysis skills needed for national healing.

• Grade 12
• Canadian & World Studies
• 3 activities
• 25 min–75 min

Learning Objectives

1. Evaluate the extent to which Canada has implemented the Truth and Reconciliation Commission's Calls to Action since their release.
2. Analyze the systemic barriers that hinder meaningful reconciliation between Indigenous and non-Indigenous peoples in Canada.
3. Design a community-based project proposal that addresses a specific TRC Call to Action.
4. Critique current government policies and institutional practices for their impact on reconciliation efforts.
5. Explain the role of truth-telling and education in fostering national healing and reconciliation.

Inquiry Circle

⏱ 60 min·Small Groups

Inquiry Circle: Tracking the Calls to Action

Small groups are assigned a specific category of the TRC Calls to Action (e.g., Justice, Health, or Language and Culture). They research the current status of each call in that category and present a 'Progress Report' using a traffic-light system (red, yellow, green).

Prepare & details

Evaluate how much progress has been made since the TRC's Calls to Action.

Facilitation Tip: During the Collaborative Investigation, assign each group a cluster of Calls to Action so students can see how different areas of reconciliation connect or overlap.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Simulation Game

⏱ 75 min·Whole Class

Simulation Game: The Reconciliation Circle

Students participate in a simulated community meeting where Indigenous and non-Indigenous stakeholders discuss a local reconciliation project (e.g., renaming a landmark or changing a school curriculum). They must practice active listening and find common ground.

Prepare & details

Explain what meaningful reconciliation looks like in practice.

Facilitation Tip: In the Reconciliation Circle simulation, explicitly assign roles such as 'listener,' 'speaker,' and 'note-taker' to ensure all students participate meaningfully.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Think-Pair-Share

⏱ 25 min·Pairs

Think-Pair-Share: What Does 'Reconciliation' Mean to You?

Students read different definitions of reconciliation from Indigenous and non-Indigenous leaders. They discuss with a partner which definition they find most powerful and what they believe is the most important first step toward healing.

Prepare & details

Design ways non-Indigenous Canadians can contribute to reconciliation efforts.

Facilitation Tip: For the Think-Pair-Share, require students to provide at least one concrete example of reconciliation from their own experience or observations to ground abstract concepts.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Teachers should balance historical context with present-day applications, using primary sources like survivor testimonies and government progress reports to ground discussions. Avoid presenting reconciliation as a linear process with clear endpoints; instead, emphasize the ongoing nature of this work. Research shows that when students engage with authentic materials and real-world case studies, they develop deeper understanding and greater motivation to contribute to reconciliation.

What to Expect

Students will demonstrate their understanding by identifying specific Calls to Action, analyzing their implementation, and articulating what meaningful reconciliation looks like in practice. They will move beyond surface-level discussions to assess both progress and ongoing challenges in Indigenous-non-Indigenous relations.

Watch Out for These Misconceptions

Common Misconception

During the Collaborative Investigation: Tracking the Calls to Action, watch for students who equate reconciliation with symbolic gestures like land acknowledgments or apologies.

What to Teach Instead

Use a 'Words vs. Actions' chart to categorize each Call to Action as either symbolic or substantive, then have students research whether governments or institutions have followed through with measurable changes in policy or funding.

Common Misconception

During the Simulation: The Reconciliation Circle, watch for students who believe the residential school system's impacts are no longer relevant today.

What to Teach Instead

In the debrief, provide personal narratives from survivors or descendants to illustrate intergenerational trauma, then ask students to identify which TRC Call to Action addresses health or cultural revitalization in their responses.

Assessment Ideas

Discussion Prompt

After the Collaborative Investigation: Tracking the Calls to Action, facilitate a class debate using the prompt: 'Has Canada made significant progress towards reconciliation since the TRC's Calls to Action were released?' Students should use specific examples and evidence from their research to support their arguments.

Quick Check

During the Think-Pair-Share: What Does 'Reconciliation' Mean to You?, present students with a short case study describing a current event or policy related to Indigenous-settler relations. Ask them to identify which TRC Call to Action (or cluster of calls) is most relevant and explain why in 2-3 sentences.

Peer Assessment

After students draft their one-page proposal for a community reconciliation project in the Collaborative Investigation, have them exchange proposals with a partner and use a checklist to assess: Is the chosen Call to Action clearly identified? Are the proposed actions specific and measurable? Is the potential impact on reconciliation explained?

Extensions & Scaffolding

• Challenge students who finish early to compare Canada's progress on the Calls to Action with another country's reconciliation efforts, using a Venn diagram to highlight similarities and differences.
• Scaffolding: For students struggling to connect the Calls to Action to real life, provide sentence starters like 'This Call to Action relates to my community because...' or 'I observed this issue when...'
• Deeper exploration: Invite a local Indigenous leader or elder to share their perspective on reconciliation, then have students write reflection questions for a post-meeting discussion.

Key Vocabulary

Calls to Action	The 94 recommendations issued by the Truth and Reconciliation Commission of Canada, aimed at redressing the legacy of residential schools and advancing reconciliation.
Reconciliation	The process of establishing and maintaining respectful relationships between Indigenous and non-Indigenous peoples in Canada, based on mutual understanding and recognition of rights.
Residential Schools	A system of boarding schools for Indigenous children in Canada, established to assimilate them into mainstream society, which caused immense harm and trauma.
Truth-Telling	The process of acknowledging and sharing the historical and ongoing truths of the experiences of Indigenous peoples, particularly concerning residential schools and colonization.
Systemic Racism	Prejudices and discriminatory practices embedded within the structures and institutions of society that disadvantage Indigenous peoples.