Canadian & World Studies · Grade 12

Active learning ideas

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.

• Ontario Curriculum Expectations
• ON: Rights and Responsibilities - Grade 12
• ON: Civic Awareness and Engagement - Grade 12

• 25–75 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 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).

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.

What to look for

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 the TRC report and current events to support their arguments.

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

Activity 02

• 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.

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.

What to look for

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.

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

Activity 03

• 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.

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.

What to look for

Students draft a one-page proposal for a community reconciliation project. They 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?

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share