Reflecting on Identity: Truth and Reconciliation

Active learning helps students grasp reconciliation's personal dimensions by connecting historical truths to lived experiences. When students move from listening to doing, they transform abstract ideas about identity and responsibility into actionable understanding.

• Grade 8
• History & Geography
• 4 activities
• 25 min–45 min

Learning Objectives

1. Analyze the historical context of residential schools and their lasting impact on Indigenous communities.
2. Evaluate the ethical responsibilities of non-Indigenous Canadians in the process of reconciliation.
3. Design a personal action plan outlining specific steps to promote understanding and respect for Indigenous cultures.
4. Explain the significance of the Truth and Reconciliation Commission's Calls to Action for contemporary Canadian society.

Philosophical Chairs

⏱ 35 min·Whole Class

Sharing Circle: Personal Reconciliation Pledges

Arrange students in a circle with a talking stick or object. Each student shares one daily action for reconciliation, such as learning an Indigenous word or supporting local events; others listen without interruption. Conclude with group reflections on common themes.

Prepare & details

Explain how we can continue the work of Truth and Reconciliation in our daily lives.

Facilitation Tip: During Sharing Circle, begin with a land acknowledgment and remind students to speak from the heart rather than seeking the 'right' answer.

Setup: Room divided into two sides with clear center line

Materials: Provocative statement card, Evidence cards (optional), Movement tracking sheet

• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Philosophical Chairs

⏱ 30 min·Pairs

Pairs Analysis: Non-Indigenous Responsibilities

Pair students to discuss two key questions using TRC Calls to Action excerpts. Partners jot notes on shared responsibilities, then switch pairs to compare ideas. Pairs report one insight to the class.

Prepare & details

Analyze the responsibilities of non-Indigenous Canadians in reconciliation efforts.

Facilitation Tip: For Pairs Analysis, assign specific TRC Calls to Action to each pair so all voices contribute meaningfully.

Setup: Room divided into two sides with clear center line

Materials: Provocative statement card, Evidence cards (optional), Movement tracking sheet

• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Philosophical Chairs

⏱ 45 min·Small Groups

Small Groups: Action Plan Design

In groups of four, students brainstorm and sketch personal or class actions, like a school awareness campaign. Groups present plans with steps, timelines, and expected impacts. Vote on top ideas for implementation.

Prepare & details

Design personal actions to promote understanding and respect for Indigenous cultures.

Facilitation Tip: When designing Action Plans in small groups, provide sentence stems to help students articulate clear, achievable steps.

Setup: Room divided into two sides with clear center line

Materials: Provocative statement card, Evidence cards (optional), Movement tracking sheet

• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Philosophical Chairs

⏱ 25 min·Individual

Individual Journal: Identity Reflection

Students write privately about their identity in relation to Indigenous history, responding to prompts on daily reconciliation. They select one entry to anonymize and share in a class word cloud. Discuss emerging patterns.

Prepare & details

Explain how we can continue the work of Truth and Reconciliation in our daily lives.

Facilitation Tip: Require Individual Journal entries to include both personal reflection and a concrete next step, ensuring accountability.

Setup: Room divided into two sides with clear center line

Materials: Provocative statement card, Evidence cards (optional), Movement tracking sheet

• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Teaching This Topic

Teach this topic through layered reflection that builds from personal identity to collective action. Start with students' own lives to ground them in empathy, then expand to historical context and systemic analysis. Avoid rushing to solutions; prioritize listening and understanding first. Research shows that students better retain concepts when they connect them to their own experiences and see peers modeling vulnerability.

What to Expect

Successful learning looks like students who can articulate the difference between passive acknowledgment and active reconciliation, design thoughtful daily practices, and reflect on their own roles with cultural humility. They should demonstrate empathy in discussions and commitment in their action plans.

Watch Out for These Misconceptions

Common Misconception

During Sharing Circle, watch for students who believe reconciliation is complete after government apologies.

What to Teach Instead

Use the sharing circle to highlight the TRC Calls to Action and invite students to share personal pledges for ongoing work, turning the abstract into concrete commitments.

Common Misconception

During Pairs Analysis, watch for students who think only Indigenous people need to engage in reconciliation.

What to Teach Instead

Have pairs analyze specific TRC Calls to Action directed at non-Indigenous Canadians and discuss why allyship requires shared responsibility.

Common Misconception

During Small Groups: Action Plan Design, watch for students who think truth and reconciliation does not connect to daily life.

What to Teach Instead

Ask groups to design plans with daily actions students can take immediately, like learning a greeting or following Indigenous creators online, to make reconciliation tangible.

Assessment Ideas

Discussion Prompt

During Sharing Circle, listen for students who connect their personal pledges to specific TRC Calls to Action, indicating they see reconciliation as an ongoing process.

Exit Ticket

After Individual Journal: Identity Reflection, collect journals to assess whether students identify a clear, feasible action and explain its importance to reconciliation.

Quick Check

During Pairs Analysis, circulate to observe whether pairs accurately identify responsibilities outlined in the TRC Calls to Action and can explain why those responsibilities matter.

Extensions & Scaffolding

• Challenge students to research a local Indigenous community and propose a specific action for your school to support cultural revitalization.
• Scaffolding: Provide sentence starters for journal reflections, such as 'When I think about reconciliation, I feel... because...'.
• Deeper exploration: Invite an Indigenous community member or Knowledge Keeper to share their perspective, then have students write reflection questions for the speaker based on their learning so far.

Key Vocabulary

Reconciliation	The process of establishing and maintaining a mutually respectful relationship between Indigenous and non-Indigenous peoples in Canada. It involves addressing the ongoing impacts of colonialism and working towards justice and healing.
Indigenous Peoples	Refers to the First Nations, Inuit, and Métis peoples of Canada, who are the original inhabitants of the land. It is important to use specific terms when referring to distinct groups.
Residential Schools	A system of boarding schools for Indigenous children, established by the Canadian government and religious institutions. These schools aimed to assimilate Indigenous children into mainstream society, causing immense harm and trauma.
Calls to Action	The 94 recommendations issued by the Truth and Reconciliation Commission of Canada. They provide a roadmap for reconciliation, addressing issues from education and child welfare to justice and language.
Land Acknowledgement	A formal statement that recognizes and respects Indigenous Peoples as the traditional stewards of the land. It is a way to show awareness of and gratitude for the land on which we live and work.