Activity 01
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.
Explain how we can continue the work of Truth and Reconciliation in our daily lives.
Facilitation TipDuring Sharing Circle, begin with a land acknowledgment and remind students to speak from the heart rather than seeking the 'right' answer.
What to look forFacilitate a class discussion using the prompt: 'Considering the history of residential schools and the Truth and Reconciliation Commission's Calls to Action, what is one specific responsibility you believe non-Indigenous Canadians have in continuing the work of reconciliation?' Encourage students to share their thoughts respectfully and build on each other's ideas.
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Activity 02
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.
Analyze the responsibilities of non-Indigenous Canadians in reconciliation efforts.
Facilitation TipFor Pairs Analysis, assign specific TRC Calls to Action to each pair so all voices contribute meaningfully.
What to look forProvide students with a card and ask them to respond to the following: 'Identify one action you can take this week to promote understanding and respect for Indigenous cultures. Briefly explain why this action is important for reconciliation.'
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Activity 03
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.
Design personal actions to promote understanding and respect for Indigenous cultures.
Facilitation TipWhen designing Action Plans in small groups, provide sentence stems to help students articulate clear, achievable steps.
What to look forPresent students with a scenario, for example: 'A new student in your class is sharing their family's Indigenous traditions.' Ask students to write down two ways they could demonstrate respect and build a positive relationship with this new student, connecting their answers to the principles of reconciliation.
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Activity 04
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.
Explain how we can continue the work of Truth and Reconciliation in our daily lives.
Facilitation TipRequire Individual Journal entries to include both personal reflection and a concrete next step, ensuring accountability.
What to look forFacilitate a class discussion using the prompt: 'Considering the history of residential schools and the Truth and Reconciliation Commission's Calls to Action, what is one specific responsibility you believe non-Indigenous Canadians have in continuing the work of reconciliation?' Encourage students to share their thoughts respectfully and build on each other's ideas.
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Generate Complete Lesson→A few notes on teaching this unit
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.
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
During Sharing Circle, watch for students who believe reconciliation is complete after government apologies.
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.
During Pairs Analysis, watch for students who think only Indigenous people need to engage in reconciliation.
Have pairs analyze specific TRC Calls to Action directed at non-Indigenous Canadians and discuss why allyship requires shared responsibility.
During Small Groups: Action Plan Design, watch for students who think truth and reconciliation does not connect to daily life.
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.
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