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What Can I Contribute to Meaningful Reconciliation? is a thorough resource that explores the causes and consequences of residential schools in Canada. The overarching question the resource attempts to answer is "What might meaningful reconciliation look like?" by considering The Truth and Reconciliation Commission's Calls to Action #62 and #63 as a platform for the activities. The resource not only teaches history but engages learners in critical thinking to create an understanding of what led Canada to this point and the steps to take to intentionally plan where we must go for proper reconciliation.
Throughout the three lines of inquiry, the students co-construct criteria, consider alternatives points of view and reflect upon their learning. They will represent abstract concepts, analyze images, read stories, listen to the stories of survivors, create a journey map, etc.
This resource explicitly teaches the students to think critically.
This resource would be best suited for older students from middle school to high school in order to address the topic of social justice in relation to residential schools. It is a lengthy resource with a lot of material that could easily take a significant amount of time to cover properly but also allows teachers the flexibility to complete the activities suitable to their students.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
Throughout the resource the students are encouraged to consider the information gathered and various points of view in order to engage in meaningful and constructive discussions that lead to an informed position.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The topic of the resource is of a social nature. The teacher could try to support the resource with additional information of an economic nature. The environmental dimension does not quite fit with the topic,
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
Through the additional materials provided as well as the suggestions made for the teachers as they move through the resource, the complexity of the issue is addressed and treated respectfully.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
One of the final activities is for the students to commit to personal and group actions that support meaningful reconciliation.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
The students work throughout the resource to develop and identify their own beliefs on the issue.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
This is not a focus of this resource.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
The students, through various exercises, examine via critical thinking what led Canada to this point and how to move forward toward meaningful reconciliation.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
The resource provides the students with thoughtful exercises that are open ended.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
There are no suggestions for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
As the resource examines the residential schools history in Canada with testimonials from survivors, these can be considered as case studies.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|