4 Seasons of Reconciliation
| Grade 9 | Grade 10 | Grade 11 | Grade 12 | |
| BC Subject / Course |
Social Studies 9 (1750–1919) / Science 9 |
Social Studies 10 (Canada and the World: 1914–Present) / English First Peoples: Literary Studies 10 / Writing 10 (optional)/ Science 10 | Environmental Science 11/ Entrepreneurship 11 / Business Education 11 / Science for Citizens 11 | BC First Peoples 12 |
| BC Curriculum (Big Ideas / Curricular Competencies / Content) — aligned outcomes |
Analyze interactions between Europeans and First Peoples; examine impacts of treaties on First Peoples; analyze impacts of the Indian Act including reservations and the residential school system through inquiry and evidence-based argument./ Investigate ecosystems and Earth systems; include inquiry questions such as how First Peoples view the cycling of matter and energy; evaluate human impacts on natural systems. |
Use Social Studies inquiry processes to assess significance and continuity/change in Canada; examine First Peoples governance; analyze discriminatory policies and injustices including the Indian Act (e.g., residential schools, voting rights, reserves/pass system, Sixties Scoop)./ Explore personal and cultural identities, histories, stories, and connections to land/place; recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view./ Examine how energy transformations can affect living things and the environment; connect scientific evidence and ethical decision-making to environmental impacts and sustainability. | Investigate ecosystems, biodiversity, and sustainability; evaluate human impacts and climate-related change; compare approaches to stewardship and decision-making, including Indigenous knowledge systems in environmental monitoring and management./ Analyze business models and economic decision-making; evaluate ethics and social responsibility; explore Indigenous entrepreneurship, procurement, and partnership models that support economic reconciliation./ Evaluate science- and technology-related issues that affect society and the environment; weigh evidence, ethics, and impacts of decisions (e.g., energy, water, resource extraction) including effects on Indigenous communities and lands. | Analyze how identities, worldviews, and languages are sustained through connection to land; assess ongoing impacts of contact/colonialism on political, social, and economic lives; examine self-governance, leadership, and self-determination. |
| Key Themes |
Colonization; Treaties; Residential Schools; Identity; Historical injustice/ Land stewardship; Indigenous knowledge systems; Sustainability; Climate | Truth & Reconciliation; Indian Act; Residential Schools; Governance; Anti-racism. / Culture; Identity; Land relationship; Storytelling; Indigenous perspectives. / Climate; Environmental impacts; Ethics; Systems thinking. | Land stewardship; Climate; Sustainability; Indigenous knowledge systems; Environmental responsibility. / Economic reconciliation; Indigenous economies; Self-determination; Ethical business. / Climate; Land stewardship; Resource development; Ethical decision-making; Economic reconciliation | Sovereignty; Land; Language; Colonial impacts; Self-determination |
| TRC Calls to Action | 62, 63, 71–76 / 62, 63 | 62, 63, 71–76 / 62, 63 / 62 | 62–65 / 92 / 62–65, 92 | 43, 44, 62, 63 |
| UNDRIP Articles |
8, 11, 13 / 29, 32 | 8, 18 / 11, 13 / 29 | 25, 29, 31, 32 / 20, 26 / 19, 29, 32 | 3, 11, 13, 18, 32 |
| BC Localization (Territory/Treaty/Place-Based Connections) |
Local Nations’ histories; Vancouver Island (Douglas) Treaties where relevant; Treaty 8 in NE BC; place-based community histories; local residential school(s) and survivor voices (where appropriate). / Local watershed/ecosystem study; include local First Peoples ecological perspectives with consent; land-based learning activities. | Connect to local governance structures (Nation, band, hereditary systems); local treaty/unceded territory context; local community partnerships for respectful learning. / Use local stories and authors when invited/appropriate; follow community protocols; connect themes to the territory students live and learn on. / Link energy systems to local land/resource decisions; discuss impacts on local Nations and territories. | Local watershed/ecosystem study; include Indigenous-led stewardship initiatives where available; partner with local organizations when invited. Connect to local Indigenous businesses and economic development initiatives; model respectful partnership and IP considerations. Connect to local/regional resource issues and Indigenous rights considerations; use Indigenous-authored and community-approved sources. |
Center local Nation(s) and territory; recognize most of BC is unceded; reference modern treaties where relevant (e.g., Nisga’a, Tsawwassen, Maa-nulth, Tla’amin, Yale; Treaty 8). |
| Suggested Classroom Use / Assessment |
Primary-source inquiry; reflective writing; community-based research (ethical protocols). / Lab + inquiry report; local ecosystem case study; stewardship action plan. | Document analysis; inquiry presentation; discussion protocols + exit reflection. / Reader’s response; oral storywork reflection; creative synthesis with citation of sources. / Debate/position statement; impacts analysis; concept map + reflection. | Ecosystem case study; stewardship action plan; data collection/report; debate on land/resource decisions. / Business plan with reconciliation lens; case study analysis; stakeholder mapping; procurement/partnership ethics checklist./ Issue analysis; position paper; structured debate; decision-making framework + reflection. | Inquiry project; community interview protocol (optional); policy brief or learning portfolio. / Capstone: reconciliation-in-action plan; reflective essay; community-informed project. |
Reconciliation Documentary Film Packs
| Grade 9 | Grade 10 | Grade 9-10 | Grade 12 | |
| BC Subject / Course |
Social Studies 9 / ELA 9 | Social Studies 10 | Science 9–10 | BC First Peoples 12 / Contemporary Indigenous Studies 12 |
| BC Curriculum (Big Ideas / Curricular Competencies / Content) — aligned outcomes |
Interpret and analyze evidence and perspectives; explore impacts of treaties/colonial policy on First Peoples; build critical media literacy through film-based inquiry. | Use inquiry processes to analyze discriminatory policies/injustices (including Indian Act and residential schools) and their legacies; communicate findings with evidence. | Investigate ecosystems/energy impacts; evaluate how human decisions affect land and water; integrate Indigenous knowledge and perspectives appropriately within inquiry. | Assess contemporary realities and resilience; analyze self-determination and governance; evaluate reconciliation responsibilities and action. |
| Key Themes |
Treaties; Colonization; Indigenous voices; Critical literacy | Residential Schools; Indian Act; Systems; Reconciliation | Land stewardship; Climate; Environmental justice; Indigenous knowledge systems | Sovereignty; Governance; Reconciliation; Contemporary issues |
| TRC Calls to Action | 62, 63 | 62, 63, 71–76 | 62 | 43, 44, 62–65 |
| UNDRIP Articles |
11, 13 | 8 | 29, 32 | 3, 18 |
| BC Localization (Territory/Treaty/Place-Based Connections) |
Select films that connect to local Nations/territory themes; use respectful discussion protocols and trauma-informed approaches. | Connect historical content to local community impacts; include local remembrance/commemoration pathways. | Watershed study; land-based learning; local stewardship partners (where available). | Localize to local governance structures and district partnerships; consider unceded territory context. |
| Suggested Classroom Use / Assessment |
Film analysis + seminar; perspective chart; reflective response. | Source triangulation; inquiry poster; exit ticket. | Inquiry report; stewardship proposal; presentation. | Policy brief; inquiry seminar; action plan. |
Foundations of Truth & Reconciliation Microlearning
| Grade 9 | Grade 10 | Grade 11 | Grade 12 | |
| BC Subject / Course |
Social Studies 9 / ELA 9 | Social Studies 10 / Science 10 / EFP 10 | English First Peoples 11 English Studies 11 / Literary Studies 11 Media Studies 11 / Digital Media 11 |
BC First Peoples 12 / Contemporary Indigenous Studies 12 |
| BC Curriculum (Big Ideas / Curricular Competencies / Content) — aligned outcomes |
Build foundational understanding of key concepts (treaties, colonization, terminology, worldviews) and apply critical literacy to historical narratives. | Apply concepts to analyze policies and injustices (e.g., Indian Act, residential schools); connect learning to ethical decision-making and respectful dialogue. | Analyze and respond to First Peoples texts (oral, written, visual) to understand relationships to land, identity, and community; evaluate how language, story, and perspective shape meaning; practice respectful engagement with Indigenous knowledge and narratives. Critically analyze diverse Canadian texts and media; identify bias and representation; consider historical context (including colonial policies) and their ongoing impacts; communicate informed perspectives respectfully. Analyze how media constructs narratives and power; identify bias and misinformation; create media that elevates Indigenous voices and supports reconciliation with ethical sourcing and consent. |
Deepen understanding of self-determination, governance, reconciliation responsibilities, and community-based pathways to healing and justice. |
| Key Themes |
Foundational reconciliation; Treaties; Worldviews; Identity | Indian Act; Residential Schools; Ethical responsibility; Anti-racism | Tradition & culture; Indigenous voices; Land relationship; Residential schools (through texts); Identity Truth & reconciliation; Representation; Colonization; Canadian history; Indigenous voices Representation; Decolonizing media; Truth & reconciliation; Indigenous voices |
Sovereignty; Governance; Reconciliation; Well-being |
| TRC Calls to Action | 62, 63 | 62, 63, 71–76 | 62–65 62–65, 71–76 62–65, 71–76 |
43, 44, 62–65 |
| UNDRIP Articles |
11, 13 | 8, 29 | 8, 13, 14 8, 13, 15 8, 13, 15 |
3, 18, 20 |
| BC Localization (Territory/Treaty/Place-Based Connections) |
Use local Nations’ terminology and preferred naming; connect concepts to place (territory, watershed, community history). | Localize to district Indigenous Education resources; emphasize respectful dialogue and support pathways. | Prioritize local authors, voices, and protocols (where invited); acknowledge territory; integrate place-based texts and community perspectives with permission. Use local examples of place names, land acknowledgements, and community histories; include Indigenous-authored sources; follow cultural safety protocols. Use local stories with consent; prioritize Indigenous-led sources; teach citation, permissions, and community accountability. |
Connect to local Nation priorities and contemporary agreements; incorporate place-based inquiry. |
| Suggested Classroom Use / Assessment |
Vocabulary + concept check; reflective journaling; short inquiry. | Discussion protocols; formative quiz; reflection + action step. | Reader’s response journal; seminar discussion protocols; creative synthesis with citations; oral storywork reflection. Critical media analysis; comparative essay; persuasive speech; research mini-inquiry with ethical sourcing. Media analysis report; PSA / podcast / short video with ethical checklist; reflection + peer feedback. |
Inquiry portfolio; policy critique; reconciliation action plan. |
Orange Shirt Day / National Day for Truth & Reconciliation Microlearning
| Grade 10 | Grade 11 | Grade 12 | |
| BC Subject / Course |
Social Studies 10 / EFP 10 | Visual Arts 11 / Art Studio 11 | Contemporary Indigenous Studies 12 / BC First Peoples 12 |
| BC Curriculum (Big Ideas / Curricular Competencies / Content) — aligned outcomes |
Analyze Indian Act-related injustices including residential schools; connect historical learning to responsibilities for reconciliation. | Create and critique art informed by cultural and historical contexts; analyze representation and meaning; practice ethical creation and collaboration, distinguishing cultural appropriation from appreciation. | Evaluate reconciliation as shared responsibility to address injustices and foster healing; plan informed civic action. |
| Key Themes |
Residential Schools; Indian Act; Responsibility; Reconciliation | Tradition & culture; Indigenous art; Protocols; Identity; Representation | Reconciliation in action; Healing; Justice |
| TRC Calls to Action | 71–76, 62, 63 | 62–65 | 62–65, 71–76 |
| UNDRIP Articles |
8 | 11, 13, 31 | 3, 18 |
| BC Localization (Territory/Treaty/Place-Based Connections) |
Localize to district commemoration plan and community partners; trauma-informed delivery. | Highlight local Nations’ artists and protocols; seek permission for cultural forms; incorporate place-based materials/themes appropriately. | Engage local Nation(s)/organizations where appropriate; focus on action that is invited and accountable. |
| Suggested Classroom Use / Assessment |
Inquiry response; evidence-based paragraph; exit ticket. | Artist statement; critique using criteria; curated mini-exhibit; reflection on ethical practice. | Action plan; community project proposal; reflective synthesis. |
Customization & Consultation Services
| Grade 9 | Grade 10 | Grade 11 | Grade12 | |
| BC Subject / Course |
Cross-curricular (district/school pathway) | Cross-curricular (district/school pathway) | Cross-curricular (district/school pathway) | Cross-curricular (district/school pathway) |
| BC Curriculum (Big Ideas / Curricular Competencies / Content) — aligned outcomes |
Design a scaffolded, place-based reconciliation learning pathway across grades and subjects, aligned to BC learning standards and local Indigenous Education agreements/protocols. | Design a scaffolded, place-based reconciliation learning pathway across grades and subjects, aligned to BC learning standards and local Indigenous Education agreements/protocols. | Design a scaffolded, place-based reconciliation learning pathway across grades and subjects, aligned to BC learning standards and local Indigenous Education agreements/protocols. | Design a scaffolded, place-based reconciliation learning pathway across grades and subjects, aligned to BC learning standards and local Indigenous Education agreements/protocols. |
| Key Themes |
Treaty/territory learning; Land stewardship; Climate; Economic reconciliation; Cultural continuity | Treaty/territory learning; Land stewardship; Climate; Economic reconciliation; Cultural continuity | Treaty/territory learning; Land stewardship; Climate; Economic reconciliation; Cultural continuity | Treaty/territory learning; Land stewardship; Climate; Economic reconciliation; Cultural continuity |
| TRC Calls to Action | 43, 44, 62–65, 92 | 43, 44, 62–65, 92 | 43, 44, 62–65, 92 | 43, 44, 62–65, 92 |
| UNDRIP Articles |
3, 18, 20, 29, 32 | 3, 18, 20, 29, 32 | 3, 18, 20, 29, 32 | 3, 18, 20, 29, 32 |
| BC Localization (Territory/Treaty/Place-Based Connections) |
Customize to the district’s territory/unceded status and to any relevant treaties (e.g., Nisga’a, Tsawwassen, Maa-nulth, Tla’amin, Yale, Treaty 8, Douglas Treaties). | Customize to the district’s territory/unceded status and to any relevant treaties (e.g., Nisga’a, Tsawwassen, Maa-nulth, Tla’amin, Yale, Treaty 8, Douglas Treaties). | Customize to the district’s territory/unceded status and to any relevant treaties (e.g., Nisga’a, Tsawwassen, Maa-nulth, Tla’amin, Yale, Treaty 8, Douglas Treaties). | Customize to the district’s territory/unceded status and to any relevant treaties (e.g., Nisga’a, Tsawwassen, Maa-nulth, Tla’amin, Yale, Treaty 8, Douglas Treaties). |
| Suggested Classroom Use / Assessment |
Board implementation plan; PD pathway; evidence collection template. | Board implementation plan; PD pathway; evidence collection template. | Board implementation plan; PD pathway; evidence collection template. | Board implementation plan; PD pathway; evidence collection template. |