5.7 PROJECT: Reconciliation Now

Task:

For this final project, you will be writing journal entries from the viewpoints of 3 different stakeholders in the Truth and Reconciliation Commission for Canada's Indigenous people. You could choose a residential school survivor, a  Canadian federal politician, and a young person learning about reconciliation.  Write this final journal entry from your own point of view.  However, these are only examples.  You should choose whichever stakeholders you'd like as long as they have three different perspectives.

You will be writing your journal in response to the essential question.  Which historically significant events and people in Canadian history indicate the most progress towards, or decline from Truth and Reconciliation for Canada's Indigenous people?   Consider what reconciliation means to each stakeholder now and write the journal response from each perspective.

For your journal entries, you must:

  • Make specific reference to the historical events and/or people that have affected Truth and Reconciliation (Use the information you learned from completing your Annotated Bibliography!)
  • Write in the first person (I, me, my)
  • Fully create this character for your reader and develop the narrative to inform and compel the audience to the feelings and opinions of your character. 
  • Make each journal entry different, rather than a different slice of the same pie.  Utilize all that you have learned and create something of value.

*There is no length set for these entries.  They are complete when the criteria above has been met.  Remember to edit your writing as mistakes take the power from the writing by distracting the reader from your message.

Feel free to complete additional research.  There is a lot of information out there about this issue.

For this project you will choose ONE of the options from the list below.  This assignment gives options according to the proficiency scale.  Each option allows you to display your understanding at different levels. Students should strive to reach "Proficient and Extending" in all topics.  However, students should be able to display their knowledge at whatever level they can achieve.  Make sure you are showing your highest level of understanding.  Be aware that displaying a Developing Understanding will result in a maximum of 3 out of 6, and a Proficient Understanding will result in a maximum of 4 or 5 out of 6.  For the opportunity to achieve a 6 out of 6 students need to follow the requirements of the Extending Understanding option.  Please choose the option that allows you to best display your understanding of the content.

 

Proficiency Scale Information:

  • To show Developing Understanding (max 3 out of 6 marks) - Write your journal entries with one or two direct references to historical people or events to clearly communicate a response to the essential question.  Entries are formatted with a clear introduction, 1 main body paragraph, and a conclusion.  Characters and entries make sense but are predictable or repetitive. Research is used but the focus is primarily on personal experiences and opinions to make connections to self, to text, and to the world.

  • To show Proficient Understanding (max 4-5 out of 6 marks) - Write your journal entries with three to six direct references to historical people or events to clearly communicate a response to the essential question.  Entries are formatted with a clear introduction, 2-3 main body paragraphs, and a conclusion. Detailed imagery, setting and character development bring the entries to life.  Characters and entries make sense and are believable. Research is used effectively and creatively to make connections to self, to text, and to the world.

  • To show Extending Understanding (max 6 out of 6 marks) - Write your journal entries with seven to ten (or more) direct references to historical people or events to clearly communicate a response to the essential question.  The entries are formatted with a clear introduction, 4+ main body paragraphs, and a conclusion. Vivid imagery, setting and character development bring the entries to life and may include inference and/or metaphor.  Characters and entries make sense and are rich and believable, seeming like real-life people full of contradiction and complexity. The author possesses a strong voice and the writing is compelling and engaging. Research is used effectively and creatively demonstrating a clear sense of control and effort to make connections to self, to text, and to the world.

    Max Grade/6 0-2 3 4-5 6
    Understanding Emerging Developing Proficient Extending
    Proficiency Scale The student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning. The student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning. The student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning. The student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning.

  

Assessment:  Below you will find the exemplary criteria used to assess the assignment.   

Learning Target(s) - Exemplary (6/6):    The final product contributes to reconciliation by building greater understanding of the knowledge and perspectives of First Peoples from thorough research and close analysis of texts, language, and author's intent.  Student clearly communicates a response to the essential question.  Student recognizes experiences are formative in identifying with the reconciliation process which is necessary for building relationships and connections to others, to the world, and to ourselves.

Ideas/Content - Exemplary (6/6): Exemplary development of ideas and research. Content is clear, concise and true. Student makes specific and relevant references to the historical events and/or people that have affected Truth and Reconciliation.  Accomplishes the purpose with originality, individuality, maturity, and sophistication which bring the entries to life.

Reflection and Insight - Exemplary (6/6):  Final product demonstrates a rich understanding of what reconciliation means to each stakeholder and how this understanding constructs meaningful and personal connections to self, text, and the world.  Complex connections and original ideas are included in a thoughtful response which has been the result of informed, reflective, and insightful research.  

Conventions/Sentence Fluency - Exemplary (6/6):  Sentence structure and vocabulary are varied, skillfully written (or spoken), and carefully chosen.  Composition shows maturity in vocabulary, structure, and organization. Reflection on the quality of writing is evident, resulting in few or no errors.

Estimated Allotted Time: 2-3 hours

Submission:  "5.7 PROJECT: Reconciliation Now" 

This is where you will upload your assignment to your teacher for marking.

You will upload the file (.docx, .pdf, .png, .ppt, etc.) containing your assignment.  

Name the file with your name and the title.  eg. Sally Brown Reconciliation Project

    • Click Add submission.
    • Upload the file containing your assignment under File submission.
    • Click Save changes.

OR provide the shareable link from your Google drive in the online text box.