Socials Project: Indigenous Women’s Rights Group Presentation

Summary of Assignment and Learning Objectives

As a TALONS Socials 9 group project, we were assigned the topic of Indigenous Women’s Rights in Canada. As a group, we chose to do a power point presentation and collaboratively research online and write our speech using a Word Online document. Some of the learning objectives included preparing slides that flowed and showed images that were relevant to the subject, discussing social responsibilities and suggesting solution. The project was meant to provoke critical thinking on a sensitive topic in my peers and engages them into a classroom discussion.

Listing of Digital Literacy Criteria Met

Communication and Collaboration:

#3. I respond to the work or ideas of my peers in a way that is compassionate and productive.

Being a boy in a group of girls working on the subject of Women’s Rights, I needed to be respectful, compassionate and empathetic. Early on, I realized that my role in the group shouldn’t be forceful, but more of a listener and supporter. I let my group members choose which parts of the project they wanted to do first, and I always offered to help if they needed proof reading or suggestions.

Research and Information Literacy:

#10. I identify and discuss bias in research sources.

When I was conducting my research, I started to notice bias in certain sources. For example, some sources focused on gender issues, over Indigenous rights, while others did the opposite.

#12. I look at controversial issues or topics from opposed perspectives to gain a more complete understanding.

During my research, I came across the controversial issue surrounding “Indian Status” in Canada. I looked for different perspectives on the issue in my research and read several articles and watched a short film that highlighted the differing opinions. This experience was brand new to me and I didn’t know much about the “Indian Act” and the rights that some Aboriginal People have under it.



Indigenous Women’s Rights