The Tikkun Project
Lesson
9
Finalizing and Presenting Our Proposal
Concept
A proposal is only as persuasive as the evidence behind it and the clarity with which it's presented this is where every piece of the unit's work (the map, the audits, the expert feedback) comes together into one final case, and where the unit's own accessibility lens gets applied reflexively to the proposal's own format.
Focus Question
How do we bring everything we've learned together into one clear, persuasive, and accessible proposal?
Knowledge & Understanding Goals
Social Studies, People and Environments: The Local Community, Strand B: Present a research-informed proposal to an authentic audience, supported by evidence gathered through direct investigation.
Language, Oral Communication Strand: Communicate ideas clearly for a specific audience and purpose, adapting the mode of communication for accessibility.
Thinking & Learning Skills
Thinking Skills (Synthesis): Assembling evidence gathered across multiple lessons into a single, coherent, persuasive case.
Learner Profile Connection (Reflective / Principled): Applying the unit's own accessibility criteria to the students' own work, not only to the school environment.
Context
The unit's culminating lesson until now, nothing has asked students to assemble their accumulated evidence into an actual, deliverable proposal for the school administration, which the Critical Challenge and Challenge Criteria require. This lesson closes that gap and adds one final, on-theme step: checking whether the proposal itself is accessible to the audience it's being presented to.
Lesson Outline
ASSEMBLING OUR EVIDENCE
Groups gather everything relevant to their proposal: the community map markings, the school audit stickers (green/red), the Universal Design Toolkit chart from Lesson 5, and their expert-revised draft from Lesson 8.
REMEMBERING IT'S A SHARED RESPONSIBILITY
Introduce Kol Yisrael Arevim Zeh BaZeh — "all of Israel is responsible for one another" (Talmud, Shevuot 39a). Explain: this text is traditionally about the Jewish community's mutual responsibility, but its deeper idea — that we're responsible for each other, not just for ourselves — applies to any community, including ours. Ask: our proposal isn't really "my idea" or "your idea" — it's something our whole class is responsible for putting forward together, and something our whole school community is responsible for acting on. How does that change how we present it? FINALIZING THE PROPOSAL Using the Challenge Criteria as a checklist — is it persuasive and inclusive to all people? Is it feasible to implement? Is it supported with evidence? — groups finalize their written or visual proposal, making sure every recommendation cites a specific piece of evidence from the unit's work.
MAKING OUR PROPOSAL ITSELF ACCESSIBLE
Before presenting, groups pause to apply the unit's own lens to their proposal's format, not just its content. Ask: If someone couldn't see well, could they still understand our proposal — is there anything besides small written text, like a verbal explanation, a model, or large clear images? If someone couldn't hear well, could they still follow our presentation — is there something written or visual to go along with what we say out loud? Groups make at least one small adjustment based on this check (e.g., adding a spoken walkthrough of a written proposal, or a large-print/picture summary alongside a verbal presentation).
PRESENTING TO A REAL AUDIENCE
Groups present their finalized, accessibility-checked proposal to the principal or another appropriate school administrator, either live or via a recorded or written submission.
Notes for Teaching and Evaluation
Framing the proposal's own accessibility as a quick check with one required adjustment — not a full redesign — keeps it proportionate to a Grade 1 attention span, while still making the point concretely rather than leaving it as an abstract nice-to-know.
This is also the most direct possible test of whether the unit's core text and criteria actually transferred as a general habit of mind, rather than staying tied to the specific context (the school building) where they were taught.