Teacher ToolkitCan celebration be an effective form of resistance?

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Can celebration be an effective form of resistance?

What?

This learning module will support student learning of how Black individuals, communities, and organizations actively resisted and/or advocated against anti-Black racism in Canada and analyze the societal changes that resulted from their efforts during this period.

Whom?

CHC2D/2P Grade 10 Canadian History Since World War

D2.4 describe how some Black individuals, communities, and organizations actively resisted and/or advocated against anti-Black racism in Canada and analyse the societal changes that resulted from their efforts during this period and what remained the same.

How?

Please note all prompts and information included in this Teacher Toolkit are suggestions only. Educators are always encouraged to evaluate the specific needs of their learners and use their professional judgement.

1. Get ready…

Before you begin teaching, consider the following prompts to prepare yourself. Some suggested answers have been included as samples.

  • What materials will you need for this learning module?

Students will need access to a device that can research online.

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  • What pre-conversations will you need to have with your students?
  • What vocabulary do your students need to know?

The following list includes some suggested vocabulary:

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Emancipation Day

Emancipation Day is observed on August 1st to mark the anniversary of the Slavery Abolition Act of 1833, the law that ended slavery in most parts of the British Empire, including Canada.

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Calypso

Calypso is a style of music originating in the West Indies.

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Jump-ups

Jump-ups are lively street parties, parades, and celebrations, especially during Carnival, involving energetic dancing, music (calypso, soca), and costumes.

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Fete

A fete is a large, high energy, vibrant party or celebration, especially during Carnival, featuring soca and calypso music, dancing, and food.

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Masqueraders

Masqueraders are the participants wearing elaborate costumes who dance and parade through the streets. The act of participating is known as "playing mas."

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Steelpan

A steelpan, or steel drum, is a unique percussion instrument from Trinidad and Tobago, made from tuned oil drums, with each hammered section producing a different pitch, creating melodic music with rubber-tipped sticks.

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  • What pre-teaching needs to happen to prepare your students for this content?
  • Students should have an awareness of anti-Black racism and understand that systemic barriers exist in Canada.
  • Students should understand the difference between primary and secondary sources.
  • Students should have foundational knowledge of safe and responsible research practices.
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  • Is there any pre-reading that you need to do to facilitate this content?
  • Will students work independently, in partners, in small groups, or is this a full class activity?
  • The demonstration of learning can be completed independently or in small groups. The extension activity can be a way for students to share their learning, allowing them to explore and learn about a variety of cultural events in Ontario.
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2. Get set...

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

  • What are the learning goals and success criteria for this learning module?
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Learning goals

We are learning to:

  • identify and explain the ways Black individuals, communities, and organizations resisted and advocated against anti-Black racism in Canada
  • analyze the impact of their efforts by examining what changes happened in society
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Success criteria
  • You may choose to co-create the success criteria with your students or develop your own.
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  • How will you activate and/or assess your students’ prior knowledge ahead of this learning module?
  • Use a photo, a short introductory video, an audio clip as an activation
  • Have students complete a KWL chart (What I know, what I wonder, what I have learned)
  • Have students complete a mind map
  • Students can answer a reflection question
  • Students can attempt to answer the essential question based on knowledge (independently, with a partner, in conversation with teacher, etc.)
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3. Go!

  • Students will explore the idea of celebration as a form of resistance by examining the experiences of Black Canadians before and during the 1960s, the history/timeline of Caribana, and its connection to emancipation and the celebration of freedom.
  • Students will have an opportunity to check their understanding by completing self-check multiple choice questions.
  • Students will demonstrate their learning about the experiences of Black communities in Canada, past and present, and the role of cultural celebrations in maintaining culture and identity by completing the following assessment opportunities:
    • journal entry
    • video
    • slide deck
  • Students will have an opportunity for extension that allows them to explore the experiences of marginalized groups and the impact of cultural celebrations.

Press the following Show Suggestions button for ways to assist students while they work through the learning module.

  • Assist students in their research.
  • Answer any questions or queries.
  • Observe students’ engagement with the content.
  • Conference with individual students using the self-check activity, the essential question, or the demonstration of learning section.
  • Lead a guided group through the content.
  • Support students in their research process.
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Resources

As an extension of learning, extra information, or supplementary activities, please refer to the following resources:

TVO Article: The Toronto Caribbean Carnival is more than just the costumes     (Opens in a new window) 
The Official website of the Toronto Caribbean Carnival     (Opens in a new window) 
Canadian Encyclopedia article: Toronto Caribbean Carnival (Caribana)      (Opens in a new window) 
Museum of Toronto: The History of Caribana and the Grand Parade     (Opens in a new window) 
History, Joy, and Resistance | Carnival: They Can't Steal Our Joy | TVO Docs     (Opens in a new window) 
Canadian Museum of Immigration: Immigration Regulations, Order-in-Council PC 1962-86, 1962     (Opens in a new window) 
Ontario Heritage Trust | Black Heritage     (Opens in a new window) 
Ontario Heritage Trust | Apply for a provincial plaque     (Opens in a new window) 
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Podcast by Turn Out Radio - The Toronto Caribbean Carnival and the intersection of emancipation, history, and dance: With Ronald A. Taylor & Collette ‘Coco’ Murray

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Assessment opportunities

Access the following Rubric     (Opens in a new window)  to assess student learning.

Tips

Creating learning goals

  • Clearly identify what students are expected to know and do in language that students can readily understand. This represents the knowledge and skills that the students must successfully demonstrate to achieve the overall expectation.

Triangulation of assessments

  • The following is a sample chart/checklist for use in documenting your triangulation of assessments during observations, conversations, and conferences:
Student Name Demonstrates (insert specific expectation) Demonstrates (insert specific expectation) Demonstrates (insert specific expectation)
Blank Date: Date: Date:
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Blank Blank Blank Blank
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