Entrepreneurship refers to developing a new and original business based on creative and innovative ideas that help solve a problem or meet the needs of a community.
Teacher ToolkitCan entrepreneurship shape identity and belonging?
Can entrepreneurship shape identity and belonging?
What?
This learning module will support student learning about systemic issues affecting Black communities in Canada during this period, and will examine the impact of these events, developments, and/or issues on identities, citizenship, and heritage in Canada.
Whom?
CHC2D/2P Grade 10 Canadian History Since World War I
E3.3 analyse some significant events, developments, and/or systemic issues that affected Black communities in Canada during this period, and assess the impact of these events, developments, and/or issues on identities, citizenship, and/or heritage in Canada
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?
- 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:
Systemic barriers are societal structures, policies, or practices that make it harder for marginalized communities to access opportunities and succeed in areas like education, business, and employment.
Intersectionality is a way of understanding how different parts of a person’s or group’s shared identity (like ethnicity, gender, class, sexual orientation, ability, or faith) can overlap to further shape their experiences.
- 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 have a working understanding of intersectionality and how overlapping identity markers can shape the experiences of subgroups within the wider Black Canadian community.
- Students should understand the difference between primary and secondary sources.
- Students should have foundational knowledge of safe and responsible research practices.
- 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 done independently or with partners. The final product can also be collated to create a class directory and shared with the school community.
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?
We are learning to:
- analyze significant events, developments, and systemic issues that affected Black communities in Canada, and assess how these shaped identity, citizenship, and cultural heritage
- You may choose to co-create the success criteria with your students or develop your own.
- 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
- Students can attempt to answer the essential question based on knowledge (independently, with a partner, in conversation with teacher, etc.)
- How will you draw your students’ attention to the learning outcome for this learning module?
3. Go!
- Students will learn about some Black‑owned businesses and initiatives in Canada during this period by exploring barriers entrepreneurs and organizers face, and the ways their businesses or initiatives contribute to community life, preserve cultural heritage, and shape identity.
- Students will have an opportunity to check their understanding by completing a self-check matching activity.
- Students will demonstrate their learning about Black owned businesses/initiatives and their positive impacts on communities by completing one of the following assessment opportunities:
- digital slide deck
- mockup webpage
- infographic
- short video
Press the following Show Suggestions button for ways to assist students while they work through the learning module.
- Answer any questions or queries.
- Observe students’ engagement with the content.
- Assist students in their research.
- 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.
Resources
As an extension of learning, extra information, or supplementary activities, please refer to the following resources:
Canadian Black Chamber of Commerce (Opens in a new window)
100ABCWomen (Opens in a new window)
Black Business Initiative (Opens in a new window)
Black Founders Network - U Toronto (Opens in a new window)
Government of Canada - Black Entrepreneurship Program (Opens in a new window)
Blockorama.ca (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)
Ontario Heritage Trust | (Opens in a new window) Len Gibson: Ontario dance pioneer (Opens in a new window)
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 are able to 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: | Blank | Blank |
| Blank | Blank | Blank | Blank |
| Blank | Blank | Blank | Blank |
| Blank | Blank | Blank | Blank |
| Blank | Blank | Blank | Blank |