Learning ModuleHow did Black individuals and communities shape early Canadian society?

When you think of Canadian history, whose perspectives come to mind? Maybe you think of notable explorers, significant battles, or famous leaders. But there are many people and communities whose experiences also shaped the country. Some perspectives are easier to find, while others are less visible. By exploring whose stories are remembered and whose might be harder to see, we can better understand the past, begin to get a fuller picture of Canada’s history, and gain insight into the impact on the country in present day.

This learning module explores people, places and events, specifically those of Black individuals and communities, that help us better understand Canada’s past. Ask yourself: Whose perspectives are missing from Canadian history, and why does this matter? As you will continue to learn, Black history is Canadian history.

Look for prompts throughout the learning module that will guide your inquiry.
First, let’s begin with the step of formulating questions. Take a moment to brainstorm any wonderings that come to mind connected to our inquiry question of:

How did Black individuals and communities shape early Canadian society?

You may wish to record these ideas in your notebook or in a method of your choice.

Before we begin exploring some experiences and perspectives, let’s review some information to provide some context for learning.

At the end of the 15th century, and into the 16th century, Europeans explored and colonized territories that are now called the Americas. Their aim was to exploit the wealth of what they called the “New World,” although this territory had been inhabited by Indigenous Peoples for thousands of years.

To cultivate these lands, European colonists required a large workforce. As a result, people were purchased in parts of Africa and forcibly transported to the Americas and the Caribbean. These enslaved people were forced to work without pay in harsh and dangerous conditions, especially in fields of cotton or sugar cane, or in mines. Raw materials such as cotton, sugar, or gold were then sent from the colonies to Europe, to be sold or manufactured. This system is known as the Transatlantic Slave Trade. Enslaved people often suffered beatings, injuries, and exhaustion from long hours of hard labour, leaving many with lasting physical harm and, in many cases, death.

At this time, the practice of enslavement was also prominent in what is now Canada.

Approximately 4,100 enslaved people were counted in New France, but their number was likely higher. About a third of these people were Black, while most others were Indigenous.

In what would become Canada, enslaved Black people were sold and auctioned publicly. They were forced to do chores in homes, such as cooking, maintenance, making candles or soap, or agricultural tasks.

Their working and living conditions were extremely difficult and most often inhumane:

• Enslaved people were considered chattel (property), not human beings. They had no rights or freedom.
• Their treatment varied, but they were regularly subjected to cruel treatment.
• When their enslaver passed away, most enslaved people were not freed; they were transferred to other members of the family or friends.

Faced with these injustices, the resistance of several enslaved people grew stronger. Their determination to regain freedom was expressed in different ways.

As you read through the rest of the learning module content, you may wish to organize your findings in notes, charts, diagrams, or graphic organizers to help you identify patterns and connect the content back to our inquiry question or your own wonderings.

To further understand our inquiry question, let’s explore some content that highlights a few key experiences, individuals, or events connected to Black Canadian history.

Explore the following key terms to help further understand the content in this section.

During the American Revolution, the British colonies issued two important proclamations (which were official announcements made by the government). These proclamations promised freedom to enslaved Black people who supported Britain. Because of these promises, many Black people escaped their enslavers and chose to support the British Crown in exchange for their freedom. These people became known as Black Loyalists.

Press the tabs to explore the following proclamations:

Sometimes, families had to clear rocky, forested land while living in rough shelters during the harsh winters.

Separating groups of people based on race.

Life in these new lands were difficult for Black Loyalists. Jobs were limited, poorly paid and often controlled by white Loyalists. As competition for work increased, tensions grew.

On July 26, 1784, tensions erupted in the settlements of Birchtown and Shelburne, as white Loyalists attacked Black Loyalists’ property, accusing them of working for lower wages. The riot lasted for several days in Shelburne and up to one month in Birchtown, as the homes, churches, and businesses of Black Loyalists were destroyed.

The riots showed how deeply unfair life had become for Black Loyalists, despite their loyalty and service to the British Crown. Frustrated by the broken promises, Black Loyalists sent influential community member Thomas Peters to London, England to claim what they had been promised. He returned with an offer from the Sierra Leone Company to resettle free Black people in a country in Africa called, Sierra Leone. Approximately 1,200 people left for Sierra Leone in 1792, while approximately 2000 Black Loyalists decided to stay in Nova Scotia.

During the War of 1812, Black Loyalists and other Black men in British North America enlisted in the military to help defend their communities, families, and farms. Black Loyalist, soldier, and prominent community leader Richard Pierpoint advocated for an all-Black unit in the army called the Coloured Corps.

Black soldiers were assigned to important, but dangerous duties, such as building fortifications, transporting supplies, and guarding strategic positions. Despite their brave service, many faced unfair treatment and discrimination when they tried to claim the rewards they had been promised.

A military conflict between the United States and Great Britain that lasted from 1812 to 1815. Many battles were fought along the border between the United States and British North America (present-day Canada). Indigenous nations also played an important role in the war.

Press the tabs below to learn more about various early Black settlements in Upper Canada. As you read through the examples, consider how Black communities survived and thrived despite the challenges they faced. You may wish to record your ideas in a notebook or a method of your choosing.

Despite anti-Black racism, poor land quality, lack of tools, and difficulty of access, these communities thrived due to strong community spirit and resilience. Families worked together to clear land and build homes, share food, supplies, and support one another through hard times. They created community institutions, like churches, schools, and businesses that helped the community members learn new skills, become further educated, and be a part of the local community. By standing together, these communities built something lasting and strong.

As we’ve learned, churches were central to early Black communities. They were not only places of worship but also community centers where people could gather and support each other. In settlements such as Queen’s Bush, Tecumseh, Dawn, and Elgin/Buxton, churches were built alongside schools and homes, forming the spiritual and social centers of the community. The church was not only a place of worship but also a hub for education, social organization, and cultural preservation.

A person who worked to end slavery and believed that enslaved people should be free and treated equally.

Explore the following examples:

Newspapers were important tools for sharing ideas, educating readers, and connecting Black communities. The two Black-run newspapers you will learn about supported abolition and helped people stay informed about community news, opportunities, and important events.

Explore the following to learn about specific examples of Black owned newspapers and the impact that they had on Black communities.

To check your understanding of what we have learned so far, complete the following True or False questions. Select the correct answer, then press the Check Answer button to see how you did.

Now that you’ve analyzed your information, it’s time to evaluate and draw conclusions about our inquiry question: How did Black individuals and communities shape early Canadian society?

Use your notes to complete the following task.

Task: Imagine you were a reporter of the time and create a newspaper article on a specific event, individual, or experience in Black Canadian History. Choose one of the topics that was explored in this learning module.

In general, you will need to address the following questions:

• What happened?
• Who was involved?
• Why is it important?
• How did this historical experience or event foster a sense of belonging or pride in community?

Now it’s time for the last step of the inquiry process: communicate your findings to the overall inquiry question by creating your newspaper article.

In your article, be sure to include:

• Headline – Catchy and informative
• Byline – Your name
• Lead paragraph – Summarize the most important facts (who, what, when, where, why)
• Body – Other supporting details, including why this story matters today
• Quote (if possible)
• Image (hand drawn or digital)
• Be sure to address the overall inquiry question by expressing why this perspective is important to include in Canadian history.