Teacher ToolkitCan one person influence history?

Can one person influence history?

What?

This learning module will support student learning about events and developments that impacted the lived experiences of various Black individuals in Canada between 1713 and 1800. Students will analyze challenges Black Canadians faced during this period and examine the ways individuals responded to those challenges.

Whom?

Grade 7 History, Strand A. New France and British North America, 1713–1800

A3.7 describe some significant events and developments, including, but not limited to,
enslavement, that had an impact on the lived experiences and settlement of various
Black individuals and communities in Canada up to and including this time

A1.2 analyse some of the main challenges facing various individuals, groups, and/or
communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1713 and 1800 and ways in which people responded to those challenges

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?
  • access to research tools
  • access to a notebook or place to record their answers
  • students may need access to materials that can be used to create a physical or digital historical significance card
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  • What pre-conversations will you need to have with your students?
  • How might we determine the historical significance of a person, place, or event?
  • What do we know about what life was like for Black individuals and communities at this time?
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  • What vocabulary do your students need to know?

The following list includes some suggested vocabulary:

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Racism

Treating people unfairly or believing some races are better than others because of their skin colour or background.

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Segregation

The forced separation of people based on race or other differences.

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Exclusion

Being left out or denied access to places, opportunities, or rights because of who you are.

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Resilience

The ability to recover from or adapt to challenges and change.

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  • What pre-teaching needs to happen to prepare your students for this content?
  • the concept of chattel slavery in historical context
  • strategies for finding and evaluating reliable sources
  • approaches to learning about sensitive content, navigating dated or historical language (e.g., should not be read aloud, written on assignments)
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  • Is there any pre-reading that you need to do to facilitate this content?

Article: Mathieu Da Costa | The Canadian Encyclopedia      (Opens in a new window) 
Parks Canada: Marie Joseph dite Angélique (circa 1705–1734) National Historic Person     (Opens in a new window) 
Article: Chloe Cooley | The Canadian Encyclopedia     (Opens in a new window) 
Parks Canada: Marie Marguerite Rose National Historic Person (1717-1757)     (Opens in a new window) 

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  • Will students work independently, in partners, in small groups, or is this a full class activity?

The demonstration of learning can be completed independently. Students can also be given the opportunity to share their learning with the class and reflect on historical significance.

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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 significant events and developments that impacted the lived experiences of Black individuals in Canada between 1713 and 1800
  • analyze the challenges Black Canadians faced during this period and examine how individuals responded to those challenges
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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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  • How will you draw your students’ attention to the learning outcome for this learning module?

3. Go!

  • Students will explore the historical thinking concept of historical significance by examining the experiences of four Black Canadians, the challenges they faced, and how they responded. The focus will be on their accomplishments as well as what their lives reveal about Canada’s values during this period.
  • Students will have an opportunity to check their understanding by completing self-check multiple choice questions.
  • Students will demonstrate their learning by creating a historical significance card. Suggested formats include:
    • one-slide digital slide deck
    • poster
    • infographic

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.
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Resources

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

EBSCO Biography: Marie Marguerite Rose     (Opens in a new window)   
Article: Mathieu Da Costa | The Canadian Encyclopedia      (Opens in a new window)  
Article: Marie-Joseph Angélique | The Canadian Encyclopedia      (Opens in a new window)   
Article: Chloe Cooley | The Canadian Encyclopedia       (Opens in a new window)  
Ontario Heritage Trust | Josiah Henson Museum of African-Canadian History     (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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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:  
Blank Blank Blank Blank
Blank Blank Blank Blank
Blank Blank Blank Blank
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