Learning ModuleHow did Black experiences in Canada evolve?

How does a society change over time? When society seems to evolve, what problems or patterns remain? When we study the experiences of people in the past, we begin to see how communities respond to challenges, fight for fairness, and build places where they feel a sense of identity and belonging. At the same time, we may notice that some attitudes, systems, or inequalities continue, even as laws and opportunities evolve.

In this learning module, we will examine some Black experiences in Canada throughout history to better understand what has changed, what has stayed the same, and why those patterns still matter today.

Black people have lived in Canada for centuries, building strong, vibrant communities and demonstrating resilience and strength in the face of challenges. Over time, the experiences of Black individuals and communities have changed in important ways. At the same time, some patterns of discrimination and inequality have continued.

We will be exploring three different themes to analyze the extent to which Black Canadians’ experiences have changed or stayed the same over time. The three themes we will explore are:

As you read through each section, reflect on the following:

In 1850, the Fugitive Slave Act in the United States made life dangerous for people escaping enslavement, even in northern states. This law caused a large wave of Black refugees to flee to Canada, numbering between 15,000 and 20,000. Harriet Tubman was one of the key individuals who helped many people reach safety in Canada via the Underground Railroad. In 1861, she founded the Fugitive Aid Society of St. Catharines (Ontario) to support people escaping enslavement.

Despite the arrival of these Black refugees, Canada’s federal immigration laws were biased against Black people.

Similar Black settlements were also developing on the East Coast of Canada, including Africville, just north of downtown Halifax, Nova Scotia.

In this community, residents purchased their own land, ran fishing and agricultural businesses and shops, and built churches. As resourceful and resilient as this community was, Africville was not serviced to the same extent as other parts of Halifax. Africville residents were often denied important city services such as running water, sewage systems, and proper roads.

The following image shows a view of Africville. There are no paved roads or sidewalks, and railroad tracks run through the centre of the neighbourhood.

In 19th-century Ontario, Black children often faced segregation in schools. The Common Schools Act of 1850 required separate schools for Black students, but these schools were usually underfunded. Sometimes, Black children were not allowed in white schools, and even when they could attend, they would have to sit on separate benches.

The forced separation of people based on race, often in schools, housing, and public spaces. 

Despite these challenges, many Black communities worked hard to ensure children could access education.

Throughout the 19th century, Black communities established educational institutions that served as essential hubs for learning, progress, and empowerment.

Press the following tabs to learn more about the Buxton and Dawn Settlements, two of the most significant Black communities established in Southwestern Ontario.  

Black trailblazers such as Mary Ann Shadd, Henry Bibb, and Mary Bibb played key roles in education. Mary Ann Shadd, as an activist, educator, and publisher for the Provincial Freeman (1853-1860), advocated for integrated schools and demonstrated how education could empower Black Canadians.

The Bibbs ran schools for Black children and the newspaper The Voice of the Fugitive (1851-1854), which provided news, learning resources, and advice to newcomers from the Underground Railroad.

Through schools, churches, and newspapers, Black communities resisted segregation, preserved culture, and built strong networks.

Historically, Black Canadians have also faced barriers at work because of racial discrimination. Job opportunities were often limited, and career advancement was challenging or nonexistent. In industrial areas like Cape Breton, Black miners often had the lowest-paying and most dangerous jobs.

In Montreal, many Black men worked as “sleeping car porters” for railway companies. They were responsible for taking care of wealthy passengers on trains, carrying luggage, and providing cleaning and service. These men worked long hours under strict rules and earned relatively low wages. Although the conditions were difficult, they developed groups of workers who united to defend their rights and protect their earnings (known as “unions”).

Despite these challenges, Black Canadians made important contributions. Some examples include:

Through the exploration of the three themes of migration and community development, education, and employment and economic opportunities, we can better understand the experiences of Black Canadians between 1850 and 1914. During this time, Black individuals and communities faced significant challenges, but they also created new opportunities and built meaningful lives. While some progress was made, racism and inequality continued, showing that change and continuity often occurred at the same time. Studying these patterns helps us recognize the resilience, leadership, and lasting contributions of Black individuals and Black communities in Canada.

Complete the following check for understanding to determine where you are in your learning. Select the correct answer, then press the Check Answer button to see how you did.

Task: To show your learning, you will complete a timeline that outlines examples of continuity and change.

Step 1: Choose two examples from each of the three themes.

Note: Some additional research may be required to determine additional dates and context. Always be sure to use reliable and credible sources when doing any research.

Press the following tabs for examples from each theme.  

Step 2: Create a timeline in a format of your choice, spanning from 1850 to 1914.

Step 3: Plot your chosen examples on your timeline.

Step 4: For each of the examples you plot, identify whether it represents:

• continuity (something that stayed the same)
• change (something that shifted or evolved)
• both / in between

Explain your reason for each choice.

Step 5: Answer the following reflection question in paragraph form: