Teacher ToolkitHow did Canadian laws limit the rights and freedoms of Black people?

This learning module will teach students about significant laws and events from across the time periods of each of the strands for Grade 7 and 8 History (1700s – 1910s), focusing on laws, policies, and events that shaped the experiences of Black people in Canada. Students will explore how these laws strategically restricted and oppressed Black individuals and communities within Canadian society.

Following the guided learning in the module, students will then conduct additional independent research on a law/rule of their choice from the seven examples reviewed:

• Code Noir, 1685
• Raudot Ordinance, 1709
• 1793 Act to Limit Slavery in Upper Canada
• Slavery Abolition Act of 1833
• Common Schools Act of 1850
• Immigration Act of 1910
• Order in Council PC 1911-1324

Throughout both sections, students will reflect on two of the core historical thinking concepts from the curriculum:

• the historical significance of these events and historical laws
• continuity and change in how the law affects the lives of Black Canadians in history and today

While the learning module is to be completed in full by all Grade 7 and 8 students, the law or rule they select must correspond to the historical time period studied in the applicable grade.

For example:

• After finishing the module activity and the matching self-check opportunity, Grade 7 students must then select one of the laws/rules from 1709-1833 to research for assessment
• Grade 8 students must select one of the three laws/rules from the time period between 1850-1911

Gr. 7 History Curriculum

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.

Strand B: Canada, 1800–1850: Conflict and Challenges

B3.5 describe various experiences, realities, challenges, and perspectives of members of Black settlements and communities across Canada and explore how the people in these settlements fostered a sense of belonging and pride in community.

Gr. 8 History Curriculum

Strand A. Creating Canada, 1850–1890

A3.2 identify some key events across Canada between 1850 and 1890 that shaped the
experiences of Black people in Canada and explain the impact on Black individuals and
communities and on the broader Canadian society.

Strand B. Canada, 1890–1914: A Changing Society

B3.2 identify factors contributing to key events/developments affecting Black individuals and communities, explain historical significance.

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.

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?

• What pre-teaching needs to happen to prepare your students for this content?

• 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?

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

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

• How will you activate and/or assess your students’ prior knowledge ahead of this learning module?

• How will you draw your students’ attention to the learning outcome for this learning module?

• Students will begin by looking at how laws contributed to the mistreatment of Black Canadians. They will learn about laws and key events from as early as 1685 up until 1911 that shaped the experiences of Black people in Canada (spanning content from both Grade 7 and 8). Students will then reflect on how these events affected Black individuals, communities, and broader Canadian society
• Students will have an opportunity to check their understanding by completing a matching activity. They will match the six laws/rules explored in the learning module to descriptions of their corresponding impact.
• To demonstrate their learning, students will choose a law or rule to research in more detail. Students will investigate how the law or rule impacted Black people, its significance in history, and how its legacy still affects Black people in Canada today.
• Students can share their learning in a format of their choice, such as:
  • letter to someone explaining what they learned
  • formal paragraph
  • digital slide deck presentation

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

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

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

Triangulation of assessments

• The following is a sample chart/checklist for use in documenting your triangulation of assessments during observations, conversations, and conferences: