Teacher ToolkitHow did Black experiences in Canada evolve?

This learning module will teach students to explore how the experiences of Black individuals in Canada evolved between 1850 and 1914. Students will examine key issues, events, and/or developments and reflect on whether these are examples of continuity or change. They will also consider the significance of these events and actions for understanding Canadian history and our world today.

Gr. 8 History, 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.

Gr. 8 History, Strand B. Canada, 1890–1914: A Changing Society

B3.2 identify factors contributing to some key issues, events, and/or developments that specifically affected Black individuals and communities in Canada between 1890 and 1914, and explain the historical significance of some of these issues, events, and/or developments for various Black individuals and/or communities across Canada.

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?

The following list includes some suggested vocabulary:

• 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 your learners. 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 be introduced to the concept of continuity and change. They will learn about events and developments concerning Black Canadians between 1850 to 1914 under three themes:

• As students read about each theme, they will take note of what has continued vs. what has changed over time.
• Students will have an opportunity to check their understanding by completing a multiple-choice activity.
• To demonstrate their learning, students will select six examples of terms/events and plot them chronologically on a linear timeline, representing the historical thinking concept of continuity and change. They will indicate whether each topic represents continuity, change, or both, provide a brief explanation of their reasoning, and finally answer the following inquiry question:
  • How did Black experiences in Canada evolve between 1850 and 1914? Summarize how Black experiences in Canada changed and what stayed the same. In your own words, explain why learning about both continuity and change is important in today’s world.

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: