Teacher ToolkitHow have queer Black Canadians used community organizing to create support, visibility, and resilience?

How have queer Black Canadians used community organizing to create support, visibility, and resilience?

What?

This learning module will support student learning of how Black queer communities in Canada resisted racism and homophobia within their respective communities by establishing their own intersectional spaces and initiatives.

Students will explore examples of Black queer rights advocacy and community building in Canada over the past fifty years, broadening their understanding of intersectionality and becoming more familiar with advocacy organizations as well as some of the limitations of single-issue advocacy.

Whom?

Press the following tabs to explore curriculum expectations connected to the content of this learning module.

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CHC2P/2D – Canadian History Since World War I, Grade 10

A1.5 use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgments regarding historical issues, events, and/or developments in Canada since 1914

E3.3 analyse some significant events, developments, and/or systemic issues that affected Black communities in Canada during this period, and assess the impact of these events, developments, and/or issues on identities, citizenship, and/or heritage in Canada

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CHV2O – Civics and Citizenship, Grade 10

C1.3 analyse ways in which various beliefs, values, and perspectives are represented in their communities, and assess whether they are equitably represented and/or valued

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HSE3E – Equity, Diversity, and Social Justice, Grade 11

B1.2 demonstrate an understanding of how a variety of factors (e.g., race, socio-economic status, sexual orientation, ability) intersect in individuals to create diverse experiences of identity and social roles

C1.3 describe various racial, cultural, and national communities’ contributions to and influence on Canadian life and society

C3.1 describe the impact of historically important social movements

C3.2 describe forms of social activism, including those unique to contemporary society

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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 for students to record their answers
  • Consider using 2SLGBTQI+ inclusive signage in your classroom to support inclusivity, promote respect, and reinforce the vocabulary introduced in this Teacher Toolkit.
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  • What pre-conversations will you need to have with your students?
  • What kind of respectful language can we use while studying sensitive topics?
  • What makes up a person’s identity? How do different aspects of who you are (e.g., family background, personal interests, appearance/gender presentation, etc.) shape your identity and allow you to connect with others?
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  • What vocabulary do your students need to know?

The following list includes some suggested vocabulary:

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Advocacy

Advocacy is when people with shared goals work together to speak up, take action, and/or organize as a group to support the rights, safety, and dignity of a group of people.

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Intersectionality

Intersectionality is a way of understanding how different parts of a person’s identity like race, gender, class, sexual orientation, ability, or faith can overlap and affect their experiences.

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Systemic bias

Systemic bias refers to when rules or practices within a system (like education, governments, or workplaces) can unfairly benefit some groups of people while creating barriers or challenges for others. It is not about an individual holding a personal judgment or bias, but rather how biases within a system can create unfair outcomes over time.

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Heteronormativity

Heteronormativity is a world view that presumes heterosexuality to be the only "normal" or default human sexuality and reinforces a binary view of gender (male/female).

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Resistance

Resistance, when discussing human rights activism, refers to when a certain group refuses to accept unfair treatment and organizes to push back against systems, laws, or social norms that cause harm or exclusion.

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  • What pre-teaching needs to happen to prepare your students for this content?
  • the definitions of central terms and concepts (i.e., intersectionality, advocacy, resistance)
  • the ways that single-issue advocacy can overlook intersectional identities
  • approaches to learning about sensitive content
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  • Is there any pre-reading that you need to do to facilitate this content?

The following learning modules might be useful to explore prior to teaching:

Black History Learning Modules | TVO Learn     (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?
  • Students should complete the self-check opportunity matching task independently. The demonstration of learning response may be completed in small groups. You may choose to facilitate selected sections as whole-class discussions, as appropriate.
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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:

  • consider and describe issues that affected Black communities in Canada during the time period between 1982 to present
  • use the concept of historical significance to judge the impact of these issues/developments
  • judge the contributions of some individuals and organizations
  • consider the ways in which different beliefs and values are represented in certain communities, and decide if they are represented fairly
  • show an understanding of how different factors (e.g., race, socio-economic status, sexual orientation, ability) create diverse experiences of identity
  • describe various racial, cultural, and national communities’ influence on Canadian life and society
  • describe the impact of social movements and activism (such as social media organizing)
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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 learn about the modern history of Black queer rights activism (in response to exclusion from mainstream advocacy efforts) in Canada and, more specifically, southern Ontario. Students will learn how this form of resilient community organizing exemplifies the concept of intersectionality by/through exploring a number of initiatives and organizations founded by Black Canadian individuals and activists from the early 1980s to present.
  • Students will have an opportunity to check their understanding by completing a true or false activity, with correct answer explanations provided.
  • Students will demonstrate their learning about the importance of Black queer rights advocacy in Canada by creating a visual that highlights historically significant events and developments from the late 1980s to the present, using one of the following assessment opportunities:
    • a timeline created on paper (photographed for submission)
    • a timeline using a digital media tool of choice
    • an alternative visual format such as a storyboard or comic strip representing historically significant moments over time (requires approval by teacher)

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

  • 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:

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Assessment opportunities

Access the following rubrics to assess student learning:

Tips

Creating learning goals

  • Clearly identify what students are expected to know and are able to 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 NameDemonstrates (insert specific expectation)Demonstrates (insert specific expectation)Demonstrates (insert specific expectation)
Date: Date: Date: