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Essex/Kent County African-Canadian Connections to the Ontario Curriculum for Grades 1 to 6 Social Studies, Grades 7 and 8 History and Geography

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Essex/Kent County African-Canadian Connections to the Ontario Curriculum for Grades 1 to 6 Social Studies, Grades 7 and 8 History and Geography ESSEX/KENT COUNTY AFRICAN-CANADIAN CONNECTIONS TO THE ONTARIO CURRICULUM FOR GRADES 1 TO 6 SOCIAL STUDIES, GRADES 7 AND 8 HISTORY AND GEOGRAPHY INTERNATIONAL MEMORIAL TO THE REVISED 2016 UNDERGROUND RAILROAD WINDSOR, ONTARIO, CANADA Table of Contents Preface …………………………………………………………… i Introduction to Study …………………………………………………………… ii Acknowledgements …………………………………………………………… iii Suggested Cross-Curricular Activities that can be used in All Grades to Celebrate African Canadian History…………………………………………………………………………... 1 An African Canadian Search …………………………………………………………… 2 African Canadian Timeline …………………………………………………………… 3 Overview Chart of African Canadian Connections to the Ontario Curriculum Social Studies/History and Geography, grades 1-8………………………………………………... 23 Grade 1: A. Heritage and Identify: Our Changing Roles and Responsibility………………………… 25 B. People and Environments: The Local Community……………………………………… 25 Profile of Rose Fortune Suggested Activities Grade 2: A. Heritage and Identify: Changing Family and Community Traditions…………………... 28 Emancipation Day Black History Month Kwanzaa McDougall Street Reunion North Buxton Homecoming B. People and Environments: Global Communities………………………………………... 32 Spirituals African Canadian Legends African Canadian Food or Soul Food African Canadian Performing Arts African Canadian Religion Grade 3 A. Heritage and Identity: Communities in Canada, 1780-1850…………………………….. 39 Hotel-Dieu Hospital Facts about Africa African Canadians as Loyalists, Enslaved People, and Settlers in Upper Canada Definition of Slavery Henry Bibb Abraham Doras Shadd John Freeman Walls Josiah Henson Mary-Ann Shadd Harriet Tubman John Ware James L. Dunn Robert Dunn George Madison Rose Fortune Underground Railroad Routes 1860 The Common Schools Act of 1850 Grade 4: A. Heritage and Identity: Early Societies, 3000 BCE-1500 CE……………………………. 54 Ancient African Civilization, Kingdom of Kush (Nabia) The Moors Grade 5: A. Heritage and Identity: First Nations and Europeans in New France and Early Canada… 75 Captivity Practices among First Nations and Relationship to Slavery Definition of Slavery B. People and Environments: The Role of Government and Responsible Citizenship…….. 76 Changing Concepts of Responsible Citizenship and Activism: Abolition (1834) Dr. Howard McCurdy, MPP, B.A., B.Sc. M.Sc. Ph.D. (Windsor-St. Clair) The Honourable Jean Augustine The Honourable Lincoln Alexander Ron Jones, Former Councilor, Ward 2, City of Windsor John Elliott, Councilor of Ward 2, City of Windsor Larry Mansfield Robbins, Councilor, City of Chatham Shelley Harding-Smith, Former Trustee, GECDSB Lyle Browning, Liberal Party Activist, Former Member of St. Clair Colleague Board of Governors Dan Allen, former Councilor, City of Windsor Mike Allen, Former Trustee with GECDSB Gary Baxter, Former Mayor of LaSalle Wayne Hurst, Former Mayor of Amherstburg Her Excellency The Right Honourable Michaelle Jean Grade 6: A. Heritage and Identity: Communities in Canada, Past and Present………………………. 85 Mathieu da Costa, Linguist, Interpreter, Explorer and Pioneer Melvin “Mac” & Betty Simpson, co-founders of The North American Black Historical Museum Elise Harding-Davis, African Canadian Heritage Consultant, Former Curator/Administrator of the North American Black Historical Museum Grade 7: A. New France and British North America, 1713-1800……………………………………. 89 Slavery in New France Definition of Slavery Resistance to Slavery in New France: Marie-Joseph Angélique The British and Black Loyalists Black Pioneers and Guides Black Brigade and Colonel Tyre Slavery in Upper Canada: Chloe Cooley's Resistance and the 1793 Act against Slavery Richard Gallion B. Canada, 1800-1850: Conflict and Challenges…………………………………………… 95 The War of 1812 The Decline of Slavery in Canada and British Abolition British North American Blacks and the Upper Canada Rebellions The Underground Railroad and Other Migration from the United States William Edward Hall Henry Bibb The Nazrey African Methodist Episcopal Church, Amherstburg Abraham Doras Shadd John Freeman Walls Josiah Henson Mary Ann Shadd Harriet Tubman James L. Dunn Robert Dunn Rose Fortune Thornton and Lucie Blackburn and the Blackburn Riots Underground Railroad Refugees Fugitive Slave Narrative #1 – Written by Lydia Adams Fugitive Slave Narrative #2 – Written by J. F. White Fugitive Slave Narrative #3 – Written by Sophia Pooley Fugitive Slave Narrative #4 – Written by Allen Sydney Grade 8: A. Creating Canada, 1850-1890…………………………………………………………….. 114 The Underground Railroad in the 1850s British North American Blacks and the American Civil War Social and Economic Life Pervasive Racial Segregation and the Common Schools Act Samuel Ringgold Ward Jack Burton/John Anderson Sir James Douglas Dr. Anderson Ruffin Abbott Robert Sutherland William Hall Mifflin Wistar Gibbs Elijah McCoy Delos Rogest Davis Anthony Banks B. Canada, 1890-1914: A Changing Society……………………………………………….. 125 New Century, Old Systemic Attitudes 1900 - World War I and Immigration Policies Arthur Alexander’s Letter to the Military John Ware Matthew Henson African Canadian Involvement in WWI C. Guest Speakers…………………………………………………………………………... 130 D. Field Trips……………………………………………………………………………….. 132 Glossary of Terms…………………………………………………………………………... 140 Bibliography of Reference Books…………………………………………………………... 141 Bibliography of Student Books……………………………………………………………... 144 Bibliography of Websites…………………………………………………………………… 146 Preface This curriculum support document was developed to provide teachers in the Greater Essex County District School Board with information and ideas whereby the heritage, culture, and contributions of African-Canadians can be highlighted in the appropriate curriculum units. The Windsor/Essex region is one of the most ethnically diverse communities in Canada. Our population is a wonderful mixture of peoples from around the world, both more recent arrivals and those whose ancestry is that of the aboriginal peoples of this land. Most of the population can trace their heritage to newcomers who came to this region with hope and the anticipation for a better life and future for their children. A very unique group of people of African origin who made the Essex and Kent County areas their home were those who were escaping oppression and slavery in the United States. Although Canada itself permitted slavery until British Emancipation in 1833, the abolitionist movement was affecting Canada by the 1790s. Three key pieces of legislation resulted in Canada's appeal to enslaved Americans. In 1793 in Upper Canada (what is now Ontario), Lieutenant Governor John Graves Simcoe passed legislation that prevented new slaves from being brought into British Canada and that would free children born to female slaves once they reached age 25. Next, Great Britain abolished the slave trade in 1807 on the High Seas, although an illegal trade in Africans continued globally for many years after that. Finally, in 1833 slavery was abolished across the British Empire. Because Upper and Lower Canada were under British rule at the time, the practice of slavery was outlawed here as well. The United States of America finally abolished slavery in 1865 throughout the nation through the Thirteenth Amendment to the Constitution. In the years leading up to that event and for some time after many people of African descent who came themselves or were the descendants of those who came to North America, sought the freedom that life in Canada promised. Our region offers numerous sites (e.g. churches, homes, museums, cemeteries, and monuments) which bore witness to the contributions of these people to Canadian society. They are a wonderful link to the rich African descent heritage of our area. Many residents of the City of Windsor, Essex County and Kent County are descendants of those who "followed the freedom trail north”, whether they were persons of African descent who freed themselves from slavery or free persons of African descent who wanted to leave behind the oppressive atmosphere and legal codes with which they had to live. In the 150 years since the abolition of U.S. slavery, African origin descendants have also emigrated from the Caribbean, Latin America and the continent of Africa, seeking a better life in Canada. People of African descent have, both in the past and present, played an important role in the cultural, political, social, and economic progress of our community. The Ontario Curriculum offers many opportunities for teachers to explore issues of heritage and diversity throughout the elementary and secondary grades. It is important that educators are conscious of why certain terms for people of African descent are no longer socially acceptable, primarily because the past terms had been used derogatorily or because new terms better conveyed the African heritage everyone should understand why and therefore be comfortable in providing an explanation. In this document, the terms "Black" and "African-Canadian" are used to refer to Canadians of African descent. In the past, terms such as "negro" or "coloured" were in use but are no longer acceptable. However, a student who is reading an historical document might encounter these terms and should understand them in historical context. Today, "Black" as well as "African Canadian" or "African American" or "Afro Caribbean" are considered acceptable. Also, formerly popular terms for people of mixed ancestry, such as "mulatto", should be replaced with "mixed heritage", "mixed ancestry" or "mixed culture". i Introduction to Study The teaching of
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