While the content in this learning activity is aligned to the curriculum, some content may be sensitive to individual learners. Consider reaching out to a trusted adult to share your feelings and questions.

New communities

In this learning activity, you will explore how life changed for Black communities in Canada from the mid to late 1800s, and how important events and people shaped the broader Canadian society of the time.

In the mid 1800s, Black communities often had to clear land and build their communities from scratch. Investigate the following three images and write down what you notice about them. You might wish to consider the communities present, and how they are similar or different from your community today.

What do these images tell us about early life in Black communities in Canada between 1850 and 1890? Record your ideas in your notebook or in a method of your choice.

Explore important key terms

Press the following tabs to learn more about important definitions you will need in this learning activity.

The Abolitionist Movement

The Abolitionist Movement was a growing effort to eliminate enslavement and promote equality. By the mid-1800s, the movement had gained momentum and was strong in the United States, Canada, and worldwide.

It’s important to note that the movement was widespread. Ideas were shared through newspapers and word-of-mouth. Members of the abolitionist movement gave speeches, organized conventions, created societies, and supported each other in the efforts to eliminate the practice of enslavement.

Key events, groups, and people

Press the following tabs to learn more about some key events, groups, and people in the abolitionist movement.

Now, access the article “Looking Back at Toronto’s Historic Anti-slavery Convention of 1851” to learn more about the North American Convention of Colored Freemen.

Fugitive Slave Act (1850)

The Fugitive Slave Act was a law passed in the United States in 1850, during a time when the northern states were mostly free states (enslavement was not permitted) and the southern states still allowed enslavement. Tensions between the two regions were growing.

This law said that all citizens, even in states where enslavement was illegal, had to help capture and return people who had escaped enslavement. This made the northern states unsafe for people fleeing enslavement. Many African Americans lived in constant fear of being caught and forced back into enslavement.

Because of this, Canada became a symbol of hope for freedom seekers. Enslavement had been abolished in most of the British Empire, including Canada, in 1833. This meant African Americans who reached Canada could live freely. After the Fugitive Slave Act was passed, approximately 35,000 African Americans escaped to Canada, with many settling in Ontario, Nova Scotia, and Quebec.

The Underground Railroad

The Underground Railroad was a secret network of abolitionists who helped Black Americans escape enslavement in the American south, and travel to the free northern states or Canada.

Examine the following map showing main paths that freedom seekers took to escape to northern states or into Canada.

Please note: This map uses outdated language. The preferred terms are enslaved people and freedom seekers.

The journey to Canada

The journey to freedom was treacherous with freedom seekers traveling by foot, horse, boat, or wagon. Most travel took place at night so they wouldn’t be seen. Freedom seekers and their helpers called “conductors” used codes, messages, songs, and passwords to communicate with one another on their journey. Often, those escaping enslavement would hide during the day, often with the assistance of abolitionists. The journey was incredibly dangerous, because of the harsh terrain and severe weather conditions. Furthermore, freedom seekers and “conductors” on the Underground Railroad had to be careful of those seeking to capture and return the escapees.

They often hid during the day with help from abolitionists. Along the way, they faced many dangers, including people trying to catch them, difficult terrain, and harsh weather.

Once in Canada, these freedom seekers worked hard to build lives, establishing thriving communities, churches, schools, and businesses.

Many settled in communities like Dresden, Chatham, and London, where they built new lives, often with the support of abolitionist networks, and community leaders like Josiah Henson. Despite facing incredible challenges, including prejudice and discrimination, these new settlers contributed significantly to the development of communities in southern Ontario and across Canada.

Harriet Tubman

Harriet Tubman, who herself was formerly enslaved, made dozens of trips back to the United States, where she helped to guide hundreds of freedom seekers to Canada. She used her knowledge of the land, established safehouses, coded messages, and would travel at night to guide formerly enslaved people to Canada.

Her journeys were extremely dangerous. Not only were the conditions of travel treacherous, but she had a $40,000 reward for her capture.

Tubman was also a strong advocate for women’s right to vote and civil rights, and fought for equality and justice until she passed away in 1913. Read the following article to learn more about Harriet Tubman’s role in the Underground Railroad, and the legacy that she leaves in St. Catherine’s and Canada.

The newspaper

By the mid-1800s, newspapers in Canada played an important role in shaping public opinion and discussions on important issues of the time. Technological advancements made newspapers easier to produce and distribute; they became one of the best ways to share ideas and opinions.

Newspapers were an important method of communication and helped to spread ideas and news across the country and provided a voice for marginalized communities. Newspapers fostered a sense of community and connection among readers and influenced public opinion on important issues such as the abolition of enslavement, women’s rights, the right to vote, and equality.

Mary Ann Shadd and Henry Bibb were two prominent Black abolitionists who used their newspapers to fight for equality. As publishers of their own newspapers, Bibb’s Voice of the Fugitive and Shadd’s The Provincial Freeman, they used their platforms to advocate for the abolition of enslavement, women’s rights, and social justice.

Henry and Mary Bibb and Voice of the Fugitive

Henry Bibb was a previously enslaved African American man, who had escaped his captors and made his way to the free northern states. From there, he focused on his career as an abolitionist. He traveled with notable figures like Frederick Douglass and worked to support the efforts of the Underground Railroad. In 1847, Henry met Mary Miles, a teacher and abolitionist, they were then married and started a life together.

However, their safety was further threatened by the Fugitive Slave Act (1850), which allowed escaped enslaved people to be captured and returned to the south. Henry and Mary Bibb fled to Canada, where they settled near Windsor, Ontario.

In their community, the Bibbs established schools, held abolitionist conferences, and supported individuals and families settled in southern Ontario. They also founded Voice of the Fugitive, which was the first Black-owned newspaper in Canada. The newspaper was a vital resource for the growing community of refugees in Canada at this time. It provided news, helped to reunite families, and advocated for abolition, education and community initiatives.

Read the following excerpt from Voice of the Fugitive, which is an example of the type of information Henry and Mary Bibb would share in their publication. In this passage, they discuss how the Underground Railroad has brought over 15 new freedom seekers to the community, and how Windsor offers a life of freedom and opportunity.

After you finish reading the excerpt, reflect on the following question:

Why do you think it was important for the Bibb's to share information and stories like the one from the excerpt? How might this have helped to support freedom seekers?

Mary Ann Shadd and the Provincial Freeman

Mary Ann Shadd was born in the state of Delaware in 1823. Mary Ann Shadd’s parents were abolitionists who used their home as a stop on the Underground Railroad. In 1850, the Fugitive Slave Act threatened her safety, and she fled to and settled in Windsor, in southwestern Ontario.

Once in Canada, Mary Ann Shadd opened a racially integrated school, which was not common at the time. She established the newspaper Provincial Freeman in 1854, which strongly advocated for equality, abolitionist ideas, and access to education.

When the American Civil War began, Shadd returned to the United States to help recruit soldiers to the Union (northern) army, which fought to free enslaved people.

She later practiced law and became one of the first Black female lawyers in the United States. She spent years advocating for civil rights, equality under law and women’s right to vote.

Check your understanding

Now that you’ve learned more about the Abolitionist Movement and the fight for quality, complete the following two activities to check your understanding.

Part 1: Matching

For each key term, select the corresponding description.

Part 2: RAFT activity

In this activity, you will choose a role, audience, format, and topic from the following table to create a piece of writing that demonstrates your understanding of important people, movements, and events that affected Canada between 1850 and 1890.

Examine the following questions to help you understand the RAFT components:

• Role – Whose perspective will you take to communicate your ideas?
• Audience – Who are you writing for?
• Format – What format will your writing take?
• Topic – What will you be writing about?

It’s important to know that you can pick any selection from each row of the table provided. Be sure to select a role, audience, format, and topic that work well together.

For example, you could write a speech to the government on the topic of abolition from the perspective of Mary Ann Shadd.

You may wish to draft your piece, including relevant and important details and facts about the person you’ve selected, audience, time, and more.

After you’ve completed your draft, edit and revise your work, checking for grammar, spelling, and punctuation. You then may wish to present your work to a friend or family member.

Make sure your writing has the following:

• a clear role, audience, format, and topic
• structured and organized writing, with clear language
• the message and purpose are conveyed authentically using details from the learning activity

Reflection

As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.

Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.

When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.