x Challenges and Discrimination

Minds On

Human rights

Illustration of a hand next to keywords: human rights, dignity, peace, justice, equality, unity, truth, inclusive, community, respect, love

Create a mind map about human rights. What rights do you think every human should have? Consider the rights of both adults and children.

Press Mind Map to access an example.

A mind map is an organizer where you can record your ideas.

The centre circle is for the main topic. The other circles are ideas that stem from the main topic.

Action

Treatment of Indigenous communities

For this learning activity, review the following key definitions.

Press the following tabs to access the definitions.

The process where individuals or groups of different ethnic heritages are forcibly absorbed into the dominant culture of society. The process of assimilation involves taking on the traits of the dominant culture to such a degree that the assimilating group becomes socially indistinguishable from other members of society.

The stage of human social and cultural development and organization that is considered most advanced.

The planned, systematic destruction of a national, racial, political, religious, or ethnic group.
A group of Indigenous individuals standing in front of a tipi. There are trees around them.

Press the following tabs to learn about the treatment of Indigenous communities.

In the early 1800s, the perspective about how the British government should interact with Indigenous communities was shifting. As the settler population grew, they no longer needed Indigenous communities as allies in the event of a conflict, and instead, began to see them as administrative challenges. This new perspective reflected a belief that British society and culture was superior to Indigenous culture and beliefs. British authorities felt the need to impose their own systems and practices on Indigenous Peoples. The creation of the Indian Department in Upper and Lower Canada became the driver for a new plan of assimilation and “civilization” for Indigenous communities. This plan involved bringing Christianity and culture to Indigenous groups, which meant abandoning their traditional lifestyles. This is a genocide sanctioned by the legalized government as they attempted to assimilate Indigenous peoples into their ideal society.

Starting in the 1820s, the colonial administrators undertook many initiatives aimed at “civilizing” Indigenous communities. One early example is an experiment that took place at Coldwater-Narrows in Upper Canada. A group of Anishinaabe were asked to settle in a typical colonial style village and encouraged to begin farming and adopt the Christian religion, abandoning their hunting and fishing way of living. According to the British government, this experiment was short-lived as it was unorganized and underfunded. However, the Indian Department did not understand Indigenous culture or ways of living.

A variety of attempts were made over the next 150 years to assimilate Indigenous communities to the British culture. In 1839, the “Crown Lands Protection Act” was passed, which made the government the guardian of all Crown lands, including First Nations reserve lands. An influx in immigration caused squatters to begin to settle on unoccupied territory, including Indigenous lands.

Residential schools

A photograph of Mohawk Institute. It is a big building with many windows and balconies.

Mohawk Institute

Residential schools have a long history in Canada. In the 1830s, residential schools became part of the government and church policy. In 1842, Sir Charles Bagot (Governor General of Canada) proposed federally run “Indian Residential Schools” as a good tool for separating children from their parents and forcing Indigenous Peoples away from their traditional life.

This also mandated that individuals carry only one legal status name, thus forcing British citizenships upon many, specifically the Métis, and erasing their identity and culture. One of these schools was the Mohawk Institute (located in modern-day Brantford, Ontario), which began as a day school for First Nations boys. In 1831, Mohawk Institute began accepting boarding students. The Mohawk Institute remained open until 1970.

Brainstorm

Brainstorm

How did attitudes in the 1800s towards Indigenous Peoples change? How were Indigenous communities viewed by the British government? What was the impact of these views?

Press Review to access a possible response to check your answers.

Previously, Indigenous Peoples played a vital role in supporting colonizers, as they taught them how to live off the land, trade, and navigate the waterways. However, as perspectives shifted, Indigenous Peoples were increasingly seen as obstacles to the growth and development of Canada, despite having inhabited these lands long before the arrival of settlers. These views impacted Indigenous communities as colonizers worked to assimilate them into their perceived ideal of Canadian culture.

To this day, Indigenous Peoples are fighting for the government to not only reconcile its harmful past treatment, but also to revisit polices that continue to cause harm.

Reading Time

Deepen your understanding

In this section of the learning activity, you have only scratched the surface on assimilation, residential schools, and the treatment of Indigenous communities in Canada’s past.

Examine the following article to learn more about the impact of residential schools and the origins of Orange Shirt Day.

A woman in orange shirt speaks at a podium surrounded by banners reading “Every Child Matters”

Press tvo today to access “How Orange Shirt Day came to be — and what it means”

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After you examine the article, consider the following questions.

  • How does turning Phyllis Webstad's story into a national movement help people see and understand the experiences of residential school survivors?
  • Residential schools tried to take away Indigenous culture and identity. In what ways does wearing an orange shirt combat this and affirm the importance of Indigenous culture?

Discrimination of Black Canadians

Please note: Some sources in this section include outdated language and perspectives and are presented for historical context only.

“When Canadians talk about slavery, we often point with pride to the role our country played in the mid‐1800s as a safe haven for Americans escaping captivity via the Underground Railroad. This, however, is only half the story. Like the United States, this land has its own history of slavery – and it is a history we should never forget.”

Source: McRae, 2018 Canadian Human Rights Museum (https://humanrights.ca/story/the-story-of-slavery-in-canadian-history)

By the 1820s, enslavement was still legal in Canada, but the practice of enslavement was decreasing. During this time, there was an attempt to transition to indentureship, which meant those who were once enslaved would continue to work for those who enslaved them but would be paid for their labour. Even though enslavement was made illegal in 1834, Black Canadians in the mid-1800s continued to face discrimination and challenges. Despite this, they showed strength, courage, and resilience as they continued to build their lives and communities.

Reading Time

Expand your learning

Explore the following article about enslavement in Canada.

Ontarians should know more about the Black history of Oakville

Press tvo today to access “Ontarians Should Know More About the Black History of Oakville.”

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Review questions

Now that you have explored the article on the Black history of Oakville, answer the following questions.

  1. Summarize the Black history of Oakville in your own words

In the 1850s, approximately 400 Black people who had escaped enslavement through the Underground Railroad settled in Oakville. People who had already secured their own freedom, like James Wesley Hill, helped guide others from New York to settle in Oakville.

  1. How did Black entrepreneurs like James Wesley Hill contribute to the physical and economic growth of Oakville?

When James Wesley Hill arrived in Oakville, the town was experiencing an economic depression, where people were struggling to make money. Hill responded by starting a large farm which lifted the town out of the economic downturn. Oakville is now known as the strawberry capital of Canada.

  1. What point is Duncan trying to make about Black people coming to Canada via the Underground Railroad?

The main idea of this article is that Black people are the “fabric of Canada” (said Duncan) and did more than just escape enslavement but rather came to Canada and helped to build the country we know today. For example, Duncan’s great-great-grandfather, Samuel Adams, came to Canada and invented a device, called the stonehooker, which was used to build houses. Others were entrepreneurs or worked as barbers, hairdressers, gunsmiths, newspaper creators, and many other essential roles within the community.

The Underground Railroad

What do you already know about the Underground Railroad?

Explore the following video.

The Underground Railroad was not a railroad with a train and tracks. It was a secret network of citizens who worked together. They helped those who escaped enslavement find safe houses and transport to reach freedom in the North.

In this section of the learning activity, you will use the inquiry process to investigate and draw conclusions about the Underground Railroad in Canada.

The Underground Railroad inquiry

Press Inquiry to access the steps of the inquiry process.

The inquiry process

Gather and organize: Collect and organize relevant data, evidence, and/or information from primary and secondary sources and/or field studies.

Interpret and analyse: Analyse the data, evidence, and information, using different types of graphic organizers as appropriate.

Formulate questions: Formulate questions related to the applicable overall expectation in order to identify the focus of their inquiry.

Evaluate and draw conclusions: Synthesize data, evidence, and/or information, and make informed, critical judgements based on that data, evidence, and/or information.

Communicate: Communicate judgements, decisions, conclusions, predictions, and/or plans of action clearly and logically.

In this section of the learning activity, you will follow the steps of inquiry process (formulate questions, gather, organize, analyse information, evaluate, draw conclusions, communicate results) to help conduct your investigation about the role and importance of Canada in the Underground Railroad. Think about the perspectives you should consider, and how it impacted Canada.

Use the following fillable and printable The Underground Railroad Graphic Organizer to help you conduct research.

The Underground Railroad Graphic Organizer

Press the Activity button to access The Underground Railroad Graphic Organizer.

Activity (Open PDF in a new window)

You may wish to begin your research by exploring one or more of the following areas:

  • key legal differences between the United States and in Canada
  • important routes used by freedom seekers on the Underground Railroad
  • the lives and experiences of freedom seekers after they arrived in Canada

Begin your research by exploring government websites and databases, virtual museums, and archives. When you are finished investigating, you will communicate your findings in a presentation method of your choice to share what you have learned. You may choose the format that best suits your topic and message.

For example, you could create a slideshow, a blog, a website, an infographic, or a video. If possible, share your presentation with a classmate or a peer.

As you complete this activity, use the following checklist to help guide and evaluate your presentation.

Modern day connection

In this learning activity, you explored how Indigenous and Black communities were mistreated in Canada’s past. These groups were often targeted and discriminated against because many people at the time wrongly believed they were racially and culturally inferior to the “white” or British colonists.

“No one is born hating another person because of the colour of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.” – Nelson Mandela

Source: Soken-Huberty,2020 https://www.humanrightscareers.com/issues/anti-discrimination-quotes-that-shaped-our-understanding-of-equality/

Unfortunately, discrimination still very much exists in our modern-day world. The following article offers personal accounts of discrimination and racism in present-day Canada.

Black identity and the skin I’m in

Press tvo today to access “Black Identity and the Skin I’m In.”

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TVO Web Series: My Native Voice

Brainstorm

Give your opinion

In your opinion, what are two things you can do to combat racism and discrimination in your community?

Record your ideas in a method of your choice.

Press the Answer button to access a variety of examples to check your response.

  • Treat everyone equally.
  • Educate others about what you have learned.
  • Stand up if you see someone being treated unfairly (or tell someone you trust).
  • Include others or invite others to join you.
  • Celebrate diversity.
  • Examine your own biases.
  • Ask about how your school works to combat racism and discrimination; help out with these efforts.
  • Continue to learn more and educate yourself.

Consolidation

Knowledge check

The following activity explores what you have learned about the treatment of Black and Indigenous communities.

Select the correct answer, then press the Check Answer button to see how you did.

Test Your Skills!

Review questions

Respond to the following questions using a method of your choice (for example: paragraph, point form, or chart). Use evidence from your learning to support your answer.

  1. At this time, colonists treated Indigenous communities in ways that attempted to control their lives and identities. Using evidence from this learning activity, explain how the government used the Mohawk Institute and the Coldwater-Narrows experiment to pressure Indigenous Peoples towards assimilation.
  2. Enslavement was made illegal in 1834, but Black Canadians and Black settlers still face discrimination. How did Black communities show strength and resilience through the Underground Railroad? Use evidence from your learning to support your answer.

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.

I feel...

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.