Learning goals
We are learning to…
- 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 them
- explain what different people and communities in Canada did between 1890 and 1914 to improve their lives and compare their actions to what similar groups are doing today
- describe significant examples of cooperation and conflict in Canada during this period
Success criteria
I am able to…
- identify key events or issues that affected Black individuals and communities in Canada between 1890 and 1914
- explain why these events or issues were important and how they impacted Black people in different parts of Canada
- describe actions taken by different groups to improve their lives and explain why these actions were important or meaningful
- support my ideas using evidence from what I have read, watched, and discussed
Minds On
Africville
Two residents of Africville, with their community in the background.
Africville was a Black community near Bedford Basin in Halifax, Nova Scotia. It was settled in the mid 1800s and became a close-knit, self-reliant neighborhood. However, the City of Halifax denied basic services, like running water, sewage and garbage collection. In the 1960s, residents were forced to leave their homes, as the community was demolished by the City of Halifax.
Read the following quote from a former Africville resident to learn more about what life was like in the community.
“Africville used to be a wonderful place to live. We played outside all day. We went with our daddies to catch fish, we picked blueberries, we went to school and church together. And if you ever got a scrape or a bump, you could go to any house and whoever was home would fix you up. Everybody took care of everybody else.” *
Brainstorm
Brainstorm
Task 1: Quote Analysis
Based on the quote about Africville, what qualities do you think defined this community? In a method of your choosing, brainstorm specific ideas and characteristics that made Africville a strong, self-reliant community.
You may wish to research further, to learn more about the community building efforts of those who lived in Africville.
Press the Show Suggested Answer button to compare your answers.
Potential Answers: Close family bonds, economic self-sufficiency, shared social institutions, safety, sense of belonging.
Task 2: Know Wonder Learn
Next, complete a KWL chart to organize your ideas. KWL stands for Know, Wonder, and Learn.
Complete the fillable and printable KWL Chart in your notebook or using the following document. Please know you will complete the chart in the Consolidation section of this Learning Activity. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
Action
Marginalized communities
In this learning activity, you will explore how marginalized communities and individuals in Canada faced systemic discrimination and responded by building strong, resilient communities through community initiatives, culture, and economic development.
Press Marginalized Community to access its definition.
A marginalized community is a group of people who are systemically excluded and denied equal access to society due to their identity.
The Immigration Act 1910 and Order-in-Council 1911
Prime Minister Wilfrid Laurier.
In the early 1900s, many people saw Canada as a place with new opportunities. It offered land and jobs for those who were looking to resettle. While the government helped many immigrants from Europe migrate, not everyone was welcome. The government created new laws and regulations to control who could immigrate.
One of the most impactful laws was the Immigration Act of 1910, which gave the Canadian government, led by Prime Minister Sir Wilfrid Laurier, broad powers to restrict immigration to those deemed “unsuitable” in their view. In 1911, a legal order was proposed to ban Black immigrants, claiming they were “unsuited to the climate and requirements of Canada.” Immigration policies were used to exclude certain groups from Canada.
The Komagata Maru incident
Press the following tabs to learn about the Komagata Maru incident, an example of how these new laws unfairly affected people of colour.
As you read about the Immigration Act and the Komagata Maru incident, reflect on the following questions:
- What do the Immigration Act of 1910, the legal order of 1911 and the Komagata Maru incident reveal about how Canada treated immigrants at that time?
- Why do you think these attitudes existed?
In 1914, a ship called the Komagata Maru arrived in Vancouver, with over 300 passengers from India. Many had hoped to settle in Canada. The passengers were told they were not allowed to leave the ship because of several regulations in the Immigration Act of 1910 that unfairly targeted immigrants from a number of countries, including India.
Because of this, the passengers were now forced to stay on the Komagata Maru for two months as they fought for their right to enter Canada. Their communication with the outside world was limited, and they were refused requests to resupply the ship with food and water.
Passengers on the Komagata Maru in English Bay, Vancouver, British Columbia, in 1914.
The Komagata Maru incident showed how government laws were used unfairly. The ship quickly became unsanitary and unsafe, and those aboard relied on donations and supplies from the people in the harbour, who supported them. Despite protests and legal challenges, the Komagata Maru was forced to return to India.
The Komagata Maru is now a powerful symbol of resilience and resistance as the south Asian community continued to fight for justice and recognition. In 2008, the government of British Columbia issued a formal apology for the incident. The government of Canada also formally apologized in 2008 and again in 2016. The city of Vancouver also formally apologized for its role in the incident and declared May 23rd as Komagata Maru Remembrance Day and constructed a monument to commemorate the resilience and strength of those who endured the incident.
The Komagata Maru Memorial in present-day Vancouver.
Building strong communities
During the late 1800s and early 1900s, Canada experienced a substantial wave of immigration from many parts of the world. The establishment of local communities was essential for the survival of marginalized groups and immigrants arriving in Canada. Communities, often organized around shared culture, created important places and institutions which helped newcomers find the foundations of a new life through housing, employment, places of worship and schools.
St. Antoine, Montreal
By the late 1800s, the St. Antoine neighbourhood in Montréal grew into a vibrant centre for the city’s Black English-speaking community.
The railway was a growing industry at the time, and companies like the Canadian Pacific Railway (CPR) were expanding. These companies began hiring Black men for the job of sleeping car porter. Porters were responsible for attending to passengers on long train journeys, carrying luggage, making beds and cleaning the cars.
The work was hard, and the pay was low, but it was one of the few steady jobs available to Black men at the time. To improve conditions, the porters became leaders in the fight for workers’ and civil rights. They formed the Order of Sleeping Car Porters in 1918, which was Canada’s first Black union. They fought for better pay, fair treatment, and better working conditions.
Black Porters employed by the Canadian Pacific Railways, 1920s.
Due to discriminatory practices from landlords who would often refuse to rent or sell properties to Black people in white neighborhoods, St. Antoine became a hub for Black Montrealer's and Black newcomers. Many families lived in the area and relied on community organizations for support. St. Antoine quickly became the heart of Montreal’s Black community.
Businesses in the area were also segregated, with many establishments refusing Black customers. As a result, Black residents relied on Black-owned businesses, which had lasting impacts on the neighborhood's development and the lives of the residents. Black owned businesses and community organizations were pillars of this community and allowed them to thrive in the face of discrimination.
Press the following tabs to learn more about the community groups and businesses that contributed to St. Antoine.
Founded in 1907 as Montreal’s first Black church, it became a spiritual hub for the Black community. In 1925 it was renamed Union United Church and became a meeting place for civil rights actions in the city.
Members of the Coloured Women’s Club of Montreal pose for a photograph.
Founded in 1902, it helped provide food, shelter, clothes and care for newcomers to the Black community in Montreal.
Part of a global movement, the Montreal chapter of the UNIA met regularly in the early 1900s, and celebrated Black culture, education, self-reliance and encouraged Black-owned businesses.
A jazz club founded in the 1920s by Rufus Rockhead, which was a vibrant cultural and entertainment venue. It hosted prominent artists like Oscar Peterson, Louis Armstrong and Nina Simone.
Oscar Peterson was a legendary Canadian jazz pianist who grew up in Montreal’s Little Burgundy neighborhood. He performed at Rockhead’s Cafe early in his career.
The “Chinatowns” in British Columbia
Residents of Victoria’s Chinatown walking along the sidewalk.
In the late 1800s and early 1900s, the Chinese community faced discrimination and hostility, including the Chinese Head Tax and Chinese Immigration act of 1923, which were designed to stop Chinese immigration. To survive and protect themselves, Chinese communities created “Chinatowns”, which were safe, self-reliant neighborhoods where newcomers could find support.
Vancouver’s Chinatown and Victoria’s Chinatown became thriving centres of economic and cultural life. These communities worked to build networks of cultural organizations and businesses which provided essential services that were denied elsewhere. Chinese-language schools taught Cantonese and Mandarin, helping younger generations preserve their language and culture. Newspapers like the Chinese Times shared news, job postings, and cultural updates in Chinese.
The Chinese School’s grand opening in Victoria, 1909
Cantonese Opera was also a major cultural hub for the community. Performers wore elaborate costumes and acted out ancient legends and stories in theatres like Vancouver’s Chinese Imperial Theatre. These organizations celebrated Chinese heritage and gave people a sense of pride and belonging in a society that often excluded them.
Vancouver’s Chinatown and Victoria’s Chinatown were important community hubs, where the Chinese community supported one another and preserved their culture. Today, you can find Chinatowns in many other Canadian cities, each with its own unique character. These neighborhoods stull act as important cultural hubs Chinese-Canadians, but they also play a new role for all to visit, shop and learn.
Brainstorm
Chinatowns past and present
How is the purpose of a Chinatown the same today, and how has it changed compared to the late 1800s and early 1900s?
Look carefully at the following two images, one of Vancouver’s Chinatown in the early 1900s, and one from modern times. Record your observations and thoughts in your notebook or using the following fillable and printable Venn diagram. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
Press the Activity button to access the Venn diagram: Comparing Chinatowns.
Activity (Open PDF in a new tab)
Sports, arts, and entertainment
During the late 1800s and early 1900s, sports, music and the arts were powerful forces in building strong and thriving communities across Canada. For many, they provided a vital connection to their homeland, while helping newcomers adapt to their new lives.
These practices
preserved language and stories, supporting cultural pride and continuity for younger generations born in Canada.
Engaging in these activities were universal and accessible forms of community building and provided safe spaces to discuss the challenges of immigration, share experiences, express ideas and maintain rich traditions.
The Colored Hockey League of the Maritimes
The Colored Hockey League of the Maritimes (CHL) was founded in 1895 and quickly became a catalyst for the fight for equality of Black Canadians. At this time, Black players were banned from other leagues, so community leaders created the CHL and by the early 1900s, had expanded to include over a dozen teams with over 400 players from across Nova Scotia, New Brunswick and Prince Edward Island.
A team photo of the Africville Sea-Siders from 1922.
Despite systemic barriers, such as being denied access to ice time, the CHL thrived and developed an exciting brand of hockey which was notoriously fast and physical, with players innovating new techniques, such as the “slapshot” and the “butterfly” goalie style. The exciting playstyle often attracted large, multiracial crowds for important games.
The CHL was more than a sports league. It became a tool for unity and advocacy, helping Black Canadians build strong communities and push for equality during a time of widespread discrimination.
Pause and Reflect
Check your learning
Answer the following questions to help review your learning:
- Why do you think sports were such an important part of community life for newcomers and marginalized communities in Canada?
- How do you think sports and arts can still help communities today?
Record your answer using a method of your choice.
Theatre in St. John’s Ward, Toronto
Like many places in Canada, Toronto experienced a substantial wave of immigration in the late 1800s and 1900s. Many of the new immigrants settled in Toronto, specifically in the “The Ward”, which is near present day Nathan Phillips Square. The area was densely populated, and residents experienced unsafe, unsanitary conditions.
A view of The Ward neighborhood from the Eaton clothing factory, where many residents worked.
Despite the difficult conditions, the Ward had a strong sense of community, quickly established shared spaces, such as businesses, community organizations and theatres.
The arts thrived in the Ward, as these places of music, storytelling and theatre created autonomous spaces that resisted assimilation and allowed for the residents of the Ward to express their culture and establish community in Toronto.
For example, the Jewish community established dedicated venues like the Lyric Theatre in 1911 to host various theatre productions. Often, the production was performed in Yiddish and addressed topics relevant to the community.
Similarly, the Black community used the British Methodist Episcopal Church for gospel concerts that supported anti-discrimination efforts. The Ward is considered to be Toronto’s first Little Italy and Toronto’s first Chinatown and was home to a number of new immigrants.
Explore the following video entitled Exploring Toronto’s The Ward, which explains how despite economic challenges, the Ward is remembered by its residents as a vibrant, happy and creative community.
The Ward is remembered through storytelling from those who lived and worked there.
Pause and Reflect
Pause and reflect
Can you think of a place in your community, such as a park, an old building, or a neighbourhood that might have an important story? Why do you think this story is important to tell, and what does it help teach us about the community’s history?
Life on Mainstreet: Economic development in local communities
Local communities were engines of economic development, with local businesses catering to the needs of their communities. Entrepreneurs opened shops, restaurants or services that catered to the needs of their community. These businesses provided jobs and essential goods, and they created a self-supporting local economy while fostering trust and economic independence and resilience.
Amber Valley, Alberta
In the late 1800s and early 1900s, thousands of African Americans left the southern United States for a new life in Canada. Many settled in the prairies, in communities like Amber Valley, Alberta.
A commemorative stamp issued by Canada Post in 2021.
© Canada Post Corporation, 2025. Reproduced with permission.
They were escaping harsh laws and unfair treatment in post-Civil War America. During this time, the Canadian Government wanted to fill the prairie lands with farmers. They passed the Dominion Lands Act of 1872, which promised free land to anyone who would farm it.
Settlers had to do the following:
- pay a $10 fee
- clear and farm part of the land within three years
- live on the land and build a house
If these conditions were met, the settler was entitled to up to 160km of land.
Not all settlers were treated the same. Some white settlers and politicians tried to stop Black people from coming to Canada. in 1911, a group of white settlers signed a petition to try and limit the number of Black migrants moving to the area.
The land given to Black immigrants was very hard to farm. It was dense forest, which families had to clear before they could build homes and farm. They lived far from railroads and towns, which meant they were forced to become self-reliant.
Despite this, Amber Valley became a successful, self-sufficient community of several hundred people. Community members built a school in 1913, churches like the African Methodist Episcopal Church, which were central to community life.
The Amber Valley Baseball Team, 1930.
Pause and Reflect
Pause and reflect
- What challenges did Black settlers face compared to other settlers, and how did they overcome then? Consider land conditions, isolation and community building in your answer.
- If you were living in Amber Valley at that time, what would have been the hardest part of starting a new life? Why?
McDougall Street, Windsor
Many Black Canadians faced systemic barriers in housing, jobs, and education. Despite these challenges, they built strong communities and networks that supported each other. The McDougall Street Corridor in Windsor, Ontario was an example of one of these communities.
Access the following excerpt from ARCHIVE: ‘Everyone knew everyone’: A researcher on the Black history of a Windsor neighbourhood. As you explore the history of McDougall Street, answer the following questions in your notebook, or using a method of your choice.
- What challenges did Black residents experience when settling in Windsor? In what ways did community members support each other to overcome these challenges?
- How does this story compare to other communities you have learned about?
- What were some important organizations in Windsor at this time? How did they support the members of the community?
Press the Article button to access ARCHIVE: ‘Everyone knew everyone’: A researcher on the Black history of a Windsor neighbourhood.
Article (Opens in a new tab)Consolidation
Building Communities
Throughout the learning activity, you have learned about examples where immigrant and marginalized people developed businesses and communities as they were often excluded from the rest of society. These businesses were often created out of necessity to meet the needs of their communities but endured to foster thriving cultures of resilience.
Check your understanding
Now that you have learned about key events and issues that affected Black individuals and communities in Canada between 1890 and 1914, complete the following activity to check your understanding.
Task 1: Complete the KWL Chart
Remember the KWL chart you began at the beginning of the Learning Activity? It’s time to complete it. When you are finished filling in the “Learned” column with information you learned throughout the Learning Activity, you can check your answers below.
Task 2: Visual representation
- Create a visual representation (for example, a stamp, infographic, poster, or comic strip) that showcases what builds community in one community you have learned about in the Learning Activity.
- Be sure to include specific examples, people and places from the community you have chosen. Use a mix of text, quotes and images to represent the community you have selected.
- Then, write a short paragraph explaining your choices of imagery and text, and how they represent the community you have chosen. Consider why you selected the images and text, and what you want the viewer to take away from your work.
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.