Lesson Plan: The History of Segregation in Canadian Schools
StoryMap Supplement
By: Coleen Birkett & Greg Birkett
Coleen Birkett
Historical/Educational Contributor
Coleen Birkett is an educator with over twenty years of classroom experience. In addition to teaching, Coleen has, as a freelance writer, written many articles for community publications. She has also co-authored the textbook Black History: Africa, the Caribbean, and the Americas, which is in use in school boards throughout the GTA, Nova Scotia and Bermuda. She has been involved with the Ontario Black History Society as a curriculum writer and consultant. Additionally, Coleen is instrumental in providing leadership in the development, organization and facilitation of very successful educational forums for youth during Black Heritage month.
Coleen’s experience as an educator is quite diverse as she has taught in Central America, Toronto and Bermuda in both public and private schools. She has developed and presented workshops to educators in West Africa and Bermuda. Additionally, Coleen was selected to be a member of an evaluation team to assess the eligibility of a private school in New York for accreditation. In 2009, she was a recipient of the Award for Excellence in Teaching for her work in Bermuda. Miss Birkett has also worked as an Instructional Coach for the Toronto District School Board’s Literacy and Numeracy initiative. Coleen is a co-developer and co-presenter of See Us, Learn Us: Teaching the Black Canadian Experience, a nation-wide webinar for educators in partnership with Nelson Education. She has also served as a CRRP Reviewer for Nelson’s Grade 9 Destreamed Math online resources and student textbook. Coleen is currently involved in writing resources for Nelson Education based on the material presented in the See Us, Learn Us Webinar as well as for literacy. Additionally, Coleen works with school boards in Canada sharing innovative resources and strategies for incorporating the Black Canadian experience across the curriculum from Kindergarten through grade 12.
Greg Birkett
Historical/Educational Contributor
Greg Birkett is a published co-author (Black History: Africa, the Caribbean, and the Americas – Emond Montgomery Publications, The Great Black North Poetry Anthology-Frontenac House Poetry) and a recognized educator (Governor-General Award for Teaching Excellence Finalist, 2011, A.H.E.N. Excellence in Teaching Award winner, 2016). Greg has written curriculum for the Ontario Ministry of Education and has served as a curriculum consultant for the OBHS (Ontario Black History Society). He is also the co-developer and co-presenter of See Us, Learn Us: Teaching the Black Canadian Experience, a nationwide webinar for educators and education stakeholders in partnership with Nelson Education. He has and continues to create material and resources for Nelson’s digital learning eco-base Edwin, some of which correspond with the topics presented in the See Us, Learn Us webinar. Greg has also worked as Senior Writer for the CBC (Canadian Broadcasting Corporation) Kids website and has also written freelance for the Toronto Star. Greg is a poet and playwright: Two plays that Greg wrote, Do You Remember Me and Pieces of a Black Woman’s Soul, were performed at the Toronto Fringe Festival, Toronto’s largest theatre and performance festival, and for sold-out audiences at the Sandbox Theatre in downtown Toronto respectively.
Greg is the founder of G.I.A. Productions, a youth-focused organization that uses the artistic mediums of spoken word, drama, dance, and music to stage original productions that promote education, history, and positivity in the community. He has appeared on CityTV News and Breakfast Television, Global News, CTV News to discuss issues pertaining to anti-Black racism, its impact on the education system, and strategies to address these ongoing challenges. He has also been featured in articles in the Globe and Mail, the National Observer, The Toronto Star, CBC News and Saltwire highlighting his leadership in the development of resources that promote inclusive education.
Suggested Subject Areas
Black Canadian Studies
Social Studies
Canadian History
Grade Level
High School
Suggested Timing
3 – 4 class periods
(approximately 225-300 minutes)
Learning Goals
Students will understand the history and impact of segregation in Canadian schools, recognize the significance of primary sources in historical narratives, and critically analyze how past practices align or contrast with contemporary human rights standards and the tenets of the Universal Declaration of Human Rights.
This lesson encourages critical thinking and makes connections between historical events and current issues in education. It also promotes research and presentation skills through the assignment that is included.
This lesson can be modified to meet the specific needs, interests, grade and maturity level of students. Teachers may choose aspects of the lesson they would like to cover. Completing the entire lesson is not necessary to meet the main objective. However, completing all tasks will give a more thorough understanding of the content.
Materials
- Video clips from The Little Black Schoolhouse (included with StoryMap)
- Inequitable Practices in Education for Black Learners StoryMap (with preamble)
- Interview with education trailblazer, Charis Thompson (included with StoryMap)
- Spoken word poem – Guysborough County, 1983
- Access to provided articles and reports
- KWL Chart templates
- Computers/tablets for research
- Poster boards and markers for timeline/storymap creation (optional if digital tools are unavailable)
Lesson Plan Overview
Note for educators: Racism can be a topic that is difficult to discuss. People who have been hurt by racially motivated actions or comments in the past or present might experience discomfort and pain associated with those situations. Additionally, individuals who belong to the same communities, ethnic groups, or share a similar cultural heritage as those whose experiences with racism are being discussed may find it emotionally challenging to engage with the content. It is important to be mindful and respectful of everyone’s feelings and reactions. Listening without judgment with the goal of making the classroom a space for every student is essential. This may not be the easiest task to accomplish, but the effort to do so is vital.
Introduction (15 minutes)
Brainstorming Activity: Write the word “segregation” on the board. (Teachers may have to define the term or give students the opportunity to find the meaning.)
Prompt students with questions:
- What comes to mind when you hear the word segregation or about the practice of segregation?
- What places come to mind?
- What prior knowledge do you have of this word?
- From what you know, does Canada have any connection to this word or practice? If so, what connections are you aware of?
Discuss responses as a class.
Video and Initial Discussion (30 minutes)
Watch Video: Show the video clip from The Little Black Schoolhouse at the beginning of the StoryMap after reading the preamble.
As a class, discuss the questions below. Alternatively, if students have encountered this type of material before, or have the cultural sensitivity, they may discuss in small groups or as a think-pair-share.
Discussion Questions:
1. What may be the significance of the broken window and the song the children are singing in the video clip from The Little Black Schoolhouse?
(Possible Answer: The broken window could represent the poor conditions of the schools for Black children, or it could represent the brokenness of the system of segregation. The song could represent the seeing and knowing that there is something better, but it is elusive, like the bluebirds in and out of the window and they are just tired of the way things are and the inability to get changes made so Black students could also get a quality education.)
2. Why do you think the stories of the Little Black Schoolhouse are often not included in Canadian history classes, textbooks, media outlets and anywhere the Canadian national narrative is being discussed?
3. How are the responses of the children different from the responses of the older people? Why do you think they are different?
KWL Chart: Have students fill out the “Know” and “Want to know” sections based on the preamble, video clip, and initial discussion.
StoryMap Exploration (60 – 70 minutes)
StoryMaps combine maps, 3D scenes, embedded content, multimedia, and more into an interactive narrative that can create awareness, influence opinion, and affect change. For more information, visit Esri’s StoryMap overview.
Reading and Viewing: In small groups, students will explore the StoryMap and the included video clips, interview, and spoken word poem.
Encourage students to take notes on:
- Reasons why it was believed that Black children should attend separate schools.
- The influence and impact of the Universal Declaration of Human Rights (UDHR) on this practice.
- Reasons for the closure of segregated schools.
KWL Chart: Students update the “Learned” section as they read and view the StoryMap.
In-depth Analysis and Discussion (60 minutes)
Class Discussion: The class can be divided into groups of 4 or 5 for small discussions and then can summarize those smaller discussions for the larger class.
Discussion Questions:
1. What interested or surprised you about the content of the StoryMap?
2. Choose a theme/practice such as segregation, streaming, conditions in the schools for Black children, or legislation that legalized separate or racially segregated schools. Each group should choose a different theme or practice.
3. Discuss the causes and consequences of the chosen theme or practice.
4. How did this theme or practice align or not with Canada’s pledge to uphold the tenets of the UDHR?
5. How did the included primary sources contribute to your understanding of this theme or practice?
Timeline/StoryMap Creation (60 minutes)
Research Activity: Using the provided resources (see resource list at the end of the lesson) and any additional materials, along with the interview and poem, students will create a timeline/StoryMap with 10 to 15 significant dates, events, and legislation from 1984 to the present that impact(ed) the education of Black students in Canada. The timeline can be done by hand or digitally if there is an available resource.
Compare and contrast this timeline with the timeline of events prior to 1984.
Analyze what has remained the same, what has changed. How has the pledge of the UDHR been realized or not realized in education? What could be done to further realize the pledge of the UDHR. Discuss and take notes to share with class.
Presentation and Reflection (60 minutes)
Student Presentations: Students will present their timelines/StoryMaps and share their responses to the questions discussed.
- The responses can be shared orally.
- Here is a link to a rubric that can be used for assessment of the timeline.
Class Reflection: The reflection can be in the form of an exit ticket.
- Discuss as a class the importance of knowing and understanding this history and its implications for the present and future.
- Reflect on how this lesson has impacted their understanding of segregation and human rights in Canada.
- Encourage student reflection on how this knowledge can inform actions in the future.
Potential Prompts for Exit Ticket Reflection
I understand that the impact of segregation in Canada caused…
It is important to know and understand this history because…
This lesson made me think about…
Assessment Opportunities:
- Participation in class discussions and activities.
- Completion and quality of KWL Chart.
- Accuracy and depth of research for timeline/StoryMap.
- Clarity and engagement in presentations.
- Reflection on learning and its implications.
Homework/Extension:
- Write a short essay on how the history of segregated schools in Canada compares to similar practices in other countries or similar experiences of other ethnic groups in Canada.
- Conduct interviews with community members or contact community organizations or use oral history sources to gather more personal stories about segregated schools.
- Organize a class project to accurately and effectively share this history with the entire school community.
Resources
“B.C. launches anti-racism action plan for K-12 students“, Government of British Colombia (2023).
• Genelle Levy, “How Ontario students learn — and don’t learn — Black history“, TVO (2022).
• James Alan Oloo, “A Critique of Public Policy Initiatives to Address Unequal Educational Outcomes for Black Students in Ontario, Canada, 1987–2021“, Alliance for African Partnership Perspectives (Vol. 2), Michigan State University Press (2023).
• Jessica Wong, “Can a compulsory curriculum lead to a deeper understanding of Black history?“, CBC News (2024).
• Jessica Wong, “Educators, parents work to embed the Black experience into school curriculum“, CBC News (2020).
• “Ontario Supporting the Success of Black Students: Investments will Promote Greater Access to Mentorship and Tutoring Programs, Targeted Supports and Coaching“, Government of Ontario (2022).
• Rosalind Hampton, “Black learners in Canada“, Race & Class: Institute of Race Relations (Vol. 52), Sage Publications (2010).
• Sylvia Hamilton, “The Little Black Schoolhouse” (video – 2007).
• Tana Turner, “Black Canadian Public Education: A Scan of Elementary and Secondary Social Studies Curricula“, Canadian Commission for UNESCO (2023), pages 10-12.
• “Towards Race Equity in Education: The Schooling of Black Students in the Greater Toronto Area“, The Jean Augustine Chair in Education, Community & Diaspora, York University (2017), Part 2.