2020 Black History Month Poster: Curriculum Guide

Elementary Teachers' Federation of Ontario (ETFO)136 Isabella Street, Toronto, ON M4Y 0B5416-962-3836 or 1-888-838-3836etfo.ca

Elementary Teachers’ Federation of OntarioFédération des enseignantes et des enseignants de l’élémentaire de l’Ontario

Author: Matthew Sinclair, ETFO StaffOrginal Art by: Jibola Fagbamiye Graphic Design: Ilona Kozlova, ETFO Staff

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Aside from many of the obvious links to the Language Curriculum, this poster can be used in teaching the Social Studies curriculum in a variety of ways. It is important to note that while we highlight the contributions of Black Canadians in February, this curriculum is year-round, and educators should be embedding these ideas in our classrooms throughout the year. African Canadian history is part of our history as Canadians.

2020 Black History Month Classroom Ideas

Suggested AnnouncementYou may have noticed the 2020 ETFO Black History Month Poster which is now on display in our school! It is a visual representation of a Toni Morrison quote that uses several themes within the African Canadian experience from the past and the present. The poster also provides an insightful look into our future through the perspective of the hero in the centre. This concept uses colour and a style named Afrofuturism to recognize the historic Black communities of Africville, Nova Scotia and Hogan’s Alley, British Columbia. As you look at the poster, remember that it represents African Canadian history which is a part of our history as Canadians.

PrimaryWhen does this scene take place (past, present, future)? Describe the hero in the middle of the image. (age, gender, clothing, etc.)Name and describe how different colours are used in the poster.

Junior When does this scene take place (past, present, future)? How do you know?Who is our hero? Write a paragraph describing her story.Name and describe the colours in the poster. How is colour used to tell a story?

Intermediate When does this scene take place (past, present, future)? What visual elements has the artist included to show this?In what ways does our hero challenge stereotypes?How does this image connect to the quote?Name and describe the colours in the poster. How is colour used to show different time periods?

Open Ended Questions

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The following are relevant excerpts and expectations from the Ontario Curriculum Concepts of Social Studies Thinking – Grades 1-7 (pp. 57-142)

Perspective (page 60)

This concept refers to the ways in which different individuals and/or groups view something (e.g., an issue, event, development, person, place, process, interaction). Students learn that different groups have different perspectives, which depend on factors such as beliefs, social position and geographic location, among others. Students also learn the importance of analysing sources to determine whose perspectives they convey and of gathering sources that reflect multiple perspectives.

Related Questions  How does an understanding of unique individuals and groups help

us appreciate the diversity in our community? (Grade 2, Overview) Â What were some differences in the ways First Nations and settlers

viewed childhood? (Grade 3, A1.1) Â How might the opening of a mine both help and hurt a community?

(Grade 4, B2.1) Â Whose voices should be heard in discussions about the building of

a new housing subdivision? (Grade 5, B2.1)

Grade 3, Strand A: Heritage and Identity – Communities in Canada,Past and Present (page 86)

A1.2 compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day (e.g., the roles of women, men and children; challenges related to the environment, work, community life, the law)

Grade 6, Strand A: Social Studies Framing Questions (page 118)

How have different communities contributed to the evolution of Canadian identity? What experiences have shaped the stories of different communities in Canada? What experiences have shaped the story of your own community? How do we determine the importance of certain developments or events? Why might an event or development be important to one group but not to others? In what ways is your story part of the story of Canada?

urriculum Connections1 C

1The information provided under Curriculum Connections is courtesy of the Ontario Curriculum. edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf2

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A2.1 formulate questions to guide investigations into different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada

A3.4 describesignificanteventsordevelopmentsinthehistoryoftwo or more communities in Canada

Sample questions: “What impact did the residential school experience have on First Nations families and communities?” “What was Africville?” “What impact did its demolition have on its residents?”

Grade 7, Strand A: New France and British North America, 1713-1800 (page 138)

A1.3 analyse the displacement experienced by various groups who were living in or who came to Canada between 1713 and 1800 (e.g., the forced migration of African slaves to New France and British North America; the immigration of people to Canada seeking land, religious freedom and/or work), and compare it with present-day examples of displacement (e.g., the relocation of a First Nation reserve community in Canada as a result of poor living conditions; the experience of and services available to immigrants or refugees to Canada)

Grade 7, Strand B: Canada, 1800-1850: Conflict and Challenges (page 142)

B1.3 analyse the displacement experienced by various groups who were living in or who came to Canada between 1800 and 1850 (e.g., displacements resulting from damage to property during the War of 1812 or the Rebellions of 1837–38; from the loss of First Nations and Métis territory due to increasing settlement), and how some of these groups dealt with their displacement

Elements of the Poster (links provided in footnotes)

The function, the very serious function of racism is distraction. It keeps you from doing your work. It keeps you explaining, over and over again, your reason for being. Somebody says you have no language and you spend twenty years proving that you do. Somebody says your head isn’t shaped properly so you have scientists working on the fact that it is. Somebody says you have no art, so you dredge that up. Somebody says you have no kingdoms, so you dredge that up. None of this is necessary. There will always be one more thing.

Toni Morrison

ConceptThe 2020 ETFO Black History Month Poster is a visual representation of several themes within the African Canadian experience from the past and present while providing an insightful look into our future. The central image is a young Muslim woman wearing a hijab which is representative of the modern-day Canadian experience in various urban areas across the province. Though our primary character’s religious identity and carefree attitude challenges stereotypes simply by existing, her skateboard, headphones and style of dress provide elements that many students, regardless of race, can connect with. This concept integrates elements of colour while using Afrofuturism to recognize historic Black communities. The background elements, including the quote on the sidewalk by author Toni Morrison who passed away in August 2019, all give context and perspective that educates the viewer while drawing in their eye.

Toni Morrison2 Toni Morrison was an African-American writer acclaimed for her examination of Black experience (particularly Black female experience) within the Black community. Best known for her novels The Bluest Eye and Beloved3,whichwonthePulitzerPrizeforfiction,she also received the Nobel Prize for Literature in 1993. Morrison’s unique intentional commentary on issues and challenges within the Black community from the past and present inspired a generation of writers and leaders including Oprah Winfrey and former President Barack Obama. The exemplary work of Toni Morrison demonstrates society’s need for more stories about marginalized communities but more importantly, for those stories to be told by authors from those communities.

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2britannica.com/biography/Toni-Morrison3nytimes.com/2019/08/06/books/toni-morrison-dead.html4

What’s the significance of the quote?Racism is the belief in superiority of one race over another. Racism is often enacted through prejudice and violence, as well as overt and systemic actions that aim to maintain discriminatory practices. A significantbyproductofthesepracticesisdistraction.Whenracistopinions are shared and reported as facts, it forces oppressed communities to pause efforts to progress and refute the erroneous claims made. This is especially relevant when we examine the stereotypes and dominant narratives of Black people which do not reflect the historic achievements of African civilizations including the world’sfirstuniversity,firstknownart,economicdevelopmentandamazingly diverse linguistic variations between tribes and countries. The path to equality is not linear and the energy that must be invested in proving oneself as capable and equal prevents actual gains from being made in our society.4

The Past: Historic CommunitiesThis poster recognizes Hogan’s Alley, British Columbia5 and Africville, Nova Scotia6 , self-contained and thriving historically Black communities here in Canada. Both communities were not only essential culturally but provided safety for Black Canadians at times of racial segregation and discrimination. The inclusion of the futuristic train is a nod to rail systems where many Black Canadians worked as porters in the past and traveled across the country via the rail system.

The Present: Displacement Hogan’s Alley and Africville were both communities that were systematically destroyed as part of gentrification projects that displaced all the residents in those communities. Today, Black and marginalized communities across our province continue to face similar challenges of being displaced from their communities. The physical changes of the communities represent the dismantling of the society and the cultural erosion of its members as they no longer live closely together. Though promises are sometimes made, renewal projects do not provide adequate or similar affordable housing for residents.

54etfo.ca/BuildingAJustSociety/anti-blackracism/pages/anti-blackracism.aspx5vancouverheritagefoundation.org/place-that-matters/hogans-alley/6humanrights.ca/story/the-story-of-africville

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The Future: AfrofuturismAfrofuturismisthereimaginingofafuturefilledwitharts,scienceand technology seen through a Black lens which is a tribute to the groundbreaking innovations of early African development. The design of this poster incorporates elements that represent Afrofuturism, particularlythefisheyeperspective.Thefuturisticlightrailsystemseen in the background merges the past and the future together. The dispositionofourprimarycharacter,beingbothrelaxedandconfident,is a reimagining of how we would hope all our young people can live in this province and country. A world where a young, urban, Black Muslim woman can feel and exude a sense of comfort and belonging is the utopic society we are all building towards.cnn.com/2018/02/12/africa/genre-behind-black-panther-afrofuturism/index.html

Definition of TermsGentrification: the buying and renovation of houses and stores in deteriorated urban neighborhoods by upper- or middle-income families or individuals, raising property values but often displacing low-income families and small businesses.

Displaced: lacking a home, country, etc.; moved or put out of the usual or proper place.

Afrofuturism: a movement in literature, music, art, etc., featuring futuristicorsciencefictionthemeswhichincorporateelementsofBlack history and culture.

Additional LinksHogan’s Alleythecanadianencyclopedia.ca/en/article/hogans-alleycbc.ca/news/canada/british-columbia/remembering-hogan-s-alley-hub-of-vancouver-s-black-community-1.3448080

Africvilleafricvillemuseum.org/cbc.ca/archives/topic/africville-expropriating-black-nova-scotians