Pre-reflection:

• Would you say groups that are not Indigenous, or European, are predominantly newcomers to Alberta? Why?

• How long ago do you think Black (or Muslim, Sikh, Jewish or Chinese) communities have been here? Explain your answer.

Information

Did you know one of Canada’s earliest Black communities was in Alberta (100 miles away from Edmonton)? The Secret Alberta video to the left shares more about Amber Valley and early Black settlements.

• Watch the following video to learn more: Secret Alberta: The Former Life of Amber Valley (shown on left)

Synopsis of Video:

One of the earliest all-Black communities of the 1900’s showed their bravery and resilience, facing the intense anti-Black racism at the time and created a thriving community that contributed greatly to shaping Alberta’s history and present; their descendants can still be found in Edmonton and other parts of Alberta today.

Post-reflection:

• What was your reaction to the video?

• What surprised you? And why?

• What did not surprise you? And why?

Extension Questions:

According to the video, Black immigration was only limited to one wave, from 1910-12, while other ethnic groups had many multiple successive waves.

• Why do you think this is?

• How did the city of Edmonton and other people react to Black immigration? Did they try to limit immigration? Explain your answer.

Objective(s):

• To critically analyze primary resources to understand perspectives on social issues.

• To create an image that promotes and endorses your perspective.

Pre-reflection:

• Would you say groups that are not Indigenous, or European, are predominantly newcomers to Alberta? Why?

• How long ago do you think Black (or Muslim, Sikh, Jewish or Chinese) communities have been here? Explain your answer.

The following lesson looks at primary resources from newspapers during the late 1900’s that connect to Black immigration and settlement. Students will analyze a cartoon and then contrast it to another image. Students will learn about a Black Column that existed at the time and reflect on its purpose. Lastly, students will explore creating their own cartoon for the purpose of affecting the sentiments and perspectives of their audience. This creation process is meant to equip them with more critical awareness of how images they are exposed to have a message and purpose and thus, should not be taken at face value.

This lesson has been adapted into Google Slides for immediate in-class use.

*Please note, although the term Negro is seen in this text, please refrain from saying the word as it may make students feel uncomfortable and offended. We do not need to say the word itself to teach about its harm or historical context.

Black Immigration-Image/Primary Resources

Post-Reflection:

• After learning about these communities' histories, were there any surprises?

• Did it change your idea of Alberta’s history?

• Do you think that these stories are being taught to you or talked about? Why or why not?

• Why do you think it is important to know the diverse communities that exist?

Objective(s):

• To look at positive stories of strength, resilience, and the community of Black Albertans.

• To critically reflect and analyze the impact of knowing and telling such stories.

Pre-reflection:

• Would you say groups that are not Indigenous, or European, are predominantly newcomers to Alberta? Why?

• How long ago do you think Black (or Muslim, Sikh, Jewish or Chinese) communities have been here? Explain your answer.

Black settlers in the late 1800’s and 1900’s were faced with plenty of adversity and struggle, however they were not passive victims nor did they allow it to prevent them from contributing to their community. This lesson will names some individuals, groups and collectives that have impacted Alberta and will ask students to research them to see how they have resisted and integrated. The goal is to engage in the positive contributions of Black communities in Edmonton and Alberta. They have not only survived but they thrived.

This lesson has been adapted into Google Slides for immediate in-class use. See link below.

Black community and resistance

Post-Reflection:

• After learning about these communities' histories, were there any surprises?

• Did it change your idea of Alberta’s history?

• Do you think these stories are being taught to you or talked about? Why or why not?

• Do you think it is important to know about the diverse communities that exist? Why or why not?

Objective(s):

• To analyze information from past and present about racism and hate.

• To strategize and recommend forms of collective action to address issues of racism and hate.

This lesson connects the struggles faced by different religious, racial and cultural groups to the present. It is a way to look at how far we have come, while looking at how far we still have to go. This lesson allows students to engage with timelines and statistics.

• Read the Historical Timeline on pages 77-82 of the Legacy book.

• Have students read the Did You Know portion of pages 79-82 of the Legacy book.

• Ask students to discuss the following prompt in pairs, groups or in class:

Through reading this timeline and the content in the prior lessons, we learned about the long term presence of the Black, Jewish and Muslim communities in Edmonton and Alberta. Does reading the above “did you know” surprise you? Why or why not?

• Ask students to analyze the bar graph on hate motivated crimes in Edmonton from 2018 to 2021 shown on the left.

• Have students work on the following questions in groups:

  • What do you notice? What stands out to you? Explain.

  • What do you wonder? Formulate a question or two that you wonder about (Use whatever background knowledge you have).

  • Is there a trend? If so, do you think there is an explanation for this trend?

  • If you look at the timeline, and then look at these statistics, do you feel that things have improved? Why or why not?

• Students will respond to the following prompt which can be done in pairs or groups.

You have been hired as a consultant to address hate crimes in Alberta. You need to give the Mayor of Edmonton specific recommendations to reduce hate in the community so they may use it to create a strategic action plan. You need to present at least 3 concrete and specific recommendations.

Share:

Have students present their recommendations to their classmates.

• • You can do this in world-café format:

    • Have students write down their recommendations on a flip chart or piece of paper and tape it to the walls.

    • Students can then walk around the room and read their classmates’ answers world-café style.

    • You may even allow them to engage with the recommendations by giving them stickers to put on the recommendation they think is most important on each sheet.

Closing

To inspire students and end on a positive note, you may conclude this lesson with the Human Chain video on the left of Edmontonians coming together as a human chain in solidarity with the Muslim community. This was done in response to the Quebec Mosque shooting. It shows that community and collective action can transcend our differences and strengthen our community.