Africville Story

Overview

This 60-minute lesson explores the story of Africville, the African Nova Scotian community, and the treatment faced by its residents. Using an inquiry-based and empathetic approach, students will investigate historical injustices and reflect on themes of social justice, community, and resilience. This lesson supports the British Columbia Social Studies curriculum for Grade 6, focusing on the concepts of identity, continuity, and change.

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Curriculum Connections

Big Ideas (BC Curriculum)

• Social, political, and economic factors shape communities and identities in British Columbia and Canada.
• Historical events and people have shaped Canada and the world.
• Different perspectives and stories provide us with a richer understanding of history.

Curricular Competencies

• Demonstrate curiosity and a sense of wonder about social studies.
• Use inquiry processes and skills to: ask questions; gather, interpret, and analyse ideas; communicate findings and decisions.
• Explain different perspectives on past or current people, places, issues, or events by considering evidence, context, and ethical dimensions.
• Recognize the role of power, privilege, and perspectives.

Content – Grade 6 Social Studies (Communities in Canada, 1780-1850)

Although Africville postdates this period, the focus is on continuity and change in Canadian communities and how diverse identities and narratives shape history today.

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Learning Objectives

By the end of this lesson, students will be able to:

• Describe the history of Africville and the experiences of African Nova Scotian residents.
• Analyze the impact of urban policies and racism on the Africville community.
• Recognize the importance of respectful representation and hearing multiple perspectives in Canadian history.
• Express empathy and engage in critical reflection about social justice and community rights.

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Materials

• Printed copies of a short, age-appropriate narrative of Africville’s history.
• Primary source images (photographs/maps of Africville).
• Large chart paper or whiteboard for class notes.
• Sticky notes or index cards.
• Reflection journal or notebooks.

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Lesson Procedure

1. Introduction (10 minutes)

• Activate prior knowledge: Ask students what they know about African Canadian history. Prompt with questions: “Have you heard about communities in Canada that faced barriers or discrimination? What does community mean to you?”
• Set the context: Introduce Africville as an African Nova Scotian community established in the 1800s in Halifax. Explain that the community faced racism and was eventually forcibly relocated during the 1960s. This is a significant story about justice, identity, and resilience.

2. Story and Visual Exploration (15 minutes)

• Distribute the narrative of Africville’s history. Read aloud the story with the students or have students read in pairs.
• Show primary source images of Africville (homes, school, church, map).
• Guided questions for discussion:
  • What was life like in Africville?
  • How was the community similar to or different from your own?
  • What challenges did the residents face?
  • Why do you think the city demolished the community?

3. Empathy and Perspective Activity (15 minutes)

• Role-play: Assign groups to represent different perspectives (Africville residents, Halifax city officials in the 1960s, activists).
• Each group spends 5 minutes preparing a short statement expressing their viewpoint. For example, residents explain why Africville was home; officials defend urban planning decisions; activists advocate for justice.
• Groups share their statements; class discusses conflicts between perspectives and power dynamics.

4. Class Reflection and Ethical Discussion (10 minutes)

• Facilitate a discussion on social justice and community rights:
  • How were Africville residents treated, and why was this unfair?
  • How can stories like Africville’s help us understand diversity and inclusion today?
• Have students write a quick reflection on a sticky note or in their journals: What is the most important lesson from the story of Africville?

5. Assessment & Closing (10 minutes)

• Review reflections by having students share key ideas aloud or post notes on a "Learning Wall."
• Quick formative assessment: Students answer this prompt in writing or orally:
  • Why is it important to learn about communities like Africville?
• Summarise key points: Africville’s history is part of Canada’s past; understanding it helps us learn about fairness, identity, and community strength.

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Extensions and Cross-Curricular Connections

• Language Arts: Write a diary entry or letter from the perspective of an Africville resident.
• Visual Arts: Create a collaborative mural representing Africville’s community and heritage.
• Media Literacy: Investigate how media at the time portrayed Africville and discuss bias.

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Teacher’s Notes

• Emphasize sensitivity when discussing discrimination, reflecting BC’s competency of recognizing ethical dimensions.
• Encourage students to draw connections to local Indigenous and multicultural histories in BC for a broader perspective on community and social justice.
• Modify texts and activities for English Language Learners or diverse learning needs.

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This lesson advances not only knowledge of Canadian social studies but important critical thinking, empathy, and citizenship competencies vital for Grade 6 learners in BC today.