Grade by Grade
A. Creating Canada, 1850–1890 · Creating Canada, 1850–1890

Black Canadians in the New Dominion, 1860s–1880s

A3 A2 A1About 50 minutes
Learning goals
  • I can describe how the US Civil War and the end of slavery in the US affected Black communities in Canada.
  • I can describe the contributions of Black Canadians such as Anderson Ruffin Abbott, Albert Jackson and John Ware.
  • I can explain obstacles Black Canadians faced after Confederation and how they responded.
  • I can compare Black Canadians' rights in the 1880s with rights today.

Words to know

Emancipation Day
August 1, the day in 1834 when the Slavery Abolition Act took effect in the British Empire. Black communities in Canada have celebrated it ever since.
migration
Moving from one place to another to live.
letter carrier
A person who delivers mail.
coroner
An official who investigates sudden or unexplained deaths.
advocacy
Speaking up and working publicly for a cause or for a group's rights.
systemic racism
Unfair treatment built into rules, institutions or customs, not just the actions of one person.

Let's start with a question

In 1882, a young Black man in Toronto got a good government job delivering mail. On his first day, his co-workers refused to train him, and his boss moved him to a lower job. What do you think his community did next?

You'll find out in this lesson. Black Canadians in the years after Confederation kept building, serving and speaking up, even when the new country did not treat them as equals.

The US Civil War and the end of US slavery

  • The American Civil War (1861–1865) ended with the abolition of slavery in the United States in 1865.
  • Some Black men from Canada joined the Union army. Mary Ann Shadd (from Lesson 2) worked as a recruiter of Black soldiers for the Union army from late 1863.
  • Dr. Anderson Ruffin Abbott of Toronto served as a civilian surgeon with the Union army in Washington from 1863 to 1865.
  • After 1865, some Black families who had come to Canada returned to the United States to reunite with relatives and help rebuild Black communities there. Shadd stayed in the US to teach people who had just been freed. The Black population of Ontario became smaller in the decades after the war.
  • Many families stayed, and the communities they built in places like Chatham, Buxton, Windsor, Amherstburg, Hamilton, Toronto, St. Catharines and Owen Sound continued.

Dr. Anderson Ruffin Abbott (1837–1913)

  • Born in Toronto in 1837 to free Black parents, Wilson Ruffin Abbott and Ellen Toyer.
  • He studied at William King's school at Buxton (from Grade 7) and then studied medicine in Toronto.
  • In 1861 he was licensed by the Medical Board of Upper Canada, becoming the first Canadian-born Black doctor.
  • During the Civil War he worked in hospitals for the Union army in Washington. He was among those who kept watch at the deathbed of President Abraham Lincoln in April 1865.
  • He returned to Canada in 1866. In Chatham, he was president of the Wilberforce Educational Institute (1873–1880), where he opposed racially segregated schools, and in 1874 he became coroner for Kent County.

Celebrating freedom: Owen Sound

Owen Sound, on Georgian Bay, was one of the most northern stops of the Underground Railroad. Its Black community has held an Emancipation Day gathering every summer since 1862, marking August 1, 1834, when slavery ended in the British Empire. Today it is called the Emancipation Festival, and organizers describe it as the longest continuously running emancipation picnic in North America. Descendants of early Black settlers still gather there.

Albert Jackson: Toronto's first Black letter carrier

  • Albert Jackson was born into slavery in Delaware in 1857. In 1858, his mother, Ann Maria Jackson, led her children's escape to Toronto.
  • On May 12, 1882, he was hired as a federal letter carrier. His co-workers refused to train him, and his supervisor moved him to a lower job as a hall porter.
  • Toronto's Black community, led by George Washington Smith, met with Prime Minister John A. Macdonald on May 30, 1882. Macdonald ordered Jackson reinstated and trained, and he returned to his route a few days later.
  • Jackson delivered mail for almost 36 years, until his death in 1918. Today a Canada Post stamp (2019) and a laneway in Toronto honour him.

This story shows systemic racism (workplace rules and customs that kept Black workers out) and community advocacy working to overcome it.

Obstacle and response, 1882May 12, 1882hired as aletter carrierObstacleco-workers refuseto train himResponsecommunity meetsPM MacdonaldResultreinstated; deliversmail ~36 years
Albert Jackson's story as cause and consequence: an obstacle, an organized community response, and a result that lasted for 36 years.

John Ware: a cowboy in the North-West

  • John Ware was born in the United States, probably in the 1840s, and likely gained his freedom when slavery ended in 1865.
  • In 1882 he helped drive about 3,000 cattle from Montana to a ranch southwest of Calgary, in what is now Alberta.
  • He worked on large ranches, including the Bar U, registered his own cattle brand in 1885, and started his own ranch near Millarville in 1887. He became known for his outstanding skill with horses and cattle.
  • He faced racism throughout his life, and few records in his own words survive, so many details about him come from others.
1820184018601880190019201867: ConfederationMary Ann Shadd1823–1893Anderson R. Abbott1837–1913John Warec. 1845–1905Albert Jackson1857–1918
The lives of four Black Canadians from this unit, drawn to scale. Notice that all four lived through Confederation in 1867 (the solid line). John Ware's birth year is not known exactly.

Obstacles that continued

  • Segregated schools continued in Ontario and Nova Scotia. Black parents and leaders like Abbott fought them, but Ontario's last segregated school closed only in 1965, and Nova Scotia's in 1983.
  • Jobs: Black workers were often kept out of skilled and government jobs, as Albert Jackson's story shows.
  • Public places: some hotels, restaurants and theatres refused or segregated Black customers.

Responses: churches, newspapers, mutual-aid groups, petitions, delegations to politicians, court cases, and celebrations like Emancipation Day that built pride and memory.

PersonYearsContributionObstacle
Anderson Ruffin Abbott1837–1913First Canadian-born Black doctor (1861); coroner; education leaderSegregated schools he worked against
Mary Ann Shadd1823–1893Newspaper editor; Union army recruiterRacism and sexism
Albert Jackson1857–1918Letter carrier for almost 36 yearsCo-workers refused to train him
John Warec. 1845–1905Rancher and cattleman in the North-WestRacism; few records kept of his own words
Owen Sound community1862 onwardEmancipation Day celebrations every yearRemembering freedom when equality had not arrived
Black Canadians after Confederation: contributions and obstacles.
Worked example

Modelled example: What does Albert Jackson's story reveal?

Use the four historical thinking concepts to analyse the events of May 1882.

  1. Significance: One man's job, but it revealed how racism worked in government workplaces, and it succeeded in changing the outcome. It is remembered today with a stamp and a laneway.
  2. Cause and consequence: Cause: co-workers' racism. Consequence 1: Jackson was demoted. Consequence 2: the Black community organized and went to the prime minister. Consequence 3: Jackson was reinstated.
  3. Continuity and change: Change: Jackson broke a barrier in public service. Continuity: many other Black workers still faced exclusion for decades.
  4. Perspective: For Jackson's community, this was a fight for equal citizenship. Macdonald may also have had political reasons: Black voters in Toronto mattered in elections.

Albert Jackson's story shows both the racism Black Canadians faced and their power to organize and win. A single event can tell a big story.

Black history is Canadian history

The 2026 Ontario curriculum asks students to learn about the significant contributions of Black individuals and communities to Canada's foundation as a nation, and the obstacles they faced. That means Black history belongs inside the story of Confederation and expansion, not in a separate box: Abraham Shadd on a township council, Mifflin Gibbs at the Yale Convention, Albert Jackson in the federal post office, John Ware in the ranching West.

Hands-on activity

Design a heritage plaque

You need: a sheet of paper or cardboard, a pencil and markers.

  1. Choose one person or community from this lesson or Lesson 2 (for example, Anderson Ruffin Abbott, Albert Jackson, John Ware, the Owen Sound Emancipation Day, or Abraham Shadd).
  2. Design a heritage plaque like those you see beside historic buildings. Include a title, dates, a 75-to-100-word description, and one line saying why this matters to Canada.
  3. Include one contribution and one obstacle they faced.
  4. Ask a grown-up to read it and check: is every fact from a reliable source?

Look for: accurate dates, clear writing, and a balanced description that shows the person's agency, not only their hardships.

Your turn

1

In what year did slavery end in the United States?

2

Why did some Black families return to the United States after 1865?

3

Who was the first Canadian-born Black doctor, and when was he licensed?

4

Since what year has Owen Sound held an Emancipation Day gathering?

5

What happened when Albert Jackson started work in 1882?

6

How was the problem solved?

7

What did John Ware do in 1882?

More practice: warm-up

1

What does Emancipation Day mark?

2

Which US president's deathbed did Abbott attend?

3

Who led Albert Jackson's family to freedom?

4

Near which town did John Ware start his own ranch in 1887?

5

When did Nova Scotia's last segregated school close?

More practice: on your own

1

Why is Abbott's work as president of the Wilberforce Educational Institute significant?

2

Explain why Albert Jackson's case is an example of systemic racism.

3

Why is the Owen Sound Emancipation Day historically significant?

4

What does John Ware's story add to our picture of the North-West in the 1880s?

5

Give one change and one continuity in Black Canadians' rights between the 1850s and the 1880s.

Challenge

1

Compare how Black Canadians responded to obstacles in the 1850s (Lesson 2) and the 1880s. What methods continued?

2

Why might historians know less about John Ware than about Abbott? What does that mean for how we study the past?

3

Write a strong inquiry question about Black Canadians between 1850 and 1890, and name two sources you could use.

Check your understanding

Quiz

1.

Who was the first Canadian-born Black doctor?

2.

What did Toronto's Black community do when Albert Jackson was refused training in 1882?

3.

Since what year has Owen Sound celebrated Emancipation Day?

4.

What was John Ware known for?

5.

Which obstacle continued for Black children in Ontario long after 1890?

6.

Why did some Black families leave Canada after 1865?

7.

What did Abbott oppose as president of the Wilberforce Educational Institute?

For parents and teachers

Big idea: This lesson addresses the 2026 curriculum's focus on the contributions of Black individuals and communities to Canada's foundation and the obstacles they faced (A3), with perspectives (A2) and comparisons to today (A1).

How to help: Look up the Canada Post Albert Jackson stamp (2019), the Owen Sound Emancipation Festival, or the Bar U Ranch National Historic Site (Alberta). Ask: "What would you have done if you were Albert Jackson's neighbour in 1882?"

Talking about racism: Name it clearly and calmly; balance it with the agency and achievements of the people in this lesson. Connect to today's human rights codes, which protect people from discrimination at work.

Common difficulties: Thinking Black history in Canada ended with the Underground Railroad; overlooking Black people in the West; describing only hardships.