In Acts of Resistance: Black Men and Women Engage Slavery in Upper Canada, Cooper examines the history of slavery in Upper Canada, particularly enslaved Africans. Cooper’s analysis shines light on the history of slavery that is often forgotten but has led to the abolishment of slavery in Canada. Her analysis centers around slavery based on the notion of gender and race and the story of an enslaved African woman, Chloe Cooley, who resisted to be sold in 1793. Through Cooper’s analysis, it is seen that African men and women found their lives being defined by their race and gender. Whites were superior in Upper Canada. They were characterized as being smart and strong, whereas Blacks were defined and treated as personal processions with very
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African slaves were mistreated, abused, and taken advantage off because of their race so they began to resist. By the beginning of the eighteenth century, school segregation based on race was very common. In my primary source titled, Windsor’s School Privileges: The Colored People Ostracized—a Test Case Promised, Mr. Dunn, a respected black Executive, sent his daughter to a Central School which was made up of all white students and staff members. The principle of the school ordered her to leave but she refused, so Trustee McKellar from the school board raised a question whether a child can be excluded from school because of their race. McKellar offered a resolution to try to allow African students to attend Central Schools and while some trustees agreed with McKellar, others did not because they did not want their children to sit beside colored students. This depicted the way the white community viewed colored individuals. This primary document is similar to the secondary document because both sources tell me that Canada was dominated by the Whites, whereas, Blacks were enslaved and treated poorly. They had no rights, no freedom, and no power. Everything was controlled by the Whites, so the Blacks began to resist because they were tired of being mistreated due to their race and gender. Just because black individuals were not white, they had to encounter some of the most terrifying hardships anyone could even imagine. Furthermore, the sources are told in the same perspective and both shine light on African slavery in Canada due to race and gender. Even though the encounters of African slavery among the White community are different, it is very clear that Africans, mainly African women who in both documents were regarded as weak, narrow-minded, and unintelligent were maltreated. African women in the secondary source were viewed as slaves according to the law because their masters had full control
African slaves were mistreated, abused, and taken advantage off because of their race so they began to resist. By the beginning of the eighteenth century, school segregation based on race was very common. In my primary source titled, Windsor’s School Privileges: The Colored People Ostracized—a Test Case Promised, Mr. Dunn, a respected black Executive, sent his daughter to a Central School which was made up of all white students and staff members. The principle of the school ordered her to leave but she refused, so Trustee McKellar from the school board raised a question whether a child can be excluded from school because of their race. McKellar offered a resolution to try to allow African students to attend Central Schools and while some trustees agreed with McKellar, others did not because they did not want their children to sit beside colored students. This depicted the way the white community viewed colored individuals. This primary document is similar to the secondary document because both sources tell me that Canada was dominated by the Whites, whereas, Blacks were enslaved and treated poorly. They had no rights, no freedom, and no power. Everything was controlled by the Whites, so the Blacks began to resist because they were tired of being mistreated due to their race and gender. Just because black individuals were not white, they had to encounter some of the most terrifying hardships anyone could even imagine. Furthermore, the sources are told in the same perspective and both shine light on African slavery in Canada due to race and gender. Even though the encounters of African slavery among the White community are different, it is very clear that Africans, mainly African women who in both documents were regarded as weak, narrow-minded, and unintelligent were maltreated. African women in the secondary source were viewed as slaves according to the law because their masters had full control