History and Citizenship Education Secondary IV

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Introduction

The Progression of Learning for the History and Citizenship Education program will still be available to schools teaching this course in Secondary IV during the 2017-2018 school year.

The program of study and the Framework for the Evaluation of Learning are the only reference documents for the History of Québec and Canada program.

This document is complementary to the History and Citizenship Education program. It provides information about the knowledge students must acquire in history and citizenship education in Secondary Cycle Two in order to develop the three competencies prescribed by the program: Examines social phenomena from a historical perspective, Interprets social phenomena using the historical method and Strengthens his/her exercise of citizenship through the study of history. It is intended to help teachers with their lesson planning.

The Secondary Cycle Two program is designed to help students to develop their understanding of the present in the light of the past, and to prepare students to participate as informed citizens in the discussion, choices and community life of a society that is democratic, pluralistic and open to a complex world. They examine and interpret social phenomena while addressing key periods in the history of Québec and Canada, from the first occupants to the present. The social phenomena are studied chronologically in Secondary III and using themes of long duration in Secondary IV. The order in which the themes are presented is the same as in the History and Citizenship Education program. Teachers and cycle teams can assign the themes to match their planning needs. Each year ends with an examination of issues in Québec society.

This document contains tables divided into sections presenting, in the form of statements, knowledge related to the social phenomena studied. A brief description of each social phenomenon is provided. In the first section, the students examine Québec society in the present, while the second section presents knowledge needed for the interpretation of a social phenomenon of the past. The last section deals with learning that helps students understand the importance of participating in social life and the purpose of present-day public institutions.

Continuity between the elementary and secondary levels

At the elementary level, students became familiar with the concepts of territory, society, organization, change, diversity and time. The Geography, History and Citizenship Education program enabled students to look at the organization of societies and some of the issues resulting from the use and development of a territory in space and time. Students studied the relationships that exist between a society and its territory. They became aware of different territorial phenomena, past and present, and of the diversity of societies.

In Secondary Cycle One, students addressed this learning in greater depth. In History and Citizenship Education, they were encouraged to open up to the world. They used the historical method to examine and interpret social phenomena that constitute turning points in the history of the Western world, from prehistoric times to the contemporary period, such as First experience of democracy, The American or French revolution and Industrialization: an economic and social revolution. They became aware of the importance of human action as the motor of social change.

The techniques used in Secondary III and IV build on those developed in Secondary I and II. It is up to each teacher to determine the historical knowledge that can help students master the techniques used in History and Citizenship Education.