History and Citizenship Education, Secondary III

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Issues in Québec society since 1980

Québec society faces a range of political, economic, social and environmental issues that are widely debated. All citizens are concerned by the social choices these issues entail. The History and Citizenship Education program prescribes the study of two social issues, one of which must be political, while the other may be economic, social or environmental. The designated focus for the study of the social phenomenon Issues in Québec society since 1980 is Addressing issues and making social choices.

The concepts prescribed by the program are not explained by means of specific statements. It is through the appropriate use of knowledge related to the social phenomenon that students develop their understanding of the following concepts: common good, issue, public sphere, rule of law, social choice, society, territory.

The table below shows how some knowledge related to the social phenomenon has been reorganized.

Program

Reorganization Progression of learning
  • Components
  • Origins
  • Principles and values
  • Explanatory factors

These elements of knowledge are included in Section 2.1.

Secondary III:

  • 2.1. Contextual factors
  • Actors, interests and positions
  • Public institutions

These elements of knowledge are included in Section 2.2.

Secondary III:

  • 2.2. Debating a social issue

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

Year
3 4
  1. A topic of debate in Québec today
  Political issue Economic, social or environmental issue    
    1. Indicates the issue debated
Québec’s political status1 As chosen by the teacher or students  
    1. Indicates the social aspect connected to the issue debated
Political aspect Economic, social or environmental aspect  
  1. Issues in Québec society since 1980
  • 2.1.   Contextual factors
  Political issue Economic, social or environmental issue    
    1. Names principles and values underlying public life
e.g. equality, freedom, representativity  
    1. Indicates means used to debate the issue
e.g. participation in current affairs broadcasts, holding of public meetings, speaking at public consultations  
    1. Names some facts related to the issue studied
e.g. referendum on sovereignty-association, repatriation of the constitution, passage of the Clarity Act, recognition of the Québec nation by the federal government Depending on the issue selected  
  • 2.2.   Debating a social issue
  Political issue Economic, social or environmental issue    
    1. Identifies players involved in the management of the issue studied
e.g. political party leaders, National Assembly, House of Commons, Supreme Court of Canada Depending on the issue selected  
    1. Indicates positions of players in connection with the issue studied
Federalism, renewed federalism, autonomism, sovereignty Depending on the issue selected  
  1. Social issues and participation in social debates in Québec today
    1. Identifies players who participate in debates on the issue studied
 
    1. Indicates the position of players who participate in debates on the issue studied
 
1.  Québec’s political status is given as an example of a political issue.

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