History and Citizenship Education
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 One in order to develop the three competencies prescribed by the program: Examines social phenomena from a historical perspective, Interprets social phenomena using the historical methodand Constructs his/her consciousness of citizenship through the study of history. It is intended to help teachers with their lesson planning.
In Secondary Cycle One, students are encouraged to open up to the world. They use the historical method to examine and interpret social phenomena that constitute turning points in the history of the Western world, from prehistorical times to the present. They become aware of the importance of human action in social change.
This document contains tables of knowledge associated with the social phenomena studied. The tables are divided into sections that are preceded by a short text describing the social phenomenon presented and the designated focus. The first section deals with present-day society. The second section contains statements associated with the interpretation of a social phenomenon of the past. The last section outlines concepts that help students understand the importance of participating in social life and the purpose of present-day public institutions. Each statement is accompanied by an example.
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. They studied aspects of the history and geography of Québec and Canada and began to construct an interpretation of different social and territorial phenomena. They looked at human action in territories, here and elsewhere, and became aware of the diversity of societies. They started using processes to research and work with information as well as other techniques specific to the social sciences.
Some of the knowledge prescribed by the elementary program will continue to be used at the secondary level. When students studied societies of the past, they acquired knowledge and skills that can be applied to the study of certain social phenomena in Secondary Cycle One. For example, reading about the organization of Native societies helped students learn about the concepts of sedentarism and nomadism. In secondary school, students further develop these concepts when they study sedentarization.