UNIFORM EXAMINATION

Secondary Cycle Two
Information Document - June 2015 - August 2015 - January 2016

History and Citizenship Education
Secondary IV

587-404

© Gouvernement du Québec
Ministère de l'Éducation, du Loisir et du Sport, 2014
ISSN 1927-8543 (Online)
Legal Deposit – Bibliothèque et Archives nationales du Québec, 2014
This document is available on the Web site of the Ministère de l’Éducation, du Loisir et du Sport.

TABLE OF CONTENTS
INTRODUCTION ...................................................................................................................................... 1

1

2

3

STRUCTURE AND CONTENT ........................................................................................................ 1
1.1

Parts of the examination....................................................................................................... 2

1.2

Examination documents ....................................................................................................... 2

1.3

Short-answer questions .................................................................................................................. 3

1.4

Essay question ..................................................................................................................... 4

1.5

Requirements of the examination......................................................................................... 4

1.6

Connections between the evaluation focuses of the examination........................................ 4

CONDITIONS GOVERNING THE ADMINISTRATION OF THE EXAMINATION............................ 7
2.1

Dates .................................................................................................................................... 7

2.2

Duration ................................................................................................................................ 7

2.3

Unauthorized materials ........................................................................................................ 7

2.4

Measures adapting the conditions for administering ministerial examinations ..................... 7

CORRECTION PROCEDURES....................................................................................................... 8
3.1

Responsibility for correction ................................................................................................. 8

3.2

Evaluation tools .................................................................................................................... 8

4

COMPILATION OF THE SUBJECT MARK AND PASS MARK ........................................................... 8

5

EXPLANATION OF THE CORRECTION PROCEDURES ..........................................................................8
5.1

Explanation of the correction procedures for the short-answer questions ........................... 8

5.2

Explanation of the correction procedures for the essay question......................................... 9

APPENDIX
RUBRIC FOR THE ESSAY QUESTION ........................................................................................ 11

INTRODUCTION
This information document contains information concerning the uniform examination in History and
Citizenship Education for students in Secondary IV. This uniform examination is designed to evaluate
the learning associated with the evaluation criteria Appropriate use of knowledge and Rigour of his/her
historical reasoning for the purpose of certifying secondary school studies. This year, some adjustments
have been made to the explanation of the correction procedures. The procedures are explained in Section 5
of this document.
The Ministère de l’Éducation, du Loisir et du Sport is responsible for developing uniform examinations
for the June, August and January examination sessions. Each examination is based on the Framework
for the Evaluation of Learning, the Progression of Learning and the Québec Education Program.
Information gathered on examinations administered in previous years is also taken into account.1
In addition, MELS has encouraged the participation of the school system by inviting teachers and
education consultants from different schools to contribute to the development and validation of these
examinations.
1

STRUCTURE AND CONTENT

The examination contains two types of questions: short-answer questions and an essay question.
This examination has 22 questions and deals with the following four social phenomena: Population and
settlement, Economy and development, Culture and currents of thought and Official power and
countervailing powers. The following table presents the number of questions and the total marks for
each type of question.
Distribution of questions and marks by type of question
TYPE OF
QUESTION

1.

NUMBER OF
QUESTIONS

TOTAL
MARKS

Short-answer
question

21

38

Essay question

1

12

TOTAL

22

50

The Highlights document for the June 2014 uniform examination in History and Citizenship Education for Secondary IV will be posted on
the secure Web site of the Direction de l'évaluation des apprentissages early in 2015, in French and English. The purpose of the
document is to help teachers prepare students with regard to the learning required for the uniform examination.

–1–

1.1 Parts of the examination
The examination is divided into four parts, each dealing with one of the four social phenomena mentioned
above. The social phenomena are not presented in a predetermined order. The first three parts contain the
short-answer questions, while the fourth part contains the essay question. The following table presents the
distribution of questions and the marks allocated for each part of the examination.

Distribution of questions and marks for each part of the examination
NUMBER OF QUESTIONS AND MARKS ALLOCATED

TYPE OF
QUESTION

Shortanswer
question

PART 1
two 1-mark questions
four 2-mark questions
one 3-mark question

PART 2

PART 3

two 1-mark questions
five 2-mark questions

two 1-mark questions
four 2-mark questions
one 3-mark question

Essay
question

TOTAL

PART 4

TOTAL
MARKS

38

one 12-mark question

13 marks

12 marks

13 marks

12 marks

(7 questions)

(7 questions)

(7 questions)

(1 question)

12

50

1.2 Examination documents
The examination consists of the following documents:



the Question Booklet
the detachable Answer Booklet, inserted in the Question Booklet
the sheet (Diagram and Draft) for the essay question
the Document File

The Document File presents about 10 documents for each social phenomenon. It may contain historical
documents (written or illustrated), texts by historians (contemporaries of the events or present-day
historians), diagrams, tables, maps or timelines.

–2–

1.3 Short-answer questions
The 21 short-answer questions are associated with the evaluation criterion Appropriate use of
knowledge. They require the student to draw on one or more elements of historical knowledge and they
evaluate the performance of intellectual operations (see the tables on pages 5 and 6).
The following table describes each intellectual operation and indicates the number of marks allocated
for it.
Description of the intellectual operations and the marks allocated for them
INTELLECTUAL OPERATION

DESCRIPTION

Establish facts

Identify relevant and accurate facts with the
help of documents

Situate in time and space





Place facts in chronological order
Place a fact or a set of facts on a timeline
Establish the precedence or posteriority of facts
Situate territories in time
Situate geographic elements or facts or
territories in space

Make comparisons


Identify similarities or differences
Identify a point of convergence or divergence

Characterize a historical
phenomenon

Identify characteristics

Determine explanatory
factors and consequences


Identify facts that explain a phenomenon
Identify facts resulting from a phenomenon

Determine elements of
continuity and changes


Identify what remains unchanged over time
Indicate a change occurring over time

Establish connections
between facts

Interrelate facts

Establish causal
connections

Establish a logical connection between
explanatory factors and consequences

NUMBER OF
MARKS

1

1 or 2

2

–3–

3

1.4 Essay question
The essay question is associated with the evaluation criterion Rigour of his/her historical reasoning. It
requires the student to draw on one or more elements of historical knowledge and it evaluates the
student’s ability to provide an explanation pointing out major social, political, economic, cultural and
territorial changes that occurred in the past (see the tables on pages 5 and 6). The essay question
respects the designated focus of the social phenomenon it deals with.
1.5 Requirements of the examination
The uniform examination requires that the student:
— master the historical knowledge and concepts necessary to analyze the documents and answer
the questions
— analyze and use appropriately various kinds of documents
— perform intellectual operations
— develop an explanation pointing out major social, political, economic, cultural and territorial
changes that occurred in the past
1.6 Connections between the evaluation focuses of the examination
The tables on pages 5 and 6 show the connections between the historical knowledge, the intellectual
operations and the explanation pointing out major social, political, economic, cultural and territorial
changes that occurred in the past. The historical knowledge is presented according to the order and
terms used in the Progression of Learning for History and Citizenship Education, Secondary IV.
These tables also present the number of short-answer questions that can be asked about each social
phenomenon per historical period. However, for one of the four social phenomena, the seven shortanswer questions are replaced by the essay question.

–4–

The historical knowledge presented in the following tables is set out in the Progression of Learning for History and Citizenship Education
(Secondary IV). In order to perform the intellectual operations and develop an explanation pointing out major social, political, economic, cultural
and territorial changes that occurred in the past, the students must draw on this knowledge.
Performance of intellectual operations
Establish facts
Situate in time and space
Characterize a historical phenomenon

Make comparisons
Determine explanatory factors and consequences
Determine elements of continuity and changes

Establish connections between facts
Establish causal connections

Population and settlement
First occupants
(around 1500)

Demography
Territory

French régime
(1608-1760)


British rule
(1760-1867)

Demography
Effects of the European presence on
the Amerindians
French territory in North America




Demography
Migration flows
Effects of migration flows
Amerindian population

1 or 2 questions

0 or 1 question

Contemporary period
(1867 to the present)




Demography
Migration flows
Effects of migration flows
Cities and regions
Relations with the Native peoples

2 or 3 questions

1 or 2 questions

Economy and development
First occupants
(around 1500)

Trade networks
European fishing grounds

0 or 1 question

French régime
(1608-1760)




Organization of the economy in New
France
Economy based on fur
Agriculture
Craft activities
Attempts at economic diversification

British rule
(1760-1867)




Economy based on fur
Economy based on timber
Agriculture
Effects of economic activity on
transportation development
Economic policies

1 or 2 questions

1 or 2 questions

Contemporary period
(1867 to the present)





Exploitation of resources and opening of new
regions
Industrial development
Urban expansion
Socioeconomic context of working-class life
Economic cycles
Economic policies

2 or 3 questions

Explanation pointing out major social, political, economic, cultural and territorial changes that occurred in the past
–5–

Performance of intellectual operations
Establish facts
Situate in time and space
Characterize a historical phenomenon

Make comparisons
Determine explanatory factors and consequences
Determine elements of continuity and changes

Establish connections between facts
Establish causal connections

Culture and currents of thought
First occupants
(around 1500)


Spirituality
Relationship with nature
Communication and trade

French régime
(1608-1760)


0 or 1 question

British rule
(1760-1867)



Divine right of kings
Catholicism
Independent spirit and adaptability of
the Canadiens

Imperialism
Liberalism
Ultramontanism
Anticlericalism

1 or 2 questions

Contemporary period
(1867 to the present)











Imperialism
Capitalism
Socialism
Agriculturism
Nationalisms
Securalism
Cooperatism
Fascism
Feminism
Americanism
Neoliberalism
Aboriginalism
2 or 3 questions

1 or 2 questions

Official power and countervailing powers
French régime
(1608-1760)


Power relations between the
Amerindians and the administrators of
the colony
Power relations between the
administrators of the colony and the
mother country
Power relations between Church and
State

British rule
(1760-1867)



Power relations between Church and
State
Power relations between British
merchants in the colony and the
governor
Power relations between the legislative
assembly and the governor
Power relations between the Native
peoples and the British authorities

Contemporary period
(1867 to the present)










2 questions

2 questions

Power relations between Church and State
Power relations between financial circles and the
State
Power relations between Native peoples and the
State
Power relations between unions and the State
Power relations between feminist groups and the
State
Power relations between the media and the State
Power relations between linguistic groups and the
State
Power relations between nationalist movements
and the State
Power relations between environmentalist groups
and the State
Power relations between movements for social
justice and the State
Federal-provincial power relations
3 questions

Explanation pointing out major social, political, economic, cultural and territorial changes that occurred in the past
–6–

2

CONDITIONS GOVERNING THE ADMINISTRATION OF THE EXAMINATION

2.1 Dates
The June 2015 examination will be held on: June 15, from 9:00 a.m. to 12 noon.
The August 2015 examination: date to be determined.2
The January 2016 examination: date to be determined.
2.2 Duration
On the official schedule, the duration of this examination is 3 hours. According to the Administrative
Manual for the Certification of Studies and Management of Ministerial Examinations, an additional
period of 15 minutes must be granted if it is required.
2.3 Unauthorized materials
During the examination, students may not use any reference documents (atlases, dictionaries,
textbooks, notes, workbooks, etc.) and are strictly forbidden to have in their possession any electronic
device (portable media player, smart phone, etc.) that can be used to surf the Internet, translate texts,
create or save data, or send or receive information and messages.
Any student who violates this rule will be expelled from the examination room and will be considered to
have cheated on the examination.
2.4 Measures adapting the conditions for administering ministerial examinations
Measures that adapt the conditions for administering ministerial examinations may be taken to enable
students with specific needs to demonstrate their learning. For further information on the
implementation of these measures, please refer to the documents made available to schools by the
Direction de la sanction des études.

2.The dates of the August 2015 and January 2016 examination sessions will be posted on the MELS Web site.

–7–

3

CORRECTION PROCEDURES

3.1 Responsibility for correction
Educational institutions are responsible for correcting this examination in accordance with the terms
and conditions established by MELS in the Marking Guide that accompanies the examination. It is
suggested that correction committees be formed.
3.2 Evaluation tools
The short-answer questions are corrected using a correction key provided by MELS.
The essay question is corrected using a correction key and a rubric provided by MELS. This rubric focuses
on the criterion Rigour of his/her historical reasoning.
4

COMPILATION OF THE SUBJECT MARK AND PASS MARK

In History and Citizenship Education, the subject mark is based on the school mark (50%) and the mark
on the uniform examination (50%). The examination is worth a total of 50 marks. It is this result, expressed
as a mark out of 50, that should be sent to the Direction de la sanction des études.
The Framework for the Evaluation of Learning provides guidelines for determining students' results,
which will be communicated in the provincial report card. The student will be granted the credits for the
program if his/her subject mark is at least 60%.

5

EXPLANATION OF THE CORRECTION PROCEDURES

This year, some adjustments have been made to the explanation of the correction procedures for the
uniform examination. These explanations are presented below. They are also presented in Section 4 of
the Marking Guide of each examination. The rubric for the essay question is presented in the appendix.
5.1 Explanation of the correction procedures for the short-answer questions
For questions requiring a written answer:
— The student’s answer is correct if it corresponds to the answer provided in the correction key,
that is to say, if it meets the following requirements:

and

and

It is complete.
It presents accurate information.
It is written clearly, without ambiguity.

Note. An answer that satisfies the above requirements but is not formulated in the same way as
the answer provided in the correction key is also a correct answer.

–8–

— The student’s answer is more or less correct if it corresponds to the meaning of the answer
provided in the correction key, but has one of the following weaknesses:

It is incomplete.

It contains an inaccuracy.

It is vague, or the wording is ambiguous or unclear.

or
or
Note. For questions worth 1 mark, the student receives 0 marks for an answer that is more or
less correct.
— The student’s answer is incorrect if it does not correspond to the answer provided in the
correction key.
— The corrector may not accept an answer that is merely a verbatim copy of part of a text or the
title of a document in the Document File. However, a student who answers a question correctly
by integrating part of a text or a title into the answer may receive marks for that question.

5.2 Explanation of the correction procedures for the essay question
For the observable element “Indicates the elements of the answer:”
— The element of the answer provided by the student is correct if it corresponds to the one
provided in the correction key, that is to say, if it meets the following requirements:

and

and

It is complete.
It presents accurate information.
It is written clearly, without ambiguity.

Note. An answer that satisfies the above requirements but is not formulated in the same way as
the answer provided in the correction key is also a correct answer.
— The element of the answer provided by the student is more or less correct if it corresponds to
the meaning of the one provided in the correction key, but has one of the following weaknesses:

It is incomplete.

It contains an inaccuracy.

It is vague, or the wording is ambiguous or unclear.

or
or

–9–

— If the element of the answer is incorrect or if it is not indicated, the student obtains 0 marks
out of 4. The element of the answer provided by the student is incorrect if it does not correspond
to the one provided in the correction key.
For the observable element “Supports the elements of the answer with facts:”
— The facts that support the elements of the answer, that is the illustrations or explanations
(depending on the instructions), are provided in the correction key.
— The element of the answer provided by the student is supported appropriately if the facts
presented correctly illustrate or explain it. The student’s illustration or explanation corresponds to the
one provided in the correction key.
— The element of the answer provided by the student is supported more or less appropriately if the
facts presented illustrate or explain it incompletely or vaguely or if the facts contain inaccuracies.
The student’s illustration or explanation nonetheless corresponds to the meaning of the one
provided in the correction key.
— The element of the answer provided by the student is supported inappropriately if the facts
presented do not illustrate or explain it. The student’s illustration or explanation does not correspond
to the one provided in the correction key.

– 10 –

APPENDIX
RUBRIC FOR THE ESSAY QUESTION
Criterion: Rigour of his/her historical reasoning
Supports the elements of
the answer with facts

Indicates the elements of the answer

First
element
of the
answer

Second
element
of the
answer

Third
element
of the
answer

The student indicates
the element of the
answer

correctly.

2 marks

more or less
correctly.

1 mark

The student indicates
the element of the
answer incorrectly or
does not indicate it.
The student indicates
the element of the
answer

The student indicates
the element of the
answer incorrectly or
does not indicate it.

appropriately.

2 marks

more or less
appropriately.

1 mark

inappropriately.

0 marks

appropriately.

2 marks

more or less
appropriately.

1 mark

inappropriately.

0 marks

appropriately.

2 marks

more or less
appropriately.

1 mark

inappropriately.

0 marks

/4

Total

/12

/4

0 marks

correctly.
more or less
correctly.

The student indicates
the element of the
answer incorrectly or
does not indicate it.
The student indicates
the element of the
answer

The student
supports the
element of the
answer

2 marks
1 mark

The student
supports the
element of the
answer

/4

0 marks

correctly.

2 marks

more or less
correctly.

1 mark

The student
supports the
element of the
answer

0 marks

– 11 –