Courses

Quebec · Secondary 1 and 2

History and Citizenship Education, Secondary Cycle One (Secondary 1-2)

  • 587-103 / 587-213

Quebec’s Secondary 1 and 2 social studies course, from Sedentarization to Techniques used in History and Citizenship Education.

Learn thisPractice test
Units
13
Lessons
15
Skills
50
Provincial exam
None
Official curriculum
education.gouv.qc.ca

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 3 skills

Sedentarization

Settling Down: The Neolithic Revolution

  • How we organize life in society today

    I can describe how relationships and interdependence organize life in society today.

    1.1

    Learn itPractice testActivities

  • Agriculture, villages, and the first crafts

    I can explain how agriculture transformed Neolithic societies.

    1.2

    Learn itPractice testActivities

  • Sedentary life then and now

    I can connect the Neolithic division of labour to today's economy and see change and continuity.

    1.3

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The official wording · 3 outcomes
1.1
Organization of life in society today
1.2
Sedentarization and organization of life in society
1.3
Relationships between individuals and society today

Key ideas

  1. Individuals in a society have many kinds of relationships - family, professional, and others.

  2. People depend on one another's work - this is interdependence.

  3. Because we depend on each other, a problem for one group can affect the whole society.

  4. Organized life in society rests on people specializing and relying on each other.

  5. Sedentarization began in areas like the Fertile Crescent, in the Neolithic period.

Watch out for

  • Thinking people are self-sufficient - modern life rests on interdependence.
  • Thinking one group's problems stay isolated - interdependence spreads them.
  • Thinking farming appeared everywhere at once - it began in specific regions.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 4 skills

The emergence of a civilization

Writing and the First Civilization

The official wording · 4 outcomes
2.1
Role of writing in civilization today
2.2
Influence of writing on Mesopotamian civilization
2.3
Influence of writing on Mesopotamian civilization
2.4
Meaning and purpose of rules and conventions in society today

Key ideas

  1. Writing is used everywhere in everyday life - messaging, reading, records.

  2. Illiteracy can bring poverty, exclusion, and marginal status.

  3. Different civilizations use different writing systems (e.g. Chinese characters, Arabic and Latin alphabets).

  4. Being able to read and write is central to taking part in society.

  5. Mesopotamia lay between rivers in the Fertile Crescent, in Antiquity, with city-states like Ur, Lagash, and Babylon.

Watch out for

  • Thinking literacy is only about school - it shapes a person's whole place in society.
  • Thinking all languages use the same script - writing systems differ.
  • Thinking ancient cities had no laws - written codes governed them.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 3 skills

First experience of democracy

Democracy Begins in Athens

The official wording · 3 outcomes
3.1
Organization of political power in society today
3.2
First experience of democracy and political life in Athens in the fifth century
3.3
Relationships between individuals and democratic society today

Key ideas

  1. Elected offices - municipal councillors, members of the assembly - represent citizens.

  2. The constitution is the fundamental law that sets a country's political organization.

  3. Citizens choose representatives to make decisions for them.

  4. Modern government rests on representation and a set of fundamental rules.

  5. In fifth-century Athens (the Age of Pericles), citizenship was limited to free-born males.

Watch out for

  • Thinking citizens decide everything directly - most modern democracy is representative.
  • Thinking there are no fundamental rules - the constitution sets them.
  • Thinking Athenian democracy included everyone - most residents were excluded.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 4 skills

Romanization

Rome and the Making of an Empire

The official wording · 4 outcomes
4.1
Influence of an empire today
4.2
Romanization and role of the state in the Romanization of the Empire
4.3
Romanization and role of the state in the Romanization of the Empire
4.4
Relationships between citizens and public institutions today

Key ideas

  1. States use methods like diplomacy and economic pressure to influence others.

  2. Influence reaches areas such as food, fashion, arts, and communication.

  3. Imperialist states may control foreign territory or appropriate resources.

  4. Cultural and economic influence can be as powerful as military force.

  5. In the Roman Empire, social groups had different rights - citizens had privileges others lacked.

Watch out for

  • Thinking influence means only invasion - culture and economics spread it too.
  • Thinking small areas of life are untouched - influence reaches food, fashion, and media.
  • Thinking everyone in Rome had the same rights - rights depended on social group and citizenship.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 5 · 4 skills

The Christianization of the West

The Church and the Medieval West

The official wording · 4 outcomes
5.1
Influence of religion on society today
5.2
Influence of the Church on the development of the West
5.3
Influence of the Church on the development of the West
5.4
Values and characteristics of identity in Western society today

Key ideas

  1. Quebec has various religious affiliations - Christian, Muslim, Jewish, and others.

  2. The charters of rights protect freedom of religion.

  3. Religious rituals - holidays, celebrations, rites of passage - mark many people's lives.

  4. Religion remains a part of many people's identity and public life.

  5. Around the year 1000, Christian and Muslim territories divided the map of the West.

Watch out for

  • Thinking religion belongs only to the past - it shapes society today.
  • Thinking one religion is present - many affiliations coexist.
  • Thinking the Church was only spiritual - it held land, wealth, and power.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 6 · 3 skills

Growth of cities and trade

Towns, Trade, and the Merchant Bourgeoisie

The official wording · 3 outcomes
6.1
Impact of trade on society today
6.2
Growth of cities and trade and the rise of the merchant bourgeoisie in the Middle Ages
6.3
Relationships between institutions and social groups today

Key ideas

  1. Trade lets people obtain goods they do not produce themselves.

  2. Trade shapes cities - concentrating services and zoning neighbourhoods.

  3. Many goods we use are imported (food, electronics, clothing).

  4. States use import restrictions like tariffs and quotas.

  5. Medieval towns grew at the end of the Middle Ages, often walled and administered by a commune.

Watch out for

  • Thinking trade is optional - societies depend on it for survival and goods.
  • Thinking trade is unregulated - tariffs and quotas restrict it.
  • Thinking medieval Europe had no trade - commerce revived and grew.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 7 · 4 skills

A new vision of humanity

Humanism, the Renaissance, and the Reformation

  • Our concept of human beings today

    I can explain different concepts of human beings and their place in the universe today.

    7.1

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  • Humanist thought and Renaissance art and science

    I can explain humanist thought and the art and science of the Renaissance.

    7.2

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  • The Reformation and the challenge to the Church

    I can explain the Reformation and the split it caused in Western Christianity.

    7.3

    Learn itPractice testActivities

  • Humanist values in society today

    I can explain the humanist values that endure in society today.

    7.4

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The official wording · 4 outcomes
7.1
Concept of human beings in society and their place in the universe today
7.2
New vision of humanity and contribution of humanist ideas to the development of Western culture
7.3
New vision of humanity and contribution of humanist ideas to the development of Western culture
7.4
Humanist values in Western society today

Key ideas

  1. Societies hold different concepts of human beings (e.g. environmentalism sees humans as part of nature).

  2. Scientific theories influence how we see humanity's place in the universe.

  3. How a society sees the human being shapes its values and choices.

  4. These concepts have roots in ideas first developed in the Renaissance.

  5. Humanist thought valued reason, observation, and the human being, drawing on rediscovered ancient texts.

Watch out for

  • Thinking everyone shares one view of humanity - concepts differ.
  • Thinking science does not touch these ideas - theories reshape them.
  • Thinking humanism rejected religion - it re-centred the human being while religion remained.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 8 · 4 skills

European expansion in the world

Exploration, Empire, and the First World Economy

  • Commercial colonialism today

    I can explain today's major economic powers and the effects of the globalized economy.

    8.1

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  • The great explorations and colonial empires

    I can explain the great European explorations and the empires they built.

    8.2

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  • The triangular trade and its consequences for the Americas

    I can explain the triangular trade and the consequences of European expansion for the peoples of the Americas.

    8.3

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  • Economic and cultural relationships between societies today

    I can explain the lasting economic and cultural relationships between societies today.

    8.4

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The official wording · 4 outcomes
8.1
Commercial colonialism today
8.2
European expansion in the world and the effects of an initial form of world economy on the societies
8.3
European expansion in the world and the effects of an initial form of world economy on the societies
8.4
Economic and cultural relationships between societies today

Key ideas

  1. Major economic powers today include the United States, China, Japan, the European Union, India, and Brazil.

  2. The globalized economy has effects such as consuming goods from many different countries.

  3. Economic power and global trade shape relationships between societies.

  4. Today's global economy has roots in the first world economy built during European expansion.

  5. European exploration routes and colonial empires can be mapped for the Renaissance.

Watch out for

  • Thinking the global economy is brand new - it has deep historical roots.
  • Thinking one country dominates alone - several major powers shape it.
  • Thinking Europeans knew the whole world already - much was unknown to them in 1400.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 9 · 3 skills

The American or French revolution

Revolution and the Rights of Citizens

The official wording · 3 outcomes
9.1
Affirmation of fundamental rights today
9.2
The American or French revolution and the role of revolutions in the conquest and recognition of
9.3
Guarantees of rights and freedoms in society today

Key ideas

  1. Charters affirm human rights - for example, the Canadian Charter of Rights and Freedoms.

  2. The Universal Declaration of Human Rights sets out fundamental rights for all people.

  3. These documents put into law rights that revolutions first fought for.

  4. Affirming rights in writing helps protect them.

  5. Enlightenment philosophers such as Locke, Rousseau, and Voltaire inspired revolutionaries.

Watch out for

  • Thinking rights are automatic - they had to be fought for and written into law.
  • Thinking charters are only symbolic - they give rights legal force.
  • Thinking revolutions had no ideas behind them - Enlightenment philosophy drove them.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 10 · 4 skills

Industrialization : an economic and social revolution

The Industrial Revolution

  • The impact of industrialization today

    I can explain the impact of industrialization on society today.

    10.1

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  • Industrial Britain: production and new classes

    I can explain industrial production and the new social classes it created in Britain.

    10.2

    Learn itPractice testActivities

  • Workers, unions, and socialism

    I can explain early industrial working conditions and how workers organized in response.

    10.3

    Learn itPractice testActivities

  • Improving living conditions today

    I can explain how people and institutions improve living conditions in society today.

    10.4

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The official wording · 4 outcomes
10.1
Impact of industrialization on society today
10.2
Industrialization, an economic and social revolution, and its effects on British society
10.3
Industrialization, an economic and social revolution, and its effects on British society
10.4
Contribution of individuals and institutions to the improvement of living conditions in society

Key ideas

  1. Countries such as Brazil, China, and India are industrializing today.

  2. Industrialization requires capital, a workforce, and resources.

  3. It has consequences like urbanization, more trade, and a consumer society.

  4. The same forces that transformed 18th-century Britain are transforming countries today.

  5. Industrialization began in 18th-century Britain with abundant capital and mechanized production.

Watch out for

  • Thinking industrialization is finished history - it is happening now in many countries.
  • Thinking it has no social effects - it reshapes cities and daily life.
  • Thinking industrialization was only about machines - it remade society and class.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 11 · 4 skills

Imperialism and colonization

Imperialism and the Division of Africa

  • Imperialism and colonization today

    I can explain sovereignty and global wealth disparity today.

    11.1

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  • The motives of imperialism and the division of Africa

    I can explain why European powers colonized Africa and how they divided it.

    11.2

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  • The African experience of colonization and resistance

    I can explain how African populations experienced and reacted to colonization.

    11.3

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  • Relationships among societies today

    I can explain relationships among societies today, including the legacy of colonization.

    11.4

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The official wording · 4 outcomes
11.1
Imperialism and colonization today
11.2
Expansion of the industrial world and the effects of European imperialism on African populations
11.3
Expansion of the industrial world and the effects of European imperialism on African populations
11.4
Political, economic and cultural relationships among societies today

Key ideas

  1. A sovereign state has recognized international borders and is a member of the international community.

  2. Some areas lie outside national jurisdiction (e.g. Antarctica, the open ocean).

  3. Socioeconomic indicators illustrate global wealth disparity between countries.

  4. Today's wealth gaps have roots in the era of imperialism and colonization.

  5. Before colonization, Africa had many societies and civilizations of its own.

Watch out for

  • Thinking all land belongs to a state - some areas are outside national jurisdiction.
  • Thinking wealth gaps are natural - they have historical causes.
  • Thinking Africa had no societies before colonization - it had many civilizations.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 12 · 4 skills

Winning of civil rights and freedoms

Winning Civil Rights and Freedoms

  • Civil rights and freedoms today

    I can explain civil rights and freedoms today and how they can be denied.

    12.1

    Learn itPractice testActivities

  • The feminist movement

    I can explain how the feminist movement won rights for women.

    12.2

    Learn itPractice testActivities

  • The Black civil rights movement and decolonization

    I can explain how the Black civil rights movement and decolonization won rights and independence.

    12.3

    Learn itPractice testActivities

  • The individual's responsibility for rights today

    I can explain the individual's responsibility for civil rights and freedoms today.

    12.4

    Learn itPractice testActivities
The official wording · 4 outcomes
12.1
Civil rights and freedoms today: denial, struggle and recognition
12.2
Recognition of civil rights and freedoms and impact on societies of the winning of civil rights
12.3
Recognition of civil rights and freedoms and impact on societies of the winning of civil rights
12.4
Responsibilities of individual in the struggle for and recognition of civil rights and freedoms

Key ideas

  1. Civil rights and freedoms include the right to vote, the right to justice, and equality before the law.

  2. Governments may limit or suspend some rights in certain situations.

  3. There are current situations where civil rights and freedoms are still ignored.

  4. Rights exist in a cycle of denial, struggle, and recognition.

  5. In the first half of the 20th century, women in the West suffered wrongs like discrimination and exclusion from voting.

Watch out for

  • Thinking rights are permanent and safe - they can be limited or ignored.
  • Thinking the struggle for rights is over - it continues today.
  • Thinking women always had these rights - they were won through struggle.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 13 · 6 skills

Techniques used in History and Citizenship Education

Working with Timelines

Drawing and Interpreting Historical Maps

Interpreting Historical Sources

The official wording · 6 outcomes
13.1
learning situations that allow students to use different techniques
13.2
Constructs a time line
13.3
Draws a map
13.4
Interprets a map
13.5
Interprets a written document
13.6
Interprets a table and diagram

Key ideas

  1. A chronological scale places events in time so you can find information.

  2. Define the purpose and select the essential elements for it.

  3. Read the title and identify the author, nature, source, and date of a document.

  4. You can compare durations - how long apart or how long lasting events are.

  5. Draw the map and create a legend.

Watch out for

  • Thinking a timeline just lists dates - it lets you compare and interpret.
  • Thinking a historical map shows everything - it selects what serves the purpose.
  • Thinking a document is neutral - checking its source, nature, and date matters.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Which course?

Quebec has 2 social studies courses for Secondary 1 and 2. Here they are side by side.

What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.

The official curriculum

This page follows Quebec’s own curriculum for History and Citizenship Education, Secondary Cycle One (Secondary 1-2).

Gouvernement du Quebec - Progression of Learning in Secondary School: History and Citizenship Educationeducation.gouv.qc.ca · Read August 7, 2026

Study it in MapleMind

MapleMind teaches History and Citizenship Education, Secondary Cycle One (Secondary 1-2) one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Mathematics, Secondary 3 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsMathematics, Secondary 3 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Mathematics, Secondary 3, another Quebec course, partway through Unit 1.

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Course Companion

Your year in one workbook

A fun way to keep History and Citizenship Education, Secondary Cycle One (Secondary 1-2) organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
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Questions about History and Citizenship Education, Secondary Cycle One (Secondary 1-2)

What is History and Citizenship Education, Secondary Cycle One (Secondary 1-2)?

Quebec’s Secondary 1 and 2 social studies course: 13 units and 50 skills, from Sedentarization to Techniques used in History and Citizenship Education.

What units are in History and Citizenship Education, Secondary Cycle One (Secondary 1-2)?

1. Sedentarization, 2. The emergence of a civilization, 3. First experience of democracy, 4. Romanization, 5. The Christianization of the West, 6. Growth of cities and trade, 7. A new vision of humanity, 8. European expansion in the world, 9. The American or French revolution, 10. Industrialization : an economic and social revolution, 11. Imperialism and colonization, 12. Winning of civil rights and freedoms and 13. Techniques used in History and Citizenship Education.

Is there a provincial exam for History and Citizenship Education, Secondary Cycle One (Secondary 1-2)?

No. Quebec gives no provincial exam for History and Citizenship Education, Secondary Cycle One (Secondary 1-2).

What comes after History and Citizenship Education, Secondary Cycle One (Secondary 1-2)?

History of Quebec and Canada, Secondary III.

Can MapleMind help with History and Citizenship Education, Secondary Cycle One (Secondary 1-2)?

Yes. MapleMind teaches every skill of History and Citizenship Education, Secondary Cycle One (Secondary 1-2), step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

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