Quebec · Secondary 3
History of Quebec and Canada, Secondary III
- 585-304
Quebec’s Secondary 3 social studies course, from The experience of the Indigenous peoples and the colonization attempts (Origins to 1608) to The demands and struggles of nationhood (1791-1840).
- Units
- 4
- Lessons
- 16
- Skills
- 46
- Provincial exam
- None
- Official curriculum
- education.gouv.qc.ca
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 7 skills
The experience of the Indigenous peoples and the colonization attempts (Origins to 1608)
First Occupants of the Territory
The First Occupants and their ways of life
I can explain who the First Occupants of the territory were and describe their ways of life.
Skill 1.1
Social relationships among the First Peoples
I can describe how First Peoples organized their social relationships and passed on their cultures.
Skill 1.2
Decision making among the First Peoples
I can explain how First Peoples chose leaders and made decisions together.
Skill 1.3
Indigenous trade networks
I can describe the extent and workings of Indigenous trade networks before European contact.
Skill 1.4
Alliances and rivalries among the First Nations
I can explain how First Nations formed alliances and how rivalries and conflicts arose among them.
Skill 1.5
First Contacts and Exploration
First contacts between First Peoples and Europeans
I can explain the first contacts between First Peoples and Europeans from more than one perspective.
Skill 1.6
French exploration and the Franco-Aboriginal alliance
I can explain early French exploration and why alliance with First Nations was essential to it.
Skill 1.7
The official wording · 7 outcomes
- 1.1
- First occupants of the territory
- 1.2
- Social relationships among the Indigenous peoples
- 1.3
- Decision making among the Indigenous peoples
- 1.4
- Indigenous trade networks
- 1.5
- Alliances and rivalries among the First Nations
- 1.6
- First contacts
- 1.7
- Exploration and occupation of the territory by the French
Key ideas
The First Nations and the Inuit were the first occupants of this land, here for thousands of years before Europeans arrived (migrations settled northeastern America).
In Europe, competition for wealth, new sea routes and resources drove voyages across the Atlantic.
Peoples are grouped into language families (such as Iroquoian, Algonquian and Inuit-Aleut); within them are distinct nations, each with its own name for itself.
Europeans came first to fish and hunt whales off the coast, then to explore and trade.
Each nation occupied a territory it knew intimately and used its resources to sustain a full way of life.
Watch out for
- Thinking the land was 'empty' or 'discovered' - it was long occupied by organized nations with deep knowledge of it.
- Thinking 'contact' happened only from the European side - First Peoples were active participants who made their own choices.
- Thinking all First Peoples lived the same way - there were many nations with distinct languages and ways of life.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 14 skills
The evolution of colonial society under French rule (1608-1760)
From Chartered Companies to Royal Government
The monopoly of the chartered companies
I can explain how chartered companies governed early New France and why.
Skill 2.1
The Royal Government of New France
I can describe the structure of Royal Government in New France.
Skill 2.2
French territory in America
I can describe the extent and limits of French territory in North America.
Skill 2.3
Alliances, Diplomacy and the Fur Trade
First Nations warfare and diplomacy
I can explain the decisive role of First Nations in the warfare and diplomacy of New France.
Skill 2.4
The fur trade in New France
I can explain how the fur trade shaped the economy and geography of New France.
Skill 2.5
Church, Population and Society
The Catholic Church in New France
I can describe the many roles the Catholic Church played in New France.
Skill 2.6
Population growth in the colony
I can explain how and why the population of New France grew as it did.
Skill 2.7
Cities in the colony
I can describe the towns of New France and their place in colonial society.
Skill 2.8
Land, Economy and Adaptation
The seigneurial system
I can explain how the seigneurial system organized land and rural society in New France.
Skill 2.9
Attempts at economic diversification
I can explain why New France struggled to diversify its economy and what was attempted.
Skill 2.10
Adaptation of the colonists
I can explain how French colonists adapted to life in North America.
Skill 2.11
First Peoples under Colonization and the Conquest War
First Peoples and the impact of colonization
I can explain, truthfully, the impact of French colonization on First Peoples.
Skill 2.12
The intercolonial wars
I can explain the imperial rivalry that led to war between France and Britain in America.
Skill 2.13
The War of the Conquest
I can explain the course and consequences of the War of the Conquest.
Skill 2.14
The official wording · 14 outcomes
- 2.1
- Monopoly of the chartered companies
- 2.2
- Royal Government
- 2.3
- French territory in America
- 2.4
- First Nations warfare and diplomacy
- 2.5
- Fur trade
- 2.6
- Catholic Church
- 2.7
- Population growth
- 2.8
- Cities in Canada
- 2.9
- Seigneurial system
- 2.10
- Economic diversification
- 2.11
- Adaptation of the colonists
- 2.12
- Indigenous populations
- 2.13
- Intercolonial wars
- 2.14
- War of the Conquest
Key ideas
France granted chartered companies a monopoly on the fur trade in exchange for bringing out colonists.
First Nations were not bystanders but leading players in the diplomacy and wars of the colony.
The Catholic Church shaped nearly every part of colonial life - religion, schooling, care of the sick and poor.
The seigneurial system divided land into long narrow strips (rangs) reaching back from the river.
Colonization pressed hard on First Peoples: some moved to mission communities near the colony (the domicilies).
Watch out for
- Thinking New France was settled mainly to found a new society - its first purpose was profit for France (the fur trade).
- Thinking First Nations simply followed European lead - they pursued their own diplomacy and interests.
- Thinking the Church was only about worship - it also ran health, education and social services.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 11 skills
The Conquest and the change of empire (1760-1791)
Military Regime and Royal Proclamation
The military regime
I can describe how the colony was governed in the years right after the Conquest.
Skill 3.1
The Royal Proclamation of 1763
I can explain the Royal Proclamation of 1763 and its significance for the Canadiens and for First Nations.
Skill 3.2
The status and demands of First Nations
I can explain how British rule affected First Nations and how they asserted their rights.
Skill 3.3
Governing the Canadiens: the Quebec Act
Governing under Murray and the Canadiens
I can explain why British attempts to assimilate the Canadiens ran into practical trouble.
Skill 3.4
Protest movements and petitions
I can describe the competing groups petitioning Britain before the Quebec Act.
Skill 3.5
The Quebec Act of 1774
I can explain what the Quebec Act granted and why it mattered.
Skill 3.6
Revolution, Migration and the Loyalists
The American Revolution and the invasion of Quebec
I can explain how the American Revolution affected the Province of Quebec.
Skill 3.7
The arrival of the Loyalists
I can explain who the Loyalists were and how their arrival changed the colony.
Skill 3.8
Economy, Society and the Churches (to 1791)
The colonial economy under British rule
I can describe the colonial economy in the decades after the Conquest.
Skill 3.9
The people of the colony after the Conquest
I can describe the make-up of the colony's population in the decades after the Conquest.
Skill 3.10
The Catholic and Anglican Churches after the Conquest
I can compare the roles of the Catholic and Anglican Churches after the Conquest.
Skill 3.11
The official wording · 11 outcomes
- 3.1
- Military regime
- 3.2
- Royal Proclamation
- 3.3
- Status of Indians
- 3.4
- Instructions to Governor Murray
- 3.5
- Protest movements
- 3.6
- Quebec Act
- 3.7
- American invasion
- 3.8
- Loyalists
- 3.9
- Colonial economy
- 3.10
- Sociodemographic situation
- 3.11
- Catholic Church
Key ideas
The capitulation of Montreal (1760) placed the whole colony under British control.
London's instructions to Governor Murray aimed to establish British civil government and assimilate the Canadiens.
American colonists, angered by the Coercive (Intolerable) Acts - which included the Quebec Act - moved toward revolution.
British economic policy folded the colony into Britain's mercantile system and trade networks.
Some Canadiens - especially elites and officials - emigrated to France; most stayed.
Watch out for
- Thinking all French speakers left after the Conquest - the great majority (the habitants) remained.
- Thinking assimilation was abandoned out of goodwill - it was mainly a pragmatic response to numbers and stability.
- Thinking the Canadiens rushed to join the Americans - most stayed neutral.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 14 skills
The demands and struggles of nationhood (1791-1840)
The Constitutional Act and Parliamentary Politics
The Constitutional Act of 1791
I can explain what the Constitutional Act of 1791 created and its limits.
Skill 4.1
Parliamentary debates and parties
I can describe the political conflict inside Lower Canada's parliament.
Skill 4.2
Nationalisms, Ideas and Population
The rise of nationalisms
I can explain the rival nationalisms that grew in Lower Canada.
Skill 4.3
Liberal and republican ideas
I can explain the liberal and republican ideas that inspired reformers in Lower Canada.
Skill 4.4
The population of Lower and Upper Canada
I can describe the population of the Canadas and the social groups within it.
Skill 4.5
The Rebellions of 1837-1838
The Rebellions of 1837-1838
I can explain the causes, course and consequences of the Rebellions of 1837-1838.
Skill 4.6
Economy, Transport and Migration
Capital and infrastructure
I can describe how new capital and infrastructure transformed the colony's economy.
Skill 4.7
Agriculture and its crisis
I can explain the state of agriculture and the crisis it faced in the 1830s.
Skill 4.8
The fur trade transformed
I can explain how the fur trade changed and consolidated in this period.
Skill 4.9
The rise of the timber trade
I can explain how the timber trade became a leading part of the colonial economy.
Skill 4.10
Migration and immigration
I can explain the migrations into and out of the colony in this period.
Skill 4.11
War, Church and the Durham Report
The War of 1812 and First Nations alliances
I can explain the War of 1812 and the crucial role of First Nations in it.
Skill 4.12
The Anglican Church and the Clergy Reserves
I can describe the position and privileges of the Anglican Church in this period.
Skill 4.13
The Durham Report and the Act of Union
I can explain the Durham Report and how it led to the Act of Union.
Skill 4.14
The official wording · 14 outcomes
- 4.1
- Constitutional Act
- 4.2
- Parliamentary debates
- 4.3
- Nationalisms
- 4.4
- Liberal and republican ideas
- 4.5
- Population
- 4.6
- Rebellions of 1837-1838
- 4.7
- Capital and infrastructure
- 4.8
- Agriculture
- 4.9
- Fur trade
- 4.10
- Timber trade
- 4.11
- Migratory movements
- 4.12
- British-American War of 1812
- 4.13
- Anglican Church
- 4.14
- Durham Report
Key ideas
The Constitutional Act (1791) split the colony into Lower Canada (mostly French) and Upper Canada (mostly English Loyalist).
Lower Canada's linguistic duality - a French Catholic majority and a British Protestant minority - shaped its politics.
Years of blocked reform boiled over: the Assembly's 92 Resolutions (1834) demanded control of government; London's Russell Resolutions (1837) refused.
The founding of banks (from the 1810s-20s) gave the colony modern financial institutions and credit.
The War of 1812 pitted Britain (and its colonies) against the United States, which invaded Upper and Lower Canada.
Watch out for
- Thinking 1791 brought full democracy - the assembly was elected but had little real power.
- Thinking nationalism was about ethnic hatred - it was largely about political rights and control of the colony.
- Thinking the rebellion was a sudden riot - it followed decades of blocked constitutional demands.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Quebec’s own curriculum for History of Quebec and Canada, Secondary III.
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Questions about History of Quebec and Canada, Secondary III
What is History of Quebec and Canada, Secondary III?
Quebec’s Secondary 3 social studies course: 4 units and 46 skills, from The experience of the Indigenous peoples and the colonization attempts (Origins to 1608) to The demands and struggles of nationhood (1791-1840).
What units are in History of Quebec and Canada, Secondary III?
1. The experience of the Indigenous peoples and the colonization attempts (Origins to 1608), 2. The evolution of colonial society under French rule (1608-1760), 3. The Conquest and the change of empire (1760-1791) and 4. The demands and struggles of nationhood (1791-1840).
Is there a provincial exam for History of Quebec and Canada, Secondary III?
No. Quebec gives no provincial exam for History of Quebec and Canada, Secondary III.
What comes after History of Quebec and Canada, Secondary III?
History of Quebec and Canada, Secondary IV.
Can MapleMind help with History of Quebec and Canada, Secondary III?
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