⚒️ Toolkit ⚒️

⚒️ Student Toolkit Area:

A place for you to find some tools that could help you in Social Sciences, on the Exam, while researching, etc.

Revision in action

During the Congrès 2019 de l’univers social, Lise Proulx and Marie-Josée Morneau presented a serious of "revision documents for the Secondary IV Quebec and Canadian history course that cover the four periods of the program. These materials engage students in reviewing knowledge, working with the resource files, and consolidating curriculum skills." This package of document was translated into English by the DEEN Social Sciences sub-committee.

Students: Copy then use the following files to review the periods indicated:

1840-1896: STUDENT'S HANDBOOK | Document package

1896-1945: STUDENT'S HANDBOOK | Document package

1945-1980: STUDENT'S HANDBOOK | Document package

1980-now: STUDENT'S HANDBOOK | Document package

Teachers: An answer guide is available upon request.

Practice Evaluations

A good way to prepare for exams is to see and practise a few of the types of questions you will face. In our teacher section for evaluation, we have posted several of these. They often include a workbook and a document collection in the same file. Students and parents can also browse and try these evaluations here if they want.

LEARN How-Tos:

Visit LEARN's How-To page for several tutorials on skills from various subjects! Scroll down for the History How-To's. Certain topics like "Interpreting a picture" and relevant sections of "Writing a Historical Essay" could help with examination preparation. Visit https://www.learnquebec.ca/how-to-new

Graphic Organizers

For convenience, we have tried to gather various organizers together and to loosely organize them around certain "Historical Thinking concepts". Sometimes just scanning through a few of the organizers can help you to understand how to use the Intellectual Operations to sort and make sense of the knowledge you are learning. Feel free to browse what we have here.

New: Competency Guides by RECITUS

We are in the process of translating some Competency 1 and 2 guides by RECITUS. Below are the first English versions!
(View available French originals here.)

Intellectual Operations: Guides and Badges


Get a sense of what the I.O.'s are in this GUIDE TO INTELLECTUAL OPERATIONS in DAILY LIFE.
View below or
click to open the original Google slide deck in a new window.)

! LIVE versions - RECITUS - IO examples from daily life

Intellectual Operation Guides by EMSB

View this series of six video capsules, designed to help Social Science teachers acquire a deeper understanding of the Intellectual Operations. Thanks to Andrew D'Anna, Consultant at English Montreal School Board, and his team. These capsules were inspired by the research of Dr. Catherine Duquette (UQAC), Dr. Nicole Monney (UQAC), Dr. Sylvie Fontaine (UQO), and Laurie Pageau (PhD candidate, ULaval).

1. An Introduction to the Intellectual Operations

2. Situate in Time and Space

3. Identify Similarities & Differences

4. Determine Causes & Consequences

5. Determine Changes & Continuities

6. Establish Connections Between Facts

7. Establish Causal Connections

Intellectual Operation Badges and Guides

A series of badges for the I.O.s in history and geography was created to hand over to students as they practise the operations. Each badge comes with a guide you can use to learn how to "do" the Intellectual Operations with historical documents.

Establish Facts
The student must identify an actor, a group, an action, a measure, a role, a territory, an economic activity, a phenomenon. Download the English secondary version of the guide, and several worksheets as Google Slides:
Go to site

Establish connections between facts
The student must associate demonstrations or descriptions with facts that are related to them.
Access the current English version
Go to site

Establish Causal Connections
The student must demonstrate the causal link between the specified elements. Access the current English version
Go to site

Determine causes & consequences
The student should indicate a fact - for example, the contexts, interests, objectives, influences, actions - which explains a historical reality. The student should indicate a fact that springs from a historical reality. Access current English versions: Causes
Go to site Consequences Go to site

Situate in Time
The student must chronologically order facts taking into account time markers. It must situate a fact or set of facts on a timeline. It must classify facts according to whether they are earlier or later than a time marker. Download English Google Doc secondary example
Go to site

Situate in Space
The student must situate geographical elements, facts or territories in space. Secondary guide to come. An elementary version was created by LEARN and is available.
Go to site

Identify differences & similarities
Students should identify differences and similarities or points of convergence or divergence. Access current English versions for Convergence & divergence
Go to site; Similarities & Differences Go to site

Determine changes & continuities
The student must identify a fact that shows that a historical reality is being transformed or maintained. Access current English version: Changes and continuities
Go to site.

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Note: All the badge images are available for download here.