⚒️ Student Toolkit Area:
Tools to help you critically and effectively use historical documents to characterize and interpret history!
Competency Guides by RECITUS
Here are a couple Competency 1 and 2 guides by the RÉCIT univers social that we have recently translated into English
(View available French originals here.)
Note that we are also translating many of the RECITUS Genially productions on techniques for analyzing documents.
For example, Interpreting an Image is already available.
LEARN How-Tos:
We are moving our How-Tos over to the new LEARN websites. Those that are available now are via the Student site are:
You can also try this search for How-Tos on our Educator's site search page!
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.)
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
3. Identify Similarities & Differences
4. Determine Causes & Consequences
5. Determine Changes & Continuities
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 Each badge comes with a guide you can use to learn how to "do" the Intellectual Operations with historical documents.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.
Note: All the badge images are available for download here.
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 collected to date here.
Secondary 3 and 4: 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
