INFORMATION DOCUMENT UNIFORM EXAMINATION HISTORY OF QUÉBEC AND CANADA Secondary IV 585-44 NEW FEATURES June 005 August 005 January 006
TABLE OF CONTENTS INTRODUCTION... SUMMARY OF NEW FEATURES OF THE EXAMINATION...3 CONTENT OF THE EXAMINATION...4 Table I: Descriptions of the Recurrent Themes...4 Table II: Table of Dimensions...5 3 FORMAT OF THE EXAMINATION...6 Table III: Distribution of the Questions and Marks in the Examination...6 4 DISTRIBUTION OF QUESTIONS RELATED TO EACH DIMENSION, SKILL AND AREA OF KNOWLEDGE (Table IV)...7 5 THE USE OF DOCUMENTS...7 6 THE ESSAY QUESTION...8 6. Analysis of the essay question on the June 004 exam...8 6. Main characteristics of the essay question...8 6.3 Main characteristics of the evaluation rubric...8 6.4 Adjustment of instructional practices...9 7 DATE AND DURATION OF THE EXAMINATION...9 8 CORRECTION OF THE EXAMINATION...9 9 AUTHORIZED MATERIALS...9 APPENDIX A APPENDIX B APPENDIX C SYNOPTIC TABLE OF KNOWLEDGE... INTELLECTUAL SKILLS AND OBSERVABLE BEHAVIOURS ACCORDING TO THE DEFINITION OF THE DOMAIN... EVALUATION RUBRIC FOR THE ESSAY QUESTION...4 This document is also available on the Internet at the following address: http://www.meq.gouv.qc.ca/dgfj.
INTRODUCTION This document outlines the elements of the History of Québec and Canada program (585-44) that may be measured in the uniform examination for the purpose of certifying secondary school studies. This examination is developed by the Direction de l évaluation in collaboration with teachers. The examination is an official evaluation of the student s acquisition of the knowledge and skills outlined in the History of Québec and Canada program. It also provides a means of gathering statistical data on student achievement. Since June 004, the History of Québec and Canada examination has included an essay question in which students demonstrate their ability to make connections among the main elements of a historical phenomenon. The students establish a synthesis based on their analysis of a set of documents related to the question and on the knowledge they have acquired in the course of the year. The introduction to the essay question is part of a set of changes that are being made to the examination, which will continue over the next few years until the new competency-based programs are applied. The following pages describe the changes that were made to the examination following the analysis of the students performance on the essay question in June 004.
SUMMARY OF NEW FEATURES OF THE EXAMINATION In the content of the examination: In addition to the elements of the Synoptic Table of Knowledge (Appendix A), any recurrent theme (Table I) may also be the focus of the essay question. In the format of the examination: The examination, which consists of 7 questions, is divided into two parts. The essay question is worth marks. The new distribution of the examination questions and marks is presented in Table III. Key words and figures in examination questions will no longer be bolded. In the use of documents in the examination: Historical documents (written or illustrated) and geographical maps used in the examination will not necessarily be titled. In the essay question: Changes have been made to the evaluation rubric for the essay question (Appendix C). The students answer to the essay question should be approximately 00 words long. In the duration of the examination: The duration of the examination is hours and 5 minutes. 3
CONTENT OF THE EXAMINATION The examination is based on the Definition of the Domain (Information Document 6-3660-04A, April 993) and the Table of Dimensions contained therein. This table, which is presented on the next page, describes the areas of knowledge that may be evaluated by means of questions that require the skills defined in the Definition of the Domain (Appendix B). In 996, recurrent themes were added to the Table of Dimensions (Table II). These are topics that are dealt with in more than one module and that recur in the history of Québec and Canada. They are briefly described in the table below. Recurrent Themes TABLE I Descriptions of the Recurrent Themes Description Territory Immigration Economic development Development of democracy Political organization Industrial development Union movement Changes in territorial boundaries since the first settlers arrived in the St. Lawrence Valley. The main waves of immigration since the arrival of the French in New France. Exploitation of resources (fur, timber and wheat) until the middle of the 9th century. After 867, Québec s economy was controlled by the British, the Americans and the Québec government in succession, until the emergence of a Francophone business community in Québec. The steps involved in the development of a democratic parliamentary system. Constitutional changes from the Royal Proclamation to the patriation of the Constitution in 98. The phases of industrialization in Québec (867-896 and 896-99) and the development of mining after World War II. The growth of the union movement in Québec since the first phase of industrialization. Status of women The evolution of the status of women since World War I. Since June 004, a new column entitled Essay Question has been added to the Table of Dimensions on the next page. The Synoptic Table of Knowledge (Appendix A) specifies the content related to the 6 areas of knowledge that may be the focus of an essay question. Beginning in June 005, any recurrent theme may also be the focus of the essay question. The modules and the areas of knowledge will be weighted as in the Definition of the Domain. Objective 7.3, which deals with the major issues that have had an impact on Québec society since the Quiet Revolution, was modified in 998. These changes have been taken into account in the June 005, August 005 and January 006 examinations. 4
TABLE II Knowledge Table of Dimensions FRENCH REGIME (534-760) BRITISH RULE (760-867) CONTEMPORARY PERIOD (867 TO THE PRESENT) The French Canadian Society The Conquest and Early Stages of Québec Industrial Contemporary Empire During the the Start of Parliamentary and Development Québec in America French Régime British Rule Government Confederation RECURRENT* THEMES ESSAY QUESTION Skill DESCRIBING 30% ANALYZING 50% SYNTHESIZING 0%.5% D Occupation of the territory Amerindian civilization D Occupation of the territory The fur trade Amerindian civilization D3 The fur trade.5% D4 Settlement of the colony during the French régime Sociopolitical structure of the colony D5 Settlement of the colony during the French régime D6 Sociopolitical structure of the colony.5% D7 Aspects of the change of empire D8 The Conquest The Province of Quebec and the American Revolution.5% D9 The Constitutional Act Events of 837-838 Union of the two Canadas D0 Economic changes in Lower Canada Events of 837-838 Union of the two Canadas D Society in Lower Canada Events of 837-838 Union of the two Canadas * Any recurrent theme may be a focus of the essay question. 5% D Origins and terms of the British North America Act Solution to Canada s growth problems D3 Origins and terms of the British North America Act Social and economic changes in Québec D4 Québec society within Canada 5% D5 Canada s economic and political context Second phase of Québec s industrialization D6 Canada s economic and political context Second phase of Québec s industrialization The Depression D7 Second phase of Québec s industrialization The Depression 0% D8 Consequences of World War II The Quiet Revolution and subsequent years D9 Consequences of World War II Elements of change and traditional elements during the Duplessis era The Quiet Revolution and subsequent years D0 Québec society during the Duplessis era The Quiet Revolution and subsequent years D Territory Immigration Economic development Development of democracy Political organization Industrial development Unionization Status of women D Territory Immigration Economic development Development of democracy Political organization Industrial development Unionization Status of women D3 Occupation of the territory The fur trade Amerindian civilization Settlement of the Canadian colony Sociopolitical structure of the colony Society in Lower Canada (79-840) Events of 837-838 Union of the two Canadas Origins and terms of the British North America Act Québec s development within the new Canadian context (867-896) Canada s economic and political context (896-99) Second phase of Québec s industrialization The Depression World War II Québec society during the Duplessis era The Quiet Revolution and subsequent years 5
3 FORMAT OF THE EXAMINATION The examination consists of 7 questions that evaluate the student s skills in relation to the entire History of Québec and Canada program. The following table presents the distribution of examination questions and marks. TABLE III Distribution of Questions and Marks in the Examination Part of the Examination Type of Question Number of Questions Marks per Question Total Marks Part A Multiple-choice 0 3.5 70 Part B Short-answer 6 3 8 Part B Essay The student s question booklet contains both parts of the examination. With the exception of the essay question, the questions in each part of the examination are presented in chronological order. For Part A the student must use a pre-identified answer sheet, and for Part B the student must respond in the answer booklet provided. Standards that must be met to obtain marks are stated for some of the short-answer questions in Part B. Beginning in June 005, key words and figures will no longer be bolded. 6
4 DISTRIBUTION OF QUESTIONS RELATED TO EACH DIMENSION, SKILL AND AREA OF KNOWLEDGE Table IV shows the percentage of questions related to each skill and area of knowledge, and the distribution of the questions among the 3 dimensions. For the June 005, August 005 and January 006 sessions, the students will be evaluated on all the dimensions that appear in Table IV. TABLE IV FRENCH REGIME (534-760) Number of Questions per Dimension, Skill and Area of Knowledge BRITISH RULE (760-867) CONTEMPORARY PERIOD (867 TO THE PRESENT) The French Empire in America Canadian Society during the French Regime The Conquest and the Start of British Rule Early Stages of Parliamentary Government Québec and Confederation Industrial Development Contemporary Québec RECURRENT THEMES ESSAY QUESTION.5%.5%.5%.5% 5% 5% 0% D D4 D7 D9 D D5 D8 D3 DESCRIBING 30% D D5 D8 D0 D3 D6 D9 D ANALYZING 50% 3 * ** D3 D6 D D4 D7 D0 D SYNTHESIZING 0% * The number next to the letter D represents the dimension number. The other numbers indicate the number of questions per dimension. * The question related to the recurrent themes (D or D) replaces one of the fifteen questions used to measure the skill of analyzing or one of the six questions used to measure the skill of synthesizing. ** The essay question (D3) replaces four items, each of which would involve using at least one of the skills (describing, analyzing and synthesizing) from one of the seven modules in the program. 5 USE OF DOCUMENTS Whenever possible, the examination questions refer to historical documents (written or illustrated), maps, time lines and accounts written by historians. Beginning in June 005, documents used in the examination will not necessarily be titled. 7
6 THE ESSAY QUESTION 6. Analysis of the essay question on the June 004 examination An analysis of the essay question on the June 004 examination was made for the Direction de l évaluation by a group of experienced teachers. This analysis of a sample of 3 classes from various backgrounds gave rise to certain observations that resulted in changes to the evaluation rubric. 6. Main characteristics of the essay question A. The essay question is presented as follows: In the student s question booklet: In the student s answer booklet: In the teacher s marking guide: a description of the task instructions an evaluation rubric a set of documents, which are not necessarily presented in chronological order a blank page for a rough draft a page for the final version a correction key for the first observable behaviour on the evaluation rubric B. The essay question will be used to measure observable behaviours associated with the skills (describing, analyzing and synthesizing) defined in Appendix B. 6.3 Main characteristics of the evaluation rubric The analysis of the samples suggested that the number of levels in the skill level scale should be increased. It now has five levels, which allow teachers to differentiate more clearly among the observable behaviours when they correct the essay question. The descriptions of the levels of the two observable behaviours have also been adjusted. The evaluation rubric is reproduced in Appendix C. The evaluation rubric for the essay question consists of two observable behaviours: Evaluation of the first observable behaviour makes it possible to assess the student s ability to present relevant elements of a historical phenomenon by analyzing the documents provided. The elements presented may also draw on knowledge the students have acquired in the course of the year. The marker must determine whether or not certain elements of the historical phenomenon are present in the student s answer by referring to a correction key based on these observable behaviours. The first observable behaviour is worth eight marks. Evaluation of the second observable behaviour makes it possible to assess the student s ability to establish connections among the elements of a historical phenomenon. This part of the evaluation rubric is worth four marks. 8
Ideally, the answers to the essay question should be about 00 words long. The length of the essay should have no bearing on the student s mark. Students should, however, be assisted in developing their ability to synthesize information so that their essays do not exceed the specified number of words. The essay question is worth twelve marks on the uniform examination. The levels of the skill level scale are such that students may earn between zero and twelve marks for this question. 6.4 Adjustment of instructional practices Instructional practices should be adjusted to give students more opportunities to write short essays and develop their ability to synthesize information. Formative and summative examinations during the school year should also be adapted to prepare the students for this type of question. 7 DATE AND DURATION OF THE EXAMINATION - The June 005 examination will be held on: June 6 from 9:00 a.m. to :5 a.m. - The August 005 examination will be held on: August, from :00 p.m. to 3:5 p.m. - The January 006 examination will be held on: January 9, 006, from :00 p.m. to 3:5 p.m. The duration of the examination is two hours and fifteen minutes. However, an additional 0 minutes must be allowed beyond the duration set in the official timetable, as stipulated in section 3.7 of the Administrative Manual for the Certification of Secondary School Studies, General Education, Youth Sector published by the Direction de la sanction des études. 8 CORRECTION OF THE EXAMINATION The examination is corrected in the following manner: Part A: Part B: Correction is the responsibility of the MEQ, except for the August examination, which is corrected by the school board or private school. Correction is the responsibility of the school board or private school; an evaluation rubric, a marking guide and the necessary instructions are provided by the MEQ. The essay question should be corrected in teams so that teachers can exchange ideas and agree on what is acceptable. 9 AUTHORIZED MATERIALS Any tables, graphs, charts, maps or illustrations necessary to carry out the required tasks are provided in the examination. The use of dictionaries, textbooks or other documents, including course notes, is not permitted. 9
APPENDICES 0
APPENDIX A SYNOPTIC TABLE OF KNOWLEDGE FRENCH REGIME (534-760) BRITISH RULE (760-867) CONTEMPORARY PERIOD (867 TO THE PRESENT) The French Empire in America Canadian Society During the French Regime The Conquest and the Start of British Rule Early Stages of Parliamentary Government Québec and Confederation Industrial Development (896-99) Contemporary Québec Occupation of the Territory Reasons for exploration Cartier s voyages Geographic conditions French explorations in America The Fur Trade Concepts of colonization Mercantilism Territorial and military consequences Amerindian Civilization Sociocultural organization of the Amerindians Mutual influences Settlement in the St. Lawrence Valley Factors affecting settlement Seigneurial system Sociopolitical Structure of the Colony Relations between the mother country and the colony Royal government Social groups Role of the Church The Conquest Causes Major effects of the change of empire The Province of Quebec and the American Revolution The Québec Act Geographical shift of the fur trade Arrival of the Loyalists Society in Lower Canada (79-840) The Constitutional Act Economic changes Social changes Events of 837-838 Conflict between the Patriotes and the business class Stages in and reactions to the confrontation Union of the Two Canadas The Durham Report Political changes Economic changes Origins and Terms of the British North America Act Causes Steps Characteristics of the Canadian political system Evolution of Québec Within the New Canadian Context (867-896) Canada s growth problems and the National Policy Changes in the Québec economy Changes in Québec society Canada s Economic and Political Context (896-99) Economic expansion Tensions between British imperialism and Canadian nationalism The Second Phase of Québec s Industrialization Characteristics Social changes The Depression Economic and social effects of the Depression Reactions to the Depression World War II Québec s participation in the war effort The conscription crisis Québec Society During the Duplessis Era Elements of change in Québec society Traditional elements in Québec society Policies of the Duplessis government The Quiet Revolution and Subsequent Years Principal changes in Québec Québec s cultural diversity Major issues since the Quiet Revolution * The content of the column entitled The Conquest and the Start of British Rule is not the focus of the essay question.
APPENDIX B INTELLECTUAL SKILLS AND OBSERVABLE BEHAVIOURS ACCORDING TO THE DEFINITION OF THE DOMAIN DESCRIBING Describing: usually with the help of historical documents, listing the elements (characteristics, time and space factors) of a historical phenomenon This skill is demonstrated by the following observable behaviours: A. Describing a historical phenomenon in terms of a single aspect of society (political, economic, social, cultural or geographic) B. Situating in time a historical phenomenon by placing it chronologically or placing it on a time line C. Situating in space a historical phenomenon by identifying where it took place or locating it on a map ANALYZING Analyzing: usually with the help of historical documents, establishing a causal relationship, or one of similarity, contrast, continuity or change, between the elements of a historical phenomenon or between different aspects of society connected with a historical phenomenon This skill is demonstrated by the following observable behaviours: A. Specifying the causes and effects of an event or turning point in history B. Identifying elements of continuity or change between the events at one or several turning points in history C. Comparing or contrasting several interpretations or versions of an event or turning point in history. The interpretations may be made by historians, observers, or people who actually participated in these events D. Identifying the relationship between two aspects of society at a turning point in history
SYNTHESIZING Synthesizing: usually with the help of historical documents, presenting the major components of a historical phenomenon (turning point or society) as interrelated elements This skill is demonstrated by the following observable behaviours: A. Describing different aspects of the organization of a society at a given point in time B. Describing the development of a turning point in history by showing how the different stages are linked together C. Describing the evolution of a society in terms of one or more of its aspects in one or more periods 3
Observable Behaviours APPENDIX C Evaluation Rubric for the Essay Question Skill Level Scale Marks Presentation of relevant elements of the historical phenomenon The student presents very few relevant elements or none at all. 0 mark The student presents some relevant elements. 3 marks The student presents many relevant elements. 4 5 marks The student presents almost all the relevant elements. 6 7 marks The student presents all the relevant elements. 8 marks /8 Establishment of connections among elements of the historical phenomenon The student never establishes relevant connections. 0 mark The student rarely establishes relevant connections. mark The student sometimes establishes relevant connections. marks The student often establishes relevant connections. 3 marks The student very often establishes relevant connections. 4 marks /4 Total: / 4
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