Secondary 4 History of Québec and Canada study plan

Build a dated timeline (1608–1663–1713–1760) placing the founding of Québec, the Company of One Hundred Associates, the royalization of New France, the Treaty of Utrecht, and the Conquest.

Explain in writing how mercantilism shaped French colonial policy, naming at least three specific consequences for settlement, trade, and the colony's budget.

Draw and label a seigneurial system diagram (seigneur, censitaire, côte, rang, common land, banal mill) and write five sentences on its social hierarchy.

Classify five short primary-source excerpts (royal edicts, Jesuit relations, intendant correspondence) as primary or secondary and state what each can and cannot prove.

Describe two forms of French–Indigenous alliance (military, commercial) and one conflict (e.g., the Fox Wars or the fall of Huronia) with dates.

Sequence the constitutional turning points 1760–1867 (Royal Proclamation 1763, Quebec Act 1774, Constitutional Act 1791, Act of Union 1840, BNA Act 1867) with the cause and consequence of each.

Compare the territorial, religious, and linguistic provisions of the Royal Proclamation and the Quebec Act in a two-column table.

Explain how responsible government was won (Durham Report, Baldwin–LaFontaine, Rebellion Losses Bill) in a 250-word paragraph using at least three specific dates.

Identify three arguments for and three against the Union of the Canadas and evaluate which side the evidence better supports.

Analyze one period newspaper or petition excerpt for point of view, audience, and bias.

List the three Confederation conferences (Charlottetown, Québec, London) with their dates and the main objections raised by French-Canadian critics such as Cartier and the Rouges.

Explain the National Policy's three pillars and trace one consequence of each for western expansion and for Québec.

Describe the Manitoba Schools Question and the execution of Louis Riel as tests of French-Canadian place in Confederation, with dates.

Chart the phases of Québec industrialization (1896–1929–1945) and link each to a technology, a resource, and a region (e.g., hydroelectricity, pulp and paper, asbestos).

Explain how immigration and urbanization reshaped Montréal's neighbourhoods and labour force between 1900 and 1930.

Summarize the causes and consequences of the 1917 conscription crisis and the 1918 women's suffrage in federal elections on Québec society.

Explain the growth of unions and name two major strikes or labour conflicts of the period with dates and outcomes.

Describe the effects of the Great Depression on Québec (unemployment, relief, the rise of the Union Nationale) and connect them to the welfare-state debates of the next decades.

Trace one theme of social change across the period (women's roles or education) using three dated examples.

Write a short causality exercise: given three events, rank them by causal weight and justify the ranking in four sentences.

Contrast the Duplessis era and the Quiet Revolution in a table covering education, health, the Church, the economy, and labour legislation.

Explain secularization and the creation of the welfare state using three specific reforms (e.g., hospitalization insurance, the Ministry of Education, the Caisse de dépôt).

Describe the rise of Québec nationalism in the 1960s, naming at least three movements or events and their aims.

Analyze one excerpt from the period (a Duplessis-era speech, a Quiet Revolution manifesto, or a union brief) for argument, audience, and bias.

Identify three continuities that survive the Quiet Revolution despite the rapid changes.

Build a dated timeline of the October Crisis (October 1970) and explain the arguments for and against the War Measures Act.

Explain the Charter of the French Language (Bill 101, 1977) and at least two later amendments or court challenges, with dates.

Compare the 1980 and 1995 referendums (question wording, result, and aftermath) in a short table.

Summarize the constitutional debates (patriation 1982, Meech Lake 1987–1990, Charlottetown 1992) and explain why each failed or succeeded.

Describe two contemporary Indigenous issues (e.g., the Oka crisis 1990, the Paix des Braves 2002) and how they relate to Québec nationalism and globalization.

Practice document analysis on three unseen sources (a map, a political cartoon, a statistics table) and write the method steps used for each.

Write a full evidence-based essay under timed conditions (45 minutes) on a cross-period theme such as the role of the Church or women's rights.

Review demographics and cultural expression across all periods and note three changes and three continuities.

Self-mark the timed essay against a checklist (thesis, dates, use of sources, counter-argument) and list three specific weaknesses to fix.

Re-read the weakest domain notes and rewrite them as a one-page summary in your own words.

Take two full-length practice exams under timing and record the score by domain.

Re-teach the three weakest domains from memory using a blank page, then check against notes.

Drill the master timeline (1608 to today) until all key dates are recalled without notes.

Rewrite the week-7 essay applying the three corrections and compare the two versions.

Prepare a one-page exam-day sheet of method steps for document analysis and essay structure.