STUDENT BOOK - SECTION 1
Culture and Citizenship in Québec - Secondary V
Well-Being
PART 1
HAPPINESS
Human beings naturally seek to understand the meaning of life and the nature of their existence. This often takes the form of a search for happiness that varies from person to person and across different cultures.
Module 1
WHERE IS HAPPINESS FOUND?
Throughout history, humans have turned to religion, spirituality, philosophy, science and other ways of knowing in an effort to answer life’s fundamental questions.
This module presents different perspectives on happiness and introduces a sociological approach to exploring factors that contribute to the happiness of Secondary V students.
An existential question is a deep and complex question that explores fundamental aspects of human existence, such as the meaning of life, death or identity. For example: Why do we exist?
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Come up with your own existential question and suggest a possible answer. [Worksheet 1.1]
a) Look at the illustration on this page.
b) Identify the main topic or theme of the illustration and explain the message it conveys.
c) Do you agree or disagree with this message? Explain your answer.
The pursuit of happiness is central to human experience. But what does it look like for Secondary V students in Québec? What makes them happy?
1
Discuss the search for happiness among young people using these questions as a guide: How do young people define happiness? What elements are essential for happiness?
2
During the discussion, follow the rules of dialogue (e.g. wait your turn to speak) and support your ideas by explaining your own definition of happiness.
3
At the end of the discussion, write a preliminary answer to this question: What contributes most to the happiness of Secondary V students?
REFERENCE FRAMEWORK
Conditions conducive to interaction, p. 190
Methods to support ideas, p. 191
Establish the scope of the object of study
Types of knowledge
To make sense of the world, human beings seek answers to life’s big questions. This often involves relying on different types of knowledge, each one distinguished by how it is produced (e.g. through philosophical reflection, the scientific method, religious beliefs). These types of knowledge serve as reference points that help shape perspectives and points of view.
TYPES OF KNOWLEDGE
Religions and spiritual beliefs
Philosophies
Ideologies
Belief systems or personal and collective quests for meaning, which may involve a search for inner peace or a connection to a higher power, whether divine or not.
Theories and principles based on thoughtful reflection that help to explore and answer existential questions.
Sets of ideas that reflect the beliefs and values of a specific time period, social group or society.
Oral, practical and experiential knowledge
The sciences
Knowledge passed down orally; knowledge transmitted through teaching and focused on specific skills; and knowledge connected to personal experiences.
A structured body of knowledge based on verifiable facts, acquired using systematic methods.
Religious or spiritual knowledge contributes to personal growth and helps develop a connection with the divine or something greater than oneself.
Philosophies seek to explain the world through reasoning and critical thinking.
Ideologies promote particular world views and guide the organization of societies.
Oral, practical and experiential knowledge preserve traditions and are the basis of practical skills. They enable us to engage in specific actions.
The sciences provide explanations and an understanding of the world through observation, experimentation and analysis.
Types of knowledge
Ways of knowing that are recognized and shared by groups of people and that are acquired through experience or study. They help people make sense of the world and find their place in it.
Major monotheistic religions (e.g. Judaism, Christianity, Islam) Indigenous spiritual practices (e.g. pipe ceremonies, sweat lodges)
Newer religious movements (e.g. Jehovah’s Witnesses, Scientology)
Secular spiritual beliefs (e.g. ecological spirituality, meditation)
Rationalism
Materialism
Empiricism
Existentialism
Liberalism
Conservatism
Communism
Socialism Nationalism Feminism Political ecology
Ancestral knowledge (e.g. traditional medicine, crafts, agricultural techniques)
Accounts of practices (e.g. descriptions of rituals, tales of exploration)
Knowledge gained from experience (e.g. culinary and gardening skills)
Natural sciences (e.g. chemistry, physics)
Humanities and social sciences (e.g. history, sociology)
Applied sciences (e.g. engineering, agronomy)
Read the existential questions provided and match each answer to a type of knowledge. [Worksheets 1.2A and 1.2B]
Social and cultural integration
The process by which an individual finds their place within the collective life of a society or group, especially through family and friendships, education, work, social activities or civic participation.
Perspective
A way of looking at, perceiving or considering the world that is socially situated and connected to experiences and the different groups to which a person belongs.
Meaning
The significance attributed to things such as practices, observable facts, events, relationships, objects, data, etc.
Constructing a world view
As individuals, we build knowledge in different ways depending on the questions we ask as well as our interests, our experiences, our environment and other factors. Our social and cultural integration also shapes how we answer existential questions. For example, what we learn from authority figures around us (such as doctors, teachers, governments, the media) influences how we construct our knowledge.
Because of this, each person’s answers to life’s questions are influenced by their own experiences and the groups to which they belong. To understand the perspective of an individual or group, we need to consider how they view the world.
The different perspectives that individuals or groups bring to an object of study create a variety of meanings. These meanings reflect cultural belonging and may vary from person to person, between groups and even within groups.
Scenario
Here is an example of differing perspectives and meanings.
Mother: Eduardo, I think that you spend too much time on your phone. It keeps you from focusing on your schoolwork and isolates you. I feel like you’re becoming addicted to it and it’s affecting your happiness.
Son: My phone is my social life. It’s how I stay in touch with my friends, and I use it for entertainment. Without it, I’d be unhappy.
Examples of perspectives and meanings
Person Perspective
Mother A parent who wants to protect her child from addiction and its negative effects.
Son A teenager who values the freedom and independence that his phone imparts, essential for his social and personal well-being.
Meaning
For the mother, the phone is seen as harmful to interpersonal relationships, a distraction from schoolwork and potentially addictive.
For the teenager, the phone represents social connection, an excellent means of communication, a tool for entertainment and a form of self-expression.
A question of perspective
Can volunteering contribute to happiness? Discover the perspectives of four people who have tried it.
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Listen carefully to each person’s experience with volunteering. [Audio 1] [Worksheet 1.3A]
After each audio clip, complete the table by identifying the speaker’s perspective and by explaining the meaning behind their words. [Worksheet 1.3B]
Discuss your answers with the other students.
To help you identify the meaning expressed, consider these questions:
What does the person or group say about the object of study?
What aspect do they emphasize?
What does the object of study represent to them?
In what context is the meaning expressed?
1
Review the three documents provided to explore different perspectives on happiness and identify the meanings and types of knowledge involved.
Document 1
Interview with Xavier Watso
a) Watch this interview with Xavier Watso to learn about his perspective on happiness. [Video 1]
Document 2
Epicurus and his scribe
b) Read the comic strip below, which begins with a phrase that summarizes Epicureanism.
Pleasure is the purpose of life.
Pleasure is the purpose of life.
Epicurus was a Greek philosopher born in 341 BCE. He founded Epicureanism, a school of thought that promotes the reasonable pursuit of pleasure as the key to a happy life.
What’s wrong? Don’t you like my cake?
I believe I’m sick with pleasure…
Source: Jeanne Boyer and Vincent Bergier, PhiloFolies : Peux-tu décider d'être heureux ?, Éditions Flammarion, 2013, p. 20 [translation].
Document 3
Linh’s letter
c) Read this letter by Linh Bui, a Secondary V student, published in her school’s online newspaper. In it, she denounces government interventionism and what she sees as its negative impact on people’s happiness.
Linh’s letter
www.schoolofhappiness/newspaper.com
Dear students,
I am writing to express my concerns about our government, which keeps individuals in a state of dependency that undermines their happiness and personal growth. The government's paternalistic approach of taking care of everything (e.g. education, healthcare and numerous assistance programs) strips individuals of responsibility and hinders their autonomy, both personally and socially. Even more troubling is that this interventionism deprives people of their ability to thrive.
Consider the example of a new driver who buys a fully self-driving car. Although they’ve earned their license, they gain no real driving experience because the car does everything for them. At first they enjoy the convenience, but if the car malfunctions and loses its automation, they find themselves unable to handle the situation because they never had the chance to develop their driving skills. In the same way, government intervention through various assistance programs, though intended to support citizens, can sometimes create dependency, depriving people of the opportunity to build their own capacity to face life’s challenges.
Furthermore, widespread government assistance encourages people to live off the system, reducing personal initiative. By offering easy solutions, the government creates passive citizens. They do not need to struggle to succeed, because they know the government will step in no matter what happens.
I believe it is essential that people stop relying on the government and take their happiness into their own hands, starting now!
Sincerely, Linh
Compare the documents by completing the table. [Worksheet 1.4]
Recent posts
Happiness survey
A survey was conducted among 150 Secondary V students to explore what makes them happy. From a list of elements, each reflecting a different type of knowledge, respondents were asked to select the one they felt contributed most to their happiness. [Worksheet 18.1]
1 Take a look at the survey results.
Question: Which of the following contributes most to your
Elements that may contribute to happiness
1. Practising a religion or engaging in a spiritual practice (e.g. praying, meditating)
2. Acting on a personal principle (e.g. playing sports, working hard, being honest, showing kindness)
3. Advocating for an ideology (e.g. taking action to protect the environment, volunteering for a cause)
4. Carrying on family or cultural traditions (e.g. recipes, creative activities)
5. Learning new things, reading or doing research to learn about something (e.g. learning about a topic, a way of doing something or relationships)
Establish the scope of the object of study
Empirical research and its techniques, p. 164
happiness?
Source: The survey was conducted in March 2025 among 75 students attending Émilien-Frenette secondary school in Saint-Jérôme and 75 students attending Montée secondary school in Sherbrooke. The surveys were completed by students in six Secondary V classes (three per school) under the supervision of their teachers as part of a class assignment.
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a) Conduct the same survey with 10 Secondary V students. [Worksheet 1.5A]
b) Compare your results with the ones above. Highlight one similarity and one difference.
Analyze social relations
Analyze all of the data and make two observations about the elements that contribute to the happiness of Secondary V students. [Worksheet 1.5B] REFERENCE FRAMEWORK
4
Assess the limitations and relevance of the data as a whole, as well as the limitations of your interpretation.
a) Is the information collected reliable?
b) What sociocognitive biases could have influenced the data and your analysis of it? Explain why.
Demonstrate your deeper understanding of happiness among young people. [Worksheet 1.5C]
Evaluate elements of your knowledge
Sociocognitive biases, p. 173-175
Demonstrate an enriched understanding
Existential questions and types of knowledge
Human beings ask existential questions
These are deep and complex questions that explore fundamental aspects of human existence.
E.g. Where is happiness found?
To find answers, we draw on different types of knowledge
Constructing a world view
Oral, practical and experiential knowledge
andReligionsspiritual beliefs
TYPES OF KNOWLEDGE
The sciences
Many different elements contribute to shaping a world view
KNOWLEDGE
Ideologies
Philosophies
EXPERIENCES INTERESTS
SOCIAL AND CULTURAL INTEGRATION
All of these things influence the perspectives and meanings of a person or group.
A way of looking at, perceiving or considering the world.
The significance attributed to things such as practices, events, ideas, etc.
Select the quote that best describes your concept of happiness and explain why. 1 2
Read the quotes on happiness and use the word bank to fill in the blanks. [Worksheet 1.6]
Module 2
Can Money Buy Happiness?
For many people, professional and material success is part of their construction of the self and contributes to happiness. However, many other aspects— such as family, friends, hobbies or overcoming challenges—can make us stronger or help us appreciate life more.
While most people agree that being financially comfortable makes it easier to be happy, not everyone places the same importance on material possessions or financial success in their pursuit of happiness.
ETHICS
1
Watch a clip from the film Human , in which people from different countries attempt to answer the following ethical question: Is it possible to be happy despite difficult experiences and a lack of resources? [Video 2]
2 3
Summarize each person’s point of view on happiness and name the reference points they use.
[Worksheet 2.1]
Compare your point of view on happiness with those expressed in the film. What are the similarities and differences?
Point of view
Expression of ideas about an ethical question.
REFERENCE FRAMEWORK
What is a reference point?, p. 168
In 2012, the United Nations General Assembly designated March 20 as the International Day of Happiness. It also called on governments and global organizations to adopt a more inclusive and equitable approach to economic growth in order to promote happiness and well-being for all peoples.
Construction of the self
Construction of the self is the process by which a person develops their identity: in particular, their perception of themselves, their abilities, their attitudes and their values. This process is shaped by all the experiences and social relationships formed during a person’s lifetime.
Different aspects of construction of the self
Environment
Where we grow up, our access to education, our family and the community we belong to all contribute to shaping who we are.
Experiences and challenges
Successes, failures and challenges also influence construction of the self. Some experiences can make us more fragile, stronger or wiser. These
experiences provide opportunities to question ourselves, reflect and get to know ourselves better.
Social comparison
We sometimes compare our circumstances to those of others, which can have both positive and negative effects. For instance, comparing ourselves to people who are more successful may leave us feeling discouraged, or it may inspire us. By looking to those who inspire us, we can use their example as motivation to forge our own path.
1
Discuss your points of view on happiness.
Does everyone have the same opportunities to be happy?
Can a person be happy even if they live in poverty?
Is it possible to be happy following a tragedy?
2
During the discussion, pay attention to what other students say and consider how their ideas relate to yours.
Ethical reflection
The ethical reflection approach focuses on actions considered acceptable or preferable in a situation, taking into account each person’s reality and the effects on ourselves and others.
Ethical questions arise when there are tensions regarding reference points, such as principles, values or norms. These tensions arise when individuals or groups value certain reference points differently, or have different ways of living. Ethical questions involve a problem to solve or a choice of actions to take. For example, should I use my savings to go on a trip, or to help a family member experiencing financial difficulties?
GAME
REFERENCE FRAMEWORK
Conditions conducive to interaction, p. 190
Methods to support ideas, p. 191
IMPORTANT!
Statements that violate the Québec Charter of Human Rights and Freedoms are not permitted in classroom discussions.
Ethical question or not?
Decide whether or not each of the following is an ethical question.
a) Did the Montréal Canadiens win their game yesterday?
b) What are the limits of freedom of expression?
c) How do Québec’s wealthiest citizens give back to society?
d) What challenges might we encounter in life?
e) Is it acceptable to have extreme wealth while others live in poverty and need support?
f) Was a driver involved in the accident that happened this morning?
g) Is it acceptable to buy inexpensive products instead of environmentally friendly but more expensive ones?
What role does money play in happiness?
It is often said that money cannot buy happiness and that true happiness lies elsewhere. While it is true that money cannot buy happiness, it does allow us to afford certain comforts, designer clothes, travel, leisure activities and other pleasures in life.
Discern the ethical dimensions of a situation
Examine a variety of points of view
1
Read the documents describing the personal journeys of three people. Pay particular attention to their views on material possessions and happiness.
Document 1
José Alberto Mujica Cordano and the simple life
José Alberto Mujica Cordano, known as Pepe Mujica, was a Uruguayan politician who opposed the country’s military dictatorship (1973-1985). He was tortured and held prisoner for more than 10 years.
When democracy was restored in the country, he became actively involved in politics, rising through the ranks to win elections and serve as president from 2010 to 2015.
He was called “the poorest president in the world” due to his very humble lifestyle. He continued to live on a small farm with his wife instead of in the presidential palace, drove an old Volkswagen Beetle and refused to have a driver, and donated 90% of his salary to a housing assistance program.
José Mujica emphasized the importance of being happy with little. He made it clear that he was not glorifying poverty but rather promoting a simple life and moderate consumption.
According to Pepe Mujica’s philosophy, today’s consumer society, which relies on constant growth, pushes us to want things we do not need, leading to unnecessary spending. He believed that overconsumption threatens our freedom, and he often reminded people that life itself cannot be bought.
Document 2
Laurent Duvernay-Tardif: Football, medicine and philanthropy
Laurent Duvernay-Tardif has had a remarkable career, excelling in both football and medicine. He joined the National Football League (NFL) in 2014 while studying medicine, earning his degree in 2018 and becoming the first active NFL player to achieve this impressive milestone. His sports career peaked in 2020 when he won the Super Bowl with the Kansas City Chiefs
Despite his success and the media spotlight, he has remained grounded and true to his values. For him, fulfillment comes not from fame or wealth, but from doing meaningful work and remaining the same person his family and friends know and love. Aware of his privileged position, he is committed to using the platform that his NFL career has given him to support causes close to his heart, especially in health and education, as well as to give back to the community.
When the COVID-19 pandemic hit in 2020, he paused his football career to support frontline healthcare workers, working as an orderly in a long-term care centre (CHSLD). Now retired from football, he continues working in medicine while embracing his new role as an entrepreneur. With a group of partners, he has taken over his parents’ bakery, a project rooted in family values and artisanal tradition.
The Fondation Laurent Duvernay-Tardif (FLDT)
In 2017, Laurent reaffirmed his commitment to civic engagement by founding the FLDT with his partner, Florence-Agathe Dubé-Moreau. The foundation provides opportunities for youth who need it most, to thrive through arts and sports programs outside the classroom. Through this initiative, he seeks to give back to his community by helping young people to persevere and succeed.
Document 3
Isabelle Gauvin and a taste for luxury
Isabelle Gauvin openly admits to living a life of luxury. She even appeared on the reality TV show Dream Live$ with five other participants from diverse backgrounds who all share one thing: considerable wealth.
Isabelle is married to Luc Poirier, one of Québec’s wealthiest men. They share a love for designer clothes and accessories, luxury cars and world travel—and they aren’t afraid to show it. Their high-profile presence on social media has attracted plenty of criticism.
For Isabelle, negative comments and hateful messages are no reason to hide. She believes her husband has every right to be proud of his success and sees their visibility as a way to challenge the stigma around wealth in Québec. She wants people to understand that success comes from years of dedication and effort. By sharing their lifestyle, she also hopes to inspire others to aim higher and work towards their goals.
And what about happiness? Does this lifestyle guarantee it? Isabelle admits material comfort has its advantages but says it has never been her top priority. Her husband and children remain her most valuable treasures, she says, because without them, everything else would be meaningless.
Analyze how the experiences and challenges each person faced shaped their construction of the self. [Worksheet 2.2]
1
Identify the ethical issues that arise from choices made by each person in the documents. [Worksheet 2.3A]
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Compare the points of view of José Mujica, Laurent Duvernay-Tardif and Isabelle Gauvin. Then identify the reference points they use and the types of judgment involved.
Write your point of view on the question: What role does money play in happiness? Give two reasons to support this view. [Worksheet 2.3B]
Describe how your point of view, and related choices, could affect you and those around you.
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Discern the ethical dimensions of a situation
REFERENCE FRAMEWORK
Ethical reflection approach, p. 169-171
Examine a variety of points of view
REFERENCE FRAMEWORK
What is a reference point?, p. 168
Types of judgment, p. 176-177
Develop a point of view
REFERENCE FRAMEWORK
Methods to support ideas, p. 191
Which point of view presented in the documents is closest to your own? Explain why.
a) Share your point of view with the other students in the class and examine the flip side of your positions.
b) Make sure you understand the ideas expressed by others.
Engage in dialogue
REFERENCE FRAMEWORK
Methods to support ideas, p. 192
Conditions conducive to interaction, p. 190
Construction of the self
Construction of the self is a process by which people develop their identity.
Different aspects of construction of the self
Environment
Starting point for ethical reflection
Experiences and challenges
Social comparison
The ethical reflection approach
focuses on actions considered acceptable or preferable in a situation.
… involves a problem to solve or a choice of actions to take.
An
ethical question
… arises when there are tensions between reference points.
… calls for reflection and examination from different points of view.
Read the clues to solve the crossword puzzle. [Worksheet 2.4]
THE WORLD OF WORK
The world of work is shaped by the culture and power dynamics within a society. While equality-based policies in Québec have been established, many forms of social inequality still exist. Is there a place for everyone in the labour market? Can young people succeed in school while working to support themselves financially?
Module 3
A WORLD OF WORK FOR ALL?
This module presents different types of social inequality and their consequences. It then takes a sociological approach to understand how different forms of social inequality shape work in Québec. The labour market offers a concrete illustration of issues related to social inequality. Inequalities clearly exist in working conditions and access to employment. These inequalities have real effects and can lead to a sense of injustice among those affected.
Identify which of the following statements reflect today's reality in Québec.
a) Women and men earn the same salary for the same work.
b) People in the LGBTQ+ community are no longer victims of discrimination at work.
c) Quebecers with higher incomes believe that they are in better health.
d) People living in certain regions of Québec are more vulnerable to poverty.
e) The gap between the rich and the poor is shrinking.
f) People with disabilities no longer face employment discrimination.
Social inclusion
Allowing all individuals —regardless of their characteristics and groups to which they belong—to participate fully in political, economic and cultural life, enjoy decent living conditions and exercise their fundamental rights.
Social inequality
Social inequality refers to the unequal distribution of resources (economic, cultural, symbolic, etc.) and recognition within a society. Social inequality appears in many forms, such as income, health, education and access to political power. It disproportionately affects certain groups, including youth, women, immigrants, visible minorities, people with disabilities, sexual and/or gender minorities.
Social inequalities are interconnected and cumulative: this means that they are linked and can build on each other. For example, a person may experience both racism and sexism.
According to the theory of social reproduction developed by Pierre Bourdieu and Jean-Claude Passeron, inequalities tend to persist over time and are passed down from one generation to the next. For instance, someone from a disadvantaged background who experiences forms of social inequality is often surrounded by family members living in similar conditions.
Even though Québec implements policies to promote social inclusion, some groups continue to face social injustice. These inequalities can have serious consequences, such as limited access to employment, healthcare, housing and more.
There are different types of inequality (socio-economic, sex- and gender-based, ethnocultural, etc.), and they can intersect depending on the context. The table on the next page presents some of these types of inequality, using examples related to the world of work.
SOCIAL INEQUALITIES
FORM DEFINITION
Sexism and other forms of inequality related to gender and sexuality
Sexism Discriminatory attitude or behaviour based on sex or gender
Misogyny Dislike of or contempt for women
Homophobia, lesbophobia, biphobia, transphobia
Any negative attitude that may lead directly or indirectly to humiliation, rejection of or discrimination against LGBTQ+ people
Sexual division of labour Division of tasks based on gender, according to social norms
Racism and colonialism
Ethnocentrism Tendency to favour one’s own social group and to view the world only from that perspective
Xenophobia Hostility towards foreigners
Socio-economic inequalities
Poverty and wealth Unequal access to financial resources
Precarity Instability in employment, housing or income
Exploitation Taking unfair advantage of someone
Social classes Division of society based on economic or cultural factors; grouping individuals according to their profession, standard of living, interests and ideology
Other social inequalities
Ageism Discrimination based on age
Ableism Discrimination against people with disabilities
Linguistic inequality Discrimination based on language spoken or mastered
EXAMPLE
In a meeting, a woman’s ideas are ignored, but a man’s are taken seriously.
A woman receives disparaging comments from her manager about her ability to lead projects simply because she’s a woman.
A gay employee is subjected to insults and becomes isolated, which harms his mental health.
A man is offered a job stocking shelves at a grocery store after applying for a cashier position.
An employee is ridiculed because of the clothes she wears and the traditional meals she brings to work.
A man is denied several jobs because of his Middle Eastern name.
A disadvantaged family cannot afford both rent and groceries. They prioritize paying rent over maintaining a healthy diet.
A teenage girl needs to work to supplement her mother's unstable income. Working many hours each week gets in the way of her academic success.
A migrant worker is forced to accept abusive working conditions because he has no recourse and fears losing his job.
A student from a wealthy family has the advantage of a private tutor, which improves her academic performance.
An eager young employee offers to lead a project but is refused on the grounds that he lacks experience, even though he has clearly demonstrated the necessary skills.
In this company, a person who uses a wheelchair cannot obtain a management position.
An immigrant receives a poor medical diagnosis due to difficulties expressing themselves in French, which compromises the quality of care provided.
Social inequalities can have various consequences for those affected. They can lead to:
discrimination: unfair treatment based on an aspect of identity
stigmatization: negative judgment that labels a person or group
marginalization: exclusion from social life or collective decision-making
segregation: physical or social separation between groups
exclusion: denial of inclusion in a group or access to resources
Sociocognitive biases and the world of work
Some sociocognitive biases can limit access to employment. For example: A manager who believes that young people lack discipline at work might place too much importance on anything that confirms this stereotype during an interview, rather than focusing on the candidate’s actual skills (confirmation bias).
A graduate from a prestigious university arrives at a job interview, well dressed and looking confident. The recruiter assumes, without verifying, that the candidate is competent and motivated, at the expense of other candidates (halo effect).
GAME
Identifying inequalities
1 2
Read the case studies, which present examples of social inequality. [Worksheet 3.1]
For each situation, identify one or more forms of social inequality at work.
Have you ever witnessed social inequalities related to the world of work?
1
2
Tell the class about the event and specify the form or forms of inequality involved.
Make sure to stay on topic and speak respectfully when speaking with the other students.
REFERENCE FRAMEWORK
Forms of dialogue, p. 188
Methods to support ideas, p. 191
Conditions conducive to interaction, p. 190
Consult the following documents about different forms of social inequality related to the job market in Québec.
Document 1
People with disabilities and the job market
A 2025 study on barriers to hiring, integrating and retaining people with disabilities showed that 93% of those surveyed had very difficult career paths marked by instability and precarity. Many employers have persistent biases against workers with disabilities. During the hiring process, they tend to worry disproportionately about how the disability might affect the company’s productivity and competitiveness. This forces people with disabilities to spend
REFERENCE FRAMEWORK
The sociological approach: consulting documents, p. 163
most of their energy proving that their “difference” will not harm the company’s operations, rather than demonstrating their skills and professional experience.
Furthermore, 83% of those surveyed reported experiencing at least one form of work-related harassment linked to their disability: for example, humiliating remarks and degrading jokes about their functional limitations, or isolating behaviours from co-workers or managers.
Source: Commission des droits de la personne et des droits de la jeunesse, Les obstacles à l’embauche, à l’intégration et au maintien en emploi des personnes en situation de handicap , April 2025 [translation].
Document 2
Statistics on people with disabilities
Source: Institut de la statistique du Québec, Statistical portrait of women with disabilities in Québec , March 2025.
Document 3
This is Ableism
Video by Inclusion Canada explaining ableism and how it impacts the lives of people with disabilities. [Video 3]
Document 4
Skin colour and religious symbols
According to statistics and academic literature, skin colour is a potential source of discrimination in hiring or in the workplace.
A 2019 study reports that negative reactions to skin colour are noted as factors in racial discrimination experienced in the job search process or in the workplace by 27% of African women and 25% of Asian women compared to 4% of Latin American women.
Importantly, the wearing of religious symbols, in particular the veil, is a characteristic of the experience of racism in hiring in Québec. To emphasize this point, of African women who have suffered racial discrimination in the workplace (31%), 85% are North Africans who wear the veil (Raileanu, 2019).
Source: Observatory of Racial Inequalities in Quebec, Newsletter N°1: Portrait of research on socio-economic disparities and racial discrimination in employment in Québec , 2020.
Document 5
Median* income by immigration status and highest level of education, Québec, 2021
$50,000
$40,000
$30,000
$20,000
$10,000
$0
Document 6
* Median: The middle value.
Sources: Observatoire québécois des inégalités, Les inégalités en matière d’emploi , September 2024 [translation]; Statistics Canada, Census of Population, Table 98-10-0313-01.
Perceived reason for discrimination, by sex and total population, Canada, 2021 to 2024 (%)
Source: Statistics Canada, Canadian Social Survey, Waves 2, 3, 4, 5, 7, 12, May 2025.
Document 7
Callback
rate by candidate ethnicity, 2020
According to the results of Student’s t-test: *P < 0.1; ***P < 0.01
****Ratio: Callback rate of majority candidates divided by that of minority candidates.
The data show wide differences in callback rates for Latin American, Arab and African minority candidates. The ratios reveal a large gap between Quebecer and Latin American candidates and those of Arab and African origin, who seem to face strong discrimination.
Source: Jean-Philippe Beauregard, “Dévoiler la barrière de la discrimination ethnoraciale à l’embauche à Québec par un testing intersectionnel,” in Nouvelles pratiques sociales , Fall 2020 [translation].
Document 8
Average hourly pay of employees, Québec, 2023
Document 9
Employment rate, aged 15 and over, Québec, 2023
Sources: Observatoire québécois des inégalités, Les inégalités en matière d’emploi , September 2024 [translation]; Statistics Canada, Labour Force Survey (annual data); Institut de la statistique du Québec.
Analyze documents 1 to 9 to identify forms of social inequality and draw conclusions based on the data presented.
[Worksheets 3.2A and 3.2B]
Documentary research on inequalities
As you may have noticed, social inequalities affect some groups more than others, whether searching for a job or being at work. Now your task is to find relevant secondary data and analyze it.
1
Choose a form of social inequality that you would like to study (sexism, ageism, ableism, racism, etc.) [Worksheet 3.3A]
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Formulate a preliminary answer to the following question: How does the chosen inequality affect access to employment or working conditions in Québec?
a) Conduct a literature review to gather facts and other data about the form of inequality selected. Choose three different sources.
b) Verify the credibility of the sources and present your key findings. [Worksheets 3.3B and 18.2]
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Analyze all the data gathered.
a) Identify one variation and one recurrence in the information collected.
b) Formulate two findings on how the social inequality chosen affects access to employment or working conditions in Québec.
a) Evaluate the limitations of the information you collected (irrelevant or missing elements). [Worksheet 3.3C]
b) If applicable, explain how one or more sociocognitive biases may have influenced your data analysis.
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a) Review your preliminary answer. Identify what is similar or different between your preliminary answer and your understanding of the inequality after analyzing the data.
b) Answer the research question again, taking into account the findings from the documents you consulted: How does the chosen inequality influence access to employment or working conditions in Québec?
Establish the scope of the object of study
REFERENCE
FRAMEWORK
Consulting documents, p. 163
Analyze social relations
Evaluate elements of your knowledge
REFERENCE
FRAMEWORK
Sociocognitive biases, p. 173
Demonstrate an enriched understanding
Social inequalities
Groups
Consequences
Social inclusion
Measures aimed at reducing social inequalities promote social inclusion
In other words, they are intended to ensure that all individuals, regardless of their characteristics or group affiliations, have equal access to employment and benefit from decent and fair working conditions.
Find elements covered in this module hidden in the Word Scramble.
[Worksheet 3.4]
Module 4
SCHOOL AND WORK: IS A BALANCE POSSIBLE?
Adults often tell young people that their years in school will be among the most rewarding of their lives. It’s a time to experience freedom, independence and discovery. But when it comes to post-secondary studies, education becomes a financial burden. Are all young people equally able to pay these costs?
This module presents different perspectives on balancing school and work. How can students work enough to support themselves while still devoting the time needed to succeed in their studies? An ethical reflection process is introduced to help decide whether or not to limit the number of hours worked by students over 16.
ETHICS
1
Read the following text message exchanges.
Thomas
Hey Simon! I couldn’t make it to philosophy class this morning… What did I miss?
I’ll give you a summary. Where were you?
I overslept. I’ve been working extra hours at the restaurant and getting to bed late all week.
It’s the end of the semester, are you sure that’s a good idea?
I have no choice. My car broke down last week and I really need to get it fixed so I can get to school and work.
Rosalie, there’s a party at Yasmine’s on Friday to celebrate the end of the semester! Are you coming?
No, I’m working at the convenience store Friday. You’re lucky you don’t have to work during school, Megan.
Get someone to cover for you!
I’ve already missed a lot of work so I can study. My boss has been really flexible and I don’t want to take advantage…
Just this once won’t be a big deal! Come on!
I need this job. You don’t get it—your parents pay for your studies and everything else you want!
Message
2 3
Consider the advantages and disadvantages of balancing school and work for each person, then fill in the table provided.
[Worksheet 4.1]
Formulate two ethical questions related to balancing school and work.
Megan
There are several reasons why many young people work paid jobs while in school.
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Discuss this question with classmates: What are the advantages and disadvantages of balancing work and school?
Write your answers in the table provided. Consider aspects such as personal development, physical and mental health, social life, academic performance and financial situation. [Worksheets 4.2A and 4.2B]
During the discussion, try to identify assumptions in the ideas that students share. Point out implied beliefs or things that are taken for granted without being explicitly stated.
REFERENCE FRAMEWORK
Methods to support ideas, p. 193
Socio-economic inequalities
Socio-economic inequalities
Unequal distribution of economic, social and cultural resources among individuals or groups. Some people have more resources than others.
Some students work by choice to cover personal expenses, while others are forced to work to pay their expenses, help their family or finance their studies. Because of socio-economic inequalities (a type of social inequality), students are not all on an equal footing when it comes to managing their finances.
As the term “socio-economic” suggests, these inequalities are caused by two types of factors.
Examples of social factors
People from disadvantaged backgrounds or belonging to visible minorities may face discrimination and have difficulty accessing employment.
In Québec, the minimum legal working age is 14 (with a few exceptions for certain jobs). The law also limits working hours for people under 16, to prioritize school: a maximum of 17 hours per week is permitted during the school year, with a maximum of 10 hours from Monday to Friday.
Source: CNESST, Young workers
Family structure can contribute to inequalities: for instance, single-parent families often have lower incomes. It is common for wealthier people to have networks that make it easier to access certain jobs or internships.
Examples of economic factors
Job opportunities are becoming scarcer in some regions of Québec. Technological advances lead to higher wages for some skilled jobs, which contributes to a growing wage gap between these workers and workers in other sectors.
Access to employment can be difficult for less skilled people (e.g. due to automation or outsourcing of lower-skilled jobs).
Egalitarian public policies
Egalitarian public policies (laws, tax measures, policies to combat violence, action plans, etc.) are measures put in place to improve people’s quality of life. They aim to ensure that everyone benefits from the same treatment and equal rights in education, employment, health, housing, justice, etc. Some of these policies specifically aim to reduce the financial burden on students in order to provide fair access to education. For example: Loans and Bursaries Program (Programme de prêts et bourses): Funded by the Québec government, this program allows students with insufficient financial resources to continue their studies.
a) Read the document below.
b) Then summarize the key information. [Worksheet 4.3]
Document 1
Working while studying: the number of hours count
Part-time student employment has its advantages: providing for oneself or acquiring skills such as the ability to work in a team or communicate, developing one’s sense of responsibility and so on.
However, much of the research shows that above a certain threshold — between 15 and 25 hours worked — paid student employment can be detrimental to perseverance and success.
In fact, the more a student works, the less likely they are to devote time to their studies. The negative consequences of too much work while studying can include, among other things, reduced sleep time, increased anxiety, scheduling conflicts and fewer course choice options.
The maximum threshold for the number of hours worked is quite broad – between 15 and 25 hours – as the negative effect of paid work depends on a number of factors:
dependent children, disability, caregiving, etc. In the case of people from lower socioeconomic backgrounds, for example, balancing school and work is not a choice and involves longer hours of paid work to secure a source of income.
Observatoire sur la réussite en enseignement supérieur, 2023 Graduation Rate of Full-Time Bachelor's Degree Students, by Number of Hours Worked per Week (Université du Québec network)
rate after 6 years
Source: Excerpt from Financial Access to Education: What are the Conditions for Student Success? Observatoire sur la réussite en enseignement supérieur, 2023.
and work: is a balance possible?
a) Read the following two documents to explore different perspectives on balancing work and school.
Document 2
Precarity is increasing among students
The Québec Student Union and the Fédération étudiante collégiale du Québec have been campaigning against the growing financial precarity among students. Their efforts focus on three key issues: paid internships, food insecurity and financial aid.
Although the government has pledged to increase the number of paid internships, 84% remain unpaid. As a result, many students must work while completing their internships, jeopardizing both their mental health and academic success. The organizations are calling for expanded support and funding to ensure more internships are remunerated. These groups have also highlighted a sharp rise in food insecurity. Between 2011
and 2023, requests for food bank assistance from CEGEP and university students rose by 540%. They are urging the government to increase funding for initiatives that address student hunger.
Finally, a recent survey by the Québec Student Union shows that fewer students are accessing the province’s Student Financial Assistance Program. The organization estimates that more than $500 million in available aid went unused because the program remains overly complex and relies on outdated eligibility criteria. Modernizing the system is essential to improving access and providing adequate support for financially vulnerable students.
Source: Adapted from Québec Student Union, "Annual Report 2024-25" June 2025.
Document 3
Optimism amid student stress
A 2022 national survey of 1,014 Canadian post-secondary students found that 40% are seriously considering dropping out, a 5% increase from 2021. High stress levels are widespread: 62% of students aged 18–21 report daily stress from schoolwork, and half say greater access to financial aid would help decrease stress. Domestic students report higher stress than international students. Consideration for dropping out is highest
among the youngest students (47% of those aged 18–19) and those studying full-time. Despite these challenges, 64% of students feel optimistic about finding work after graduation, citing expectations for more co-op and internship opportunities. Students who already have jobs are significantly more optimistic than those who are unemployed, who are twice as likely to feel pessimistic about future employment.
Source: Adapted from Studiosity survey, "2022 Canadian Student Wellbeing Survey" August, 2022.
b) Find an ethical dimension illustrated by the two documents by identifying a conflict or tension. Then identify a related reference point (value, norm, guideline, action, experience or feeling). [Worksheet 4.3]
REFERENCE FRAMEWORK
What is a reference point?, p. 168
Debate on student working hours
You have explored issues related to balancing work and school. Now you can debate the question: Should the number of hours worked by students aged 16 to 25 in Québec be limited? If so, what should the limit be?
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Write your opinion on the proposed question.
[Worksheet 4.4A]
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Add three arguments to support your opinion. Use the documents in the Resource Zone or other sources to prepare the supporting arguments.
Examine the flip side of your position.
a) List three arguments that debaters with an opposing view might raise. For instance, consider effects that could work against your point of view (effects on the student, others, relationships or society).
b) Think of three examples to counter the arguments of participants who hold an opposing point of view. This time, consider effects that support your point of view (effects on the student, others, relationships or society). [Worksheet 4.4B]
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a) During the debate, express your point of view to the other students.
b) If applicable, express your disagreement and give counterarguments or counterexamples.
c) During the discussion, pay attention to your body language and facial expressions, as well as those of other students.
d) While debating, identify any possible reasoning errors by others. If found, note them and specify the type of error.
After the debate, analyze one point of view that is similar to yours and one that is different. Write the names of the people, the points of view and the reference points in the table provided.
[Worksheet 4.4C]
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Based on what you heard during the debate, would you like to adjust your point of view? Justify your answer using reference points, arguments or information shared during the debate.
Discern the ethical dimensions of a situation
REFERENCE FRAMEWORK
Forms of dialogue, p. 188
Develop a point of view
Dialogue
REFERENCE FRAMEWORK
Methods to support ideas, p. 191-192
Conditions conducive to interaction, p. 190
Examine a variety of points of view
Socio-economic inequalities
Material resources are not equally distributed in our society. Some individuals and groups are more disadvantaged than others.
Social factors Economic factors
Social factors and economic factors, often interconnected, contribute to socio-economic inequalities. For example:
Privileged or disadvantaged backgrounds
Regional disparities in job availability
Growing wage gap between skilled and unskilled jobs
Egalitarian public policies
Relationship networks
Concentration of wealth and income Types of families
Egalitarian public policies are measures implemented by public authorities (e.g. governments, public institutions, municipalities, etc.) to ensure that individuals receive fair treatment.
Some measures—public, private or community-based—aim to ease students’ financial burden. For example: Québec Loans and Bursaries Program
Community fridges for students and food banks
Affordable student housing
Read the clues in the What am I? activity to identify elements studied in this module. [Worksheet 4.5]
The Citizens in Action collection, for the Secondary V course Culture and Citizenship in Québec, was created by a team attentive to the needs of students and teachers. Clear and comprehensive, it helps students develop the course’s two competencies while exploring engaging topics.
This collection includes:
A Reference Framework outlining the main elements of the program and the key concepts under study.
A Student Book divided in four sections, each made up of two parts, including:
• Starter activities
•Discussion guides
•Concepts and ideas defined and illustrated with examples
•A variety of materials (texts, audio and videos) to support learning
•Integrated tasks that encourage skill development
•Charts, diagrams and visuals illustrating the concepts and ideas under study
•Supplementary activities
A Teacher’s Guide including year-long lesson planning, teacher’s notes and reproducible worksheets.
Digital content to explore!
On myCECZone, you can access the components of the collection in digital format along with a wide range of additional resources:
• Videos featuring experts and different points of view on various subjects
• Audio files (podcasts, songs and more)
• Self-correcting exercises