Assignment Link (new: March 2026)
1. Overview and Perspectives
You will make a timeline-with-attitude that shows progress and decline for various groups of people (perspectives). You’ll do this for four events in unit 2. Do not use any dates past 1789 or before 1650 (unless directly approved by Ms. G).
For each of the four events, you’ll want to show two differing perspectives (probably opposing perspectives). Progress and decline often exist in an inverse relationship. But not always.
It will really help you to make decisions on which events to use as we go through the unit. You’ll want to make sure your events are somewhat related, as in they have an impact in one or more of the PERSIAT categories. At this point in the course, we know that there are strong connections between P, E, R and S.
Perspective Choices:
- Philosophe / Enlightened Thinker (see Enlightenment)
- The Roman Catholic Church (see Enlightenment, Code Noir)
- Enslaved person (see Enlightenment, Slave Trade, Code Noir, Haitian Revolutions)
- Enslaver (British or French or American – under certain conditions) (see Enlightenment, Slave Trade, Code Noir, Haitian Revolutions, Industrialization Origins)
- British or French Slave Trader (see Enlightenment, Slave Trade, Code Noir, Haitian Revolutions)
- Revolutionary (see Haitian Revolutions, Code Noir, Slave Trade, Enlightenment)
- British or French Government Official (see Enlightenment, Slave Trade, Code Noir, Haitian Revolutions)
- British East India Company official or Dutch East India Company official (see Mercantilism, Industrialization Origins, etc.)
- Unskilled British worker (see Mercantilism, Industrialization Origins, Slave Trade)
- Can include women workers, child workers in cotton mills / coal mines
- Skilled British worker (see Mercantilism, Industrialization Origins, Slave Trade)
- Male skilled workers in cotton mills / coal mines (there aren’t that many!)
- British Factory Owner (see Mercantilism, Industrialization Origins, Slave Trade)
- Indian handloom weaver (See Mercantilism, Industrialization Origins)
2. Details Matter – X Axis and Y Axis and Citations
Since this is a timeline, each event needs a DATE. Please do not choose events outside of the dates of this unit: 1650-1789 unless you get specific permission from Ms. G. The dates go on the x axis (horizontal).
You will carefully label the scale of your timeline, everything from +3 down to -3. You need to set criteria for what each level/score on the scale means. Remember the practice we did in unit one on the topic of Japan. The scale goes on the Y axis (vertical). The scale will have to be somewhat general enough to accommodate the two opposing perspectives on the event. Since progress and decline are often in an inverse relationship for different groups of people, this shouldn’t be too hard to do.
In sum, criteria = score = description of the score.
Criteria refers to standards for decisions. Therefore, criteria for progress or decline refers to standards for what makes the event positive or negative for a group of people. Your criteria will change from 3+ all the way down to 3-. You must label all six places on the scale, not just the ones you used.
Students often use Prezi or Canva for timelines. Google Drawing is acceptable. PPT (Google slides) is not a great choice. If you want to make a timeline by hand drawing/writing and then take a photo of it, I’m fine with that. See the video posted on Google classroom for a Prezi sample and a handmade sample. The video has some additional hints on using HTC terminology as well.
If you have done any research beyond the unit handouts, please cite your sources in embedded citations (Chicago style author/date citations).
3. Explaining Progress and Decline – Word Choice Matters
It’s not enough to just SAY that a group of people would experience progress or decline because of a certain event. This has to be explained in a very concise way. That’s because you have a four sentence limit!
Avoid Fuzzy Words
These words are overused:
- good
- great
- bad
- what exactly do these words mean? It’s very unclear.
Use your word sense to write expressive descriptions. Also don’t copy Ms. G’s wording from her sample timeline.
Word Limits
Please be aware of the sentence limit (2-4). You cannot write an unlimited amount. You are being asked to write concisely yet precisely. It’s a very important skill. For instance, as college and university classes become bigger and bigger, you will probably be forced to write within page limits quite often. So practice here!
Sentences don’t have to be short. By grade 12 you should be able to use commas and semi-colons proficiently. There are a number of useful worksheets on the Google Classroom “Writing Tips and Tools.” Sentences must be complete. Fragments don’t count as sentences and may affect your communication mark.
Please capitalize all proper nouns (names, countries, religions, etc.) I have noticed that many students do not capitalize these words. Proofread your work before you submit it, please.
Adjectives and adverbs are your best writing friends. They take something bland and turn it into something descriptive.
Also, I encourage you to use the language of probability:
red = there’s no evidence, unlikely
yellow = uncertain but possible, probable, likely
green = certain (unless you’re conveying a fact, there’s not a lot of green in writing about historical perspectives)
4. Using HTC Terminology in Your Timeline
The Ontario curriculum emphasizes Historical Thinking Concepts. I have to evaluate your ability to use these concepts. Therefore, I give you vocabulary lists, you have a link to the HTC booklet on this blog, and I highlight the words in my overview video (see google classroom for link).
Please bold words related to HTCs; draw my attention to them. Show me you know that you are using them! You must use continuity and change (guidepost progress and decline). And, of course you cannot explain progress and decline for different groups of people without using historical perspectives. No presentism, of course.
To increase your mark, use HTCs in a sophisticated way. For example, don’t just use the words progress or decline over and over. Use the synonyms I’ve given you and the guideposts (the sub-topics within each HTC) and don’t just drop words.
5. Turning Point Paragraph – Not Currently Using
Pick one event that was a turning point for your group (perspective). Explain why using three pieces of specific, detailed evidence. Follow proper paragraph structure by using the template as an outline.
Apply HTC, meaning define turning point and refer to the criteria for it in your explanations. A turning point is a change in direction or pace. If you don’t refer to these things directly, you won’t get the mark you want!
If you do any additional research, make sure to cite it using the embedded format we’ve been using so far. If you use websites, make sure they are reliable using the COR (civic online reasoning) principles.
CHY4U_Turning_Point_Paragraph_Outline-1
The video below is for an older version of this assignment.