Activity overview

Primary HTC concept(s)
explored in this activity

Continuity and Change guidepost 1 
Continuity and change are interwoven: both can exist together.

Continuity and Change guidepost 2 
​Change is a process, with varying paces and patterns. 

Secondary HTC concept(s)
explored in this activity
​
Significance guidepost 1
Events, people, or developments have historical significance if they resulted in change.

Significance guidepost 2 
​Events, people, or developments have historical significance if they are revealing.

Students will create a physical or digital timeline of the First World War, focusing on the chronology of the summer of 1917 through the lens of significance as they determine which events should be included on the timeline. Students will justify each event they include, and discuss whether they purposely excluded certain events, and why.

Students should be able to demonstrate understanding that both continuity and change can exist within the same time period, that one does not negate the other. Please see The Big Six Historical Thinking Concepts (2012) by Peter Seixas and Tom Morton, as well as the Historical Thinking Project website for further ideas for student assessment or to adapt these activities.

Questions posed to students in this activity

​Research question: What are the major dates and turning points in this summer?

​Inquiry question(s): How are the turning points different for the Canadians and for the British?

Considerations for teachers to introduce in student inquiry

​Additional guiding question for students: ​Should timelines include different events for different audiences?