Two skills are central to the practice of history: deciding what matters
in the past and organizing those things that matter into chronological
order so that we may show change over time. You have all encountered
timelines in textbooks, on the news, and on the web. Timelines take many
forms but all make two implicit arguments: the items included in this
timeline are more important than the ones left out and that the events
in this timeline collectively help us understand how history happened.
Traditionally students are asked to view and perhaps memorize timelines.
For this couse, we are going to build our own timelines. Doing so will
require us to consider both what matters and how to present what matters
in a graphically coherent way.
For the next two weeks we're going to look at the history of the family
in two societies: British India (approximately 1650-1914) and Tokagawa
Japan (1603-1868). These periods are defined by their governments, yet
we will look more at an everyday history issue: family life.
- Learn how what sources are included and excluded shapes the history presented in a timeline.
- Compare various approaches to building interactive timelines.
- Evaluate the effectiveness of different historical timelines.
- Fully answer questions using standard English in complete sentences.
A. Your first task is to read the review the readings for this week.
B. Next consider the following website that offer different
timelines of Indian history that overlap British India. Please take a
half hour or so to explore these timelines, looking at multiple images
and videos. Please note any objects or texts that tell you anything
about family life.
C. Answer the questions in the file Time I Assignment Questions. The questions are posted as .txt file so that you can simply open it and write complete answers directly below the questions. Upload your document to the Assignment Submission Folder on D2L. .
You'll receive points for each question you successfully answer.