Why chronology comes before evaluation
You cannot responsibly compare arguments if you are uncertain about when events and sources belong.
Chronological boundaries define what evidence was available, what pressures were active, and which viewpoints were plausible at the time.
Origin and purpose are chronological questions
In IB source work, origin and purpose are not checklist labels. They are contextual judgements.
To judge them well, students need a durable map of the era: sequence, turning points, and the wider setting of production.
Using chronology to weigh competing claims
Chronology helps students ask stronger evaluative questions instead of accepting arguments at face value.
- Does the claim fit what had happened by that date?
- Was the source produced before or after key turning points?
- Which actors and conditions likely shaped its viewpoint?
- What evidence might the author not yet have had access to?
From timeline to perspective judgement
When students can situate events and sources confidently, Perspective work becomes more nuanced and less formulaic.
This is where chronology supports higher level thinking: evaluating arguments with context, not with assumptions.
How TimeToTime Helps You
TimeToTime supports argument evaluation by keeping chronological context available during source and essay work.
- Contextual prompts train rapid situating of events within wider settings.
- Exact-year prompts secure the boundaries needed for source origin and purpose analysis.
- The Link feature helps connect arguments to the actors and conditions they rely on.
- Spaced review keeps this framework durable across units and assessments.
Takeaway
Chronology is not separate from perspective analysis. It is the foundation that makes evaluation credible.