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With a small but representative group, identify what the community perceives as a full cycle of
seasons (for example, cultivation or migration cycles). Seek agreement on an appropriate way to
depict that cycle such as in a linear graph, sketch map, or otherwise.
Facilitate a discussion about key decisions made within that timeframe that relate to the
community’s ways of life. This could include decisions about the timing, location, and methods of
certain activities such as planting, weeding, and harvesting, as well as relevant social-cultural
practices such as pilgrimages and festivals. It could also include decisions about leadership and
authority such as participating in district meetings on behalf of the community.
Encourage community members to record the information on the illustration of the cycle. If
available, include details such as who is involved in the decision-making process, when meetings
are held, how others can provide input, and so on.
Facilitate a discussion about the extent to which the broader community is aware of this
information. Expressions of exclusion or resentment could indicate the need to make such
information more transparent or accessible.
Consider exploring locally appropriate ways to enhance participation in decision-making
processes, particularly of typically under-represented groups such as women and youth.
TOOL: Historical Timeline
Purpose: This tool can be adapted and used to identify significant events and patterns of change
related to a particular resource or area upon which the community depends. It can help illustrate the
dynamic nature of the environment and the varied impacts and influences of unpredictable events over
time. It can also help community members think about responses and plans to potential future changes.
Resource: Adapted from Assessing Resilience in Social-Ecological Systems: Workbook for Practitioners
(Resilience Alliance, 2010)
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Draw two parallel lines along the length of flipchart papers. Label the top one as ‘Social, economic,
political, and legal changes’ and label the bottom one as ‘Environmental changes’. Seek
community agreement on the focus of the timeline (usually a particular resource such as water or
a general area such as a territorial forest) and the duration (such as from the origin of the
community or within living memory up to the present time).
Ask community members to identify and mark key social, economic, political, and legal eras or
events (see Figure 4).
Social, Economic, Political, and Legal Changes
1973: Civil war
1992: Economic recession
2006: New national
constitution
Environmental Changes
Figure 4: Fictitious example of early stages of a historical timeline
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On the top timeline at each appropriate date, ask community members to describe major
phenomena and events related to the resource or area (for example, recognition of certain rights,
influx of illegal migrants, construction of basic infrastructure, or conflicts). On the bottom timeline
at the corresponding date, mark observations about the relative abundance or quality of the
resource or area.