Cause and consequence

While E.H. Carr’s claim that ‘all history is the history of causes’ may have been widely challenged by historians anxious to demonstrate the breadth of their concerns and the range of other important questions to be asked about the past, causal explanation features prominently in history teaching and learning at all stages within the school curriculum.  The resources in this section will help teachers to think about the nature of progression in students’ understanding of cause and consequence and to recognise common misconceptions that they may need to address. The materials offer a wide range of practical strategies, as well as insights drawn from historians’ practice and research into students’ understanding, that will help teachers to determine the most useful ways of helping students to develop more powerful causal explanations. Some of them also highlight the need to pay more attention in planning schemes of work to the identification, explanation and evaluation of historical consequences. Read more

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  • Key Concepts at Key Stage 3

    Multipage Article

    The key concepts can be divided into three types:  change and continuity; cause and consequence; diversity; and significance, which inform the types of questions historians ask about past events, people and situations, and which are sometimes called second-order concepts; chronological understanding, which provides a framework for comprehending the past; interpretations...

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