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

Sort by: Date (Newest first) | Title A-Z
Show: All | Articles | Podcasts | Multipage Articles
  • Using nominalisation to develop written causal arguments

    Article

    How nominalisation might develop students’ written causal arguments Frustrated that previously taught writing frames seemed to impede his A-level students’ historical arguments, James Edward Carroll theorised that the inadequacies he identified in their writing were as much disciplinary as stylistic. Drawing on two discourses that are often largely isolated from...

    Click to view
  • Waking up to complexity

    Article

    Waking up to complexity: using Christopher Clark's The Sleepwalkers to challenge over-determined causal explanations Teaching student to construct causal argument is a staple of history teaching and, in this year, questions about the causes of the First World War are particularly pertinent and once again the public eye. Claire Holliss,...

    Click to view
  • What’s The Wisdom On... Consequence

    Article

    Consequence easily becomes ‘causation’s forgotten sibling’, as Fordham noted, in the title of a workshop presented at the 2012 Historical Association conference. The choice to treat consequence separately from causation in this series of articles is, therefore, a very deliberate one. Yet an emphasis on the importance of consequences should...

    Click to view
  • What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia

    Article

    Is it structure or the selection of knowledge that makes writing historical narrative so difficult? Where does a conceptual focus on change, or causation, come in? James Ellis set out to explore the challenges his Year 9 pupils faced in writing historical narratives about change. Inspired by the work of...

    Click to view
  • What’s the wisdom on… Causation

    Article

    What's the Wisdom On... is a short guide providing new history teachers with an overview of the ‘story so far’ of practice-based professional thinking about a particular aspect of history teaching. It draws on tried and tested approaches arising from teachers with years of experimenting, researching, practising, writing and debating their...

    Click to view
  • Witchcraft - Using fiction with Year 8s

    Article

    Which women were executed for witchcraft? And which pupils cared?  Paula Worth was concerned that her low-attaining set were only going through the motions when tackling causal explanation. Identifying, prioritising and weighing causes seemed an empty routine rather than a fascinating puzzle engaging intellect and imagination. She was also concerned...

    Click to view
  • ‘If you had told me before that these students were Russians, I would not have believed it’

    Article

    Bjorn Wansink and his co-authors have aligned their teaching of a recent and controversial historical issue – the Cold War – in the light of a contemporary incident. This article demonstrates a means of ensuring that students understand that different cultures’ views of their shared past are nuanced, rather than monolithic – a different concept in philosophy as well as in...

    Click to view
  • ‘Its ultimate pattern was greater than its parts’

    Article

    Identifying the challenges his students faced both with recall and analysis of the content they had learned for their GCSE course, Ed Durbin devised a solution which focused not on exam skills and revision lessons, but on using Key Stage 3 to build the ‘hinterland’ of contextual knowledge and causal...

    Click to view