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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Using metaphor to highlight causal processes with Year 13
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Film: What's the wisdom on... Consequence
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Using individuals’ stories to help GCSE students to explain change and causation
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Deepening Year 9’s knowledge for better causation arguments
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What’s The Wisdom On... Consequence
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Moving Year 9 towards more complex causal explanations of Holocaust perpetration
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Film: What's the wisdom on... Causation
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Changing thinking about cause
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What’s in a narrative? Unpicking Year 9 narratives of change in Stalin’s Russia
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What’s the wisdom on… Causation
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Planning increasingly complex causal models at Key Stage 3
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Using diagrammatic representations of counterfactuals to develop causal reasoning
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‘Its ultimate pattern was greater than its parts’
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The devil is the detail
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From flight paths to spiders’ webs: developing a progression model for Key Stage 3
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Dealing with the consequences
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Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13
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‘If you had told me before that these students were Russians, I would not have believed it’
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Does the grammatical ‘release the conceptual’?
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Using nominalisation to develop written causal arguments
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