1. Causal Reasoning
How to explain history using cause and consequence
Content
Introduction............................................................................................................. Error! Bookmark not defined.
Lesson 1: Alphonse the Camel............................................................................................................................... 2
Instructions...................................................................................................................................................... 2
Text.................................................................................................................................................................2
Questions......................................................................................................................................................... 2
Lesson 2: Categorizing causes and consequences ...................................................................................................3
Instructions...................................................................................................................................................... 3
Questions......................................................................................................................................................... 4
Lesson 3: Organizing causes and consequences...................................................................................................... 6
Instructions...................................................................................................................................................... 6
Step 1: read the text...................................................................................................................................... 6
Step 2: finding causes and consequences........................................................................................................ 8
Step 3: categorizing causes and consequences................................................................................................ 8
Step 4: concept mapping ............................................................................................................................... 8
Step 5: arguing the most important cause....................................................................................................... 8
Appendix.............................................................................................................................................................. 9
Introduction
Aircrashinvestigators,detectivesandmedical doctors,theyall have incommonadesire toknow the truth.They all
wantto understandwhat happened.Yetwhatisthe truth?Oftenthe truth isnothingmore thana convincing
explanationwhatcausedanevent.The difference betweenanexplanationwhatcausedaplane crash byyour
teacheror a profesional aircrashinvestigator,isthata profesional usesspecificmethodsandvocabularytomake
theirexplanationconvincing.
The job of the historianisalsotoexplainwhyandhow thingshappened.Differentfromadetective however,events
the historianexplainsare verylarge andabstract.The historianneverpretendshisexplanationrepresentsthe truth.
He takesthe precautiontoalwaysmentionthata historical explanationishisinterpretationof events.Nevertheless
it isfor the historianstill importanttomake hisexplanationconvincing.Hence,similartodoctorsand detectives,the
historianusesspecificmethodsandwordstoexplainhow historical eventscame topass.
The assignmentsinthishand-outare designedtointroduce toyoua few techniqueshow toanalyse andevaluatea
historical explanation.Inthree lesonsyouwill learnthata historical explanationisacomplex webof differentcauses
and consequences.Youwill becomeaquaintedwithanumberof conceptshistorianstouse toclassifydifferent
causesand consequences.The questionsinthisworksheetwill challenge yourunderstandingof cause and
consequence,andinvite youtoapplythe alreadymentionedconcepts,whichyourteacherwillintroduceduring

2. class.Knowingwhata properhistorical explanationlooks,andusingthe methodsandwordsof a historian,will
enable youtoread historybooksandnewspaperarticlesmore critically.
Lesson 1: Alphonse the Camel
Instructions
Below you find a shortstory aboutthedeathof AlphonsetheCamel.We will read the story togetherfirst.Afterwards
you will formgroupsof four,study thetextand answerthequestions.You haveabout30 minutesto completethe
task.
Text
Once upona time there wasa camel (calledAlphonse).Forvariousreasons(relatingtoan unfortunate accident
duringhisbirth) the camel had severe backproblems.Thiswasnotthe endof hismisfortune,however,becausehe
had an evil exploitative owner(calledFrankthe Camel Killer).Frankhadhatedcamelseversince anastyincidentin
hischildhoodinvolvingacamel'shoof andhis rearend.He was verybitterandhad nevertrustedcamelssince.
Frank regularlyoverloadedhiscamelspriortotakingthemon
gruellingandtotallyunnecessaryroundtripsupanddownmountains
on hiswayto delivergoodstohiscustomers.These customers,
shockingly,were completelyindifferenttothese frequentandgross
violationsof the rightsof camelsandfoundFrankand hisanticsat
leastvaguelyendearing.Ontopof itall,Alphonse wassometimeshis
ownworst enemy.Camelsare veryproudcreatures,andhe wouldact
toughto hiscamel friends,andonhisrare breakshe wouldshowoff
how much he couldcarry.
Plentyof camelshaddieddoingsimilarworktoAlphonseandhis
friends.Afteraparticularlycostlyfew weeks,whencamels were keelingoverleft,rightandcentre,the camels
decidedtoforma trade uniontodefendtheirrightsandprotectthemfromevil owners.However,whenitcomes
downto it,camelsare selfishcreatureswhodon'ttrusteach other.Theywere more worried aboutlookingafter
themselvesthanaboutworkingtogether,andthe trade unionfizzledout.
Well,one Friday,Frankhadjustfinishedloading-upAlphonse andhispoorexploitedfellow creaturesforyetanother
gruellingandtotallyunnecessaryroundtrip upanddownthe mountains.He hadpiledandpiledandpiledupthe
goodsonto Alphonse'sbackandwas takinga breakand reflectingsmuglyonhishandiwork,chewingastraw.Ona
whimhe decidedtoaddthe bedraggledstrawhe hadbeenchewingtoAlphonse'sload.Alphonse groanedobligingly.
He eyedhisownerwithdisgust.He keeledoveranddiedof radical andirreversible backcollapse.
Questions
1. What or whom killedAlphonse?Listall the causes that contributedto Alphonse death inyour note book.
Can your group findthe most causes?
2. Can you find a cause that doesnot stand on its own, but is actually a consequence ofan other cause?
3. In Dutch the word preconditionmeans voorwaarden:a conditionthat must be fulfilledbefore otherthings
can happen.Findan example inthe textof a preconditionthat made Alphonse’sdeathinevitable.
4. Can you find an example ofcause that can be describedas an accident?

3. 5. Findingout what caused something,especiallythe deathof Camel,is also a questionof guilt.People like
to blame somebody.
a. Mentionthree causes for the deathof Alphonse for which Frank is to blame.
b. Couldyou give an example where Frank intendedto hurt Alphone,and an example where Frank
contributedto Alphonse deathunintentionally?
6. Reading the story of Alphonse,it becomesclearthat some causes for his death were years removedfrom
the camel actually breaking his back. Whichcause wouldyou considerthe most distant or oldest?
7. Numberthe causes you found.Now rank the top 10 causesfrom most important to most unimportant.
Use the scale belowto distribute the causes numerically.
Least important Most important
……………………………………………………………………………………………………………………………………………………...........................
Lesson 2: Categorizing causes and consequences
Instructions
Last weekwe studiedthe deathof the camel Alphonse.We discoveredhow differentcauseshelpexplainanevent
differently.Forexample,some causesinfluenceeventsonthe background,some causestriggeranevent
immediately.Toexplainwhatcausedahistorical event,anddifferentiatebetweencauses,historiansuse categories.
By categorizingcausesandconsequences,historianscanmore easilyanalyse anddescribethe role acause playedin
orderto explainanevent.Historiansuse specificterminologytodoso.In today’sclassyour teacherwill introduce
thislanguage.
Causesand consequences
Long termcause/consequence - Shorttermcause/consequence
Political cause
Economiccause
Religiouscause
Social cause
Cultural cause
Directcause - Indirectcause
Structural cause - Incidental cause
Intendedconsequence –Unintendedconsequence
Tabel 1
You are probablyalreadyfamiliarwithsome typesof cause andconsequence.Yettoaidyourunderstandingand
helpyoucategorize causesandconsequences,answerthe questionsbelow.

4. Questions
1. Fill in table 2. In the firstcolumn, write the correct defintionfrom the list presentedintable 4 from the
appendix.In column2 give a Dutch translationin you own words of this definition.Incolumn3, write
down the numberof the iconyou believe befitsthe defintionsfromcolumn1 and 2.
Table 2
2. Read the tekst ofAlphonse the Camel again. Findan example inthe textfor the differentcausesand
consequenceslistedbelow:
i. Directcause
ii. Indirectcause
iii. Unintendedconsequence
iv. Long termcause
v. Short termcause
1. Usetable1. Select and writedown the
correct defintion.
2. Now translatethedefintion into Dutch using
your own words.
3. Which icon would you chooseto illustratethe
different causes and consequences. Select theicons
from table2.
Direct cause
Indirect cause
Structural cause
Incidental cause
Intended
consequence
Unintended
consequence
Long term
cause/consequence
Short term
cause/consequence

5. 3. Now that you have a definitionofthe differenttypesofcauses and consequences,andan example from
Alphone.Can you formulate your own example from everydaylife?
i. Directcause
ii. Indirectcause
iii. Structural cause
iv. Incidental cause
v. Intendedconsequence
vi. Unintendedconsequence
4. On table 6 in the apendixyou finda numberof historical examplesof the various types of causesand
consequences.Selectthe correct example forevery category below:
i. Directcause
ii. Indirectcause
iii. Structural cause
iv. Incidental cause
v. Intendedconsequence
vi. Unintendedconsequence
vii. Long termcause
viii. Short termcause
5. Historians also categorize causesinto political,religious,economical,technical,andsocial and cultural
causes. Re-evaluate the examples1,3 and 7 from table 6 and make the correct combination:
1. What causedthe Beeldenstorm
2. What causedthe Rise of Hitler
3. What causedpeople tostartliving
incities
A. Economic
B. Technical
C. Religious

6. 6. Use your textbook or the internetto try and findexamplesofthe typesof causes listedin
the table below.Find an example and continue and identifywhetheryour example isa
structural or incidental cause,direct cause or indirectcause?
Example Structural/incidental Direct/indirect
Political
Religious
Economical
Social-cultural
Technical
Table 3
Lesson 3: Organizing causes and consequences
Instructions
Today’slessonwill focusonapplyingthe informationlesson1and2. Firstread the textindividually.
Afterwards,formpairsortwo followthe instructions foreachstep:
Step1: studythe text(10 min)
Step2: listthe causesforthe stormingof the Bastile (10 min)
Step3: categorize the causes(10 min)
Step4: investigateanddiscuss,whatare the 12 mostimportantcauses?(10 min)
Step5: organize the differentcausesinaconcept-map(15 min)
Step6: argue what youbelievewasthe mostimportantcause forthe stormingof the Bastile (Home
work)
Step 1: read the text on the storming of the Bastille
France sufferedafinancial crisissince itlostthe seven-yearwar(1754-1763). France had
great trouble payingbackthe moneyithadborrowedto finance thiswar.Inthe secondhalf of the
18th
century,the FrenchKingals spendtoomuchmoneyon luxury.Fromthe early1780s, different
finance ministershadtriedsolve the financial crisis.Theyhopedtoreduce spendingandreformthe

7. tax system.Neverthelessthe Frenchnobilityandclergyopposedthesereform.The nobilityand
clergy,alsocalledthe AncienRegime,wereprivelidged.Theydidnotpaytaxes,yetinturnwere
allowedtotax the people livingintheirdomains.Consequentlythe ThirdEstate (peasants,farmers,
artisans,bourgeoisie)notonlypaidforthe expensesof the Kingandhiswars,but alsofor the
privilidgedlive of the nobilityandclergy.
In 1789 the FrenchKingLouise XVItookdesperate measures.The King
assembledof the StateGeneralin orderto approve new taxesandfinally
resolve the financialcrisis.Thisassemblyhadnotmetsince 1617. Until
1789, Frenchkingshadmanagedto governwithoutthe consentof a
parliament.Theyhadmanagedtodo sobecause the king,nobilityand
clergyhad alwaysagreedtoshare power.
The State General consistedof the three estates(Clergyisthe 1st
estate,
Nobilitythe 2de estate).Togethertheywereunable toreachan
agreementhowever.Supportedbythe king,the nobilityandclergy
continuedtoprotecttheirprivileges.Consequentlythe ThirdEstate
proclaimedanew parliament,whichtheycalledthe NationalAssembly.It
callengedthe absoluteauthorityof the Kingandorganizeditsown
meetingata tenniscourt.Inspiredbythe idealsof the Enlightenment,this
National Assemblybegantoworkona constitutiontotransformFrance intoa constitutional
monarchy.The Kingwasdumbfoundandunable tooppose orpreventthe assemblyfrommeeting.
In June 1789, kingLouise XVItriedtointimidate the membersof the National Assembly.He beganto
assemble hisarmiesinandaroundParis.Parisianssupportedthe NationalAssemblyhowever.
Especiallythe urbanpoorwere dissatisfiedwiththe kingbecausethe harvesthadfailed,foodprices
were highandthe poorsufferedhunger.Whenthe soldiersarrived,peoplestartedtoriot.Insteadof
killingthe rioters,manysoldiersdecidedtojointhe crowd.
On July12th
1789 the Kingfiredthe popularministerNecker.Thiscausedaneruptionof rage and
angeramong the alreadyriotousParisians.Duringaprotestsomebody
yelled:“the Swissguard(mercenariesloyal tothe king) iscoming.Theywill
kill usall!To arms!” Some Parisiansbegantoarm themselves,andattacked
tax collectorsandotherfiguresof authority.A groupof burgherstook
control of the citygovernment.
Whentwo days lateranotherrumor reachedParisthatforeigntroopswere
approachingthe city,the Parisiansdecidedtoformanarmy. To arm
themselves,peoplebegantolookforweaponsandmunition.Hence it
happenedthata large crowdappearedinfrontof the Bastille onthe 14th
of
July1789.
The Bastille wasanold castle onthe outskirtsof the city,whichwasusedas
a prisonand armory.It was alsoa much hatedobjectof royal authority.The
castle wasgarrisonedbyabout 80 soldiersunderthe commandof Bernard-René de Launay.Because
de Launay fearedhissoldiersmightnotshootonthe crowd massinginfrontof the Bastille,he order
for a cannonto be preparedandaimedatthe multitude.Whensome protestersmanagedto
sabotage the gate leadingtothe entrance of the Bastille,the cannonwasfiredintomob,killingmen,
womenandchilderen.Thisenragedthe crowd,whichconsequentlystormedthe Bastille,lynchedthe
garrisonand tookpossessionof all armsandmunitions.
The Three Estates
Original source
Impression of the Storming of the
Bastille

8. Step 2: finding causes and consequences
Similartothe Alphonse exercise,startwithidentifyingthe differentcausesleadinguptothe
stormingof the Bastile.Whatcausesfor the stormingof the Bastile doyoureckognize?Individually,
write themdowninyournote book.
Step 3: categorizing causes and consequences
We learnedaboutthe differenttypesof causeshistoriansuse toexplainwhysomethinghappened:
Direct cause – Indirect cause / Structural cause – Incidental cause / Intentional consequences –
unintendedconsequences /Longterm cause – Short term cause
Togetherwitha classmate,answerthe followingquestionsandwrite the answersinyournote book.
1. What wouldyouconsiderthe mostdirectcause for the stormingof the Bastille?
2. Give an example of bothastructural cause and incidential cause,andexplainwhythe cause
isstructural or incidental.
3. The textmentionsanumberof actionsand decisionsof individuals,likethe kingandthe
garrisoncommander.Argue whetherthesedecisionshadmanlyintendedorunintended
consequencesthatledtothe stormingof the Bastille?
4. Select3 examplesof alongtermcause and 5 examplesof ashorttermcause.Write them
downinyour note book.
Step 4: concept mapping
Afteryouhave listedthe causesmentionedinthe text,andansweredthe questionsinstep2,discuss
togetherwithyourneighbor,which12causesyou findmostimportant.Use the table … to write
downeach cause ina separate box.Whenyourfinishedcutoutthe boxestomake 12 cards. With
the 12 cards youare to make a concept-mapona postersheetwhichyou’ll receivefromyour
teacher.
We have practicedwithconcept-mapsbefore.Torefreshyourmemoryhow toconstructa concept-
map. Write inthe centre of the sheetthe mainconcept:the stormingof the Bastile.Organize the
cards aroundthisconcepts,takingintoconsiderationthe differenttypesof causes.Whenyou’re
done organizingthe cards,glue the cards onthe poster.Now itstime toconnectthe differentcards.
You ask questionslike,whichcausesare alsoa consequence?How dothe differentcausesinfluence
one and other?Connectthe boxeswithlines,anddescribe witheveryline youdraw,the relationthat
existsbetweenthe twocauses.
Step 5: arguing the most important cause

9. You have readthe text,indentifiedcauses,answeredquestions,selected12of the mostimportant
causes,andorganizedthose ina concept-map.Yetwhatdo youbelieveisthe single mostimportant
cause?Write downthe sentence below andargue (100 – 200 words) whatyou believe eventually
causedthe stormingof the Bastille andwhy…?
The most importantcause that leadtothe stormingof the Bastile is ………………………………………………
because,……..
Appendix
Table 4
Definitionsof causesandconsequences
I. Causesandconsequencesthatinfluencehistoryimmediatelyandfora brief momentonly.
II. Causesthat leadtoconsequences,which in turn are the cause for an eventordevelopment.
III.
Causesthat are accidental,singularand/or unique.Oftenconcerns individual actionsordecisions,
accidentsor disasters.
IV. Causesforan eventor development deliberately startedbyan individual,grouporinstitute.
V.
Causesthat influence peopleandeventsonthe background onamacro-level.Oftenrelatetothe
influenceof political,religious,economical,social andcultural factors.
VI.
Causesthat triggers an eventordevelopmentwithoutthe interference of othercauses. Alsocalled
the occasionwhysomethinghappened.
VII. Causesandconsequencesthatinfluencehistoryovera longerperiod of time.
VIII. Causesforan event accidentally startedby an individual,grouporinstitute.

10. Table 5
1 What caused the Dutch Beeldenstorm?
In 1566, members of the Dutch lower nobility offered Margret of Parma the so called smeekschrift. One of
the demands submitted by the nobles, was for Margret to stop the persecution of Protestants. Margret
consented, and in the spring and summer of 1566, Dutch protestants were free from persecution. This
freedom inspired the so called Hagenpreken: outdoor protestant sermons. After one such Hagenpreek in
Steenvoorde, a crowd decided to demolish a cloister. The vandalism committed in Steenvoorde inspired
other protestants and vandals alike, to start and wreck Catholic churches in their home towns. The
violence spread and became what is today called the Beeldenstorm.
2 What caused the Titanic to sink?
At 23:40 on the 14th of April 1912, the Titanic hits an icebergcausing the steam-liner to sink within three
hours.
3 What caused the rise of Hitler?
In the early 1930s, many Germans were discontent with the democratic government of the Weimar
Republic. Instead they wanted a strong leader to solve Germany’s problems. Hitler’sNSDAP promised
decisive leadership. The main reason for the discontent among the German population in the early 1930s
was unemployment. When unemployment soared in the 1930s, more people voted for the NSDAP, causing
the rise of Hitler.
4 What caused people to start living in cities?
Around 10.000 BC. people living in the Middle East discovered how to cultivate grain. The discovery of
agriculture enabled people to settle into hamlets, which eventually grew into villages. Over time these
villages became the first cities. Today more than 50% of the world’s population lives in cities.
5 Social unrest and economic stagnation in 14th century Europe?
In the 14th century over 100 million Europeans died of the plague. The death of all these people caused
social unrest and economic stagnation. The plague –also called the black death- was a disease that
originated from China. Merchants who had only recentlybegan to trade along the silk road to China,
accidently brought the disease to Europe. Rats which had boarded the ship in Asia, carried the disease and
introduced the black death to Europe.
6 What caused the defeat of Napoleon’s Grand Armee in Russia (1812)?
Napoleon had invaded Russia in the year 1812. The Russians were unable to stop Napoleon directly. With
winter approaching, and Napoleon nearly reaching Moscow, the governor of the city decided to abandon
and burn the capital. This would deprive the French of the necessary shelter and supplies to survive the
Russian winter. Indeed, after a long and exhausting march to Moscow, Napoleon and his men were left

11. with food and shelter. They decide to returnto France empty handed. On the return march, the French
army was slowly by surely destroyed by the Russians.
7 What caused the Titanic to sink?
The mariner David Blair was assigned to watch for icebergs from the crows-nest of the Titanic. Before the
ship departed on her maiden trip to America however, David Blair was suddenly reassigned to another
ship. Unfortunately, Blair brought with him the crows-nest’s binoculars. Titanic left and the seaman at the
crows-nest searching for icebergs had to make do without the binoculars. Consequently, on the 14th of
April, the scout spotted the fatal iceberg too late.
8 What caused the LPF to nearly win the Dutch elections in 2002
Days before the general election, the politician Pim Fortuyn was shot by an extremist. The assassination
sends shockwaves through the country. Out of anger many people vote for Fortuyn, which caused his party
(the LPF) to nearly win the elections.
Table 6