A cause is a fact that explains an event. It allows us to understand why an event occurred. In history, as in other areas of study, an event always has one or more causes.
A cause can be:
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a reason
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a motive
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a motivation
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an objective
From a chronological standpoint, a cause always comes before the event because the cause leads to the event in question.
One way to see if an element is a cause is to use the question Why? linked to the relation marker because. In the example below, why do the street lights come on? This is because the sun has set. So sunset is the cause of the street lights turning on.
A consequence is the result of an event. Every event has one or more consequences.
A consequence can be positive or negative.
A consequence can be:
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an impact
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an effect
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a result
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a continuation
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a repercussion
A consequence is what happens after the event.
What would be a consequence of cooking dinner? A consequence of preparing food is getting a meal for supper. This is a positive consequence.
The tasks of the intellectual operation ‘determine causes and consequences’ take different forms. You may be asked to:
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identify the cause or consequence of an event
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determine which of two documents presents the cause and which presents the consequence of an event
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identify the documents that present the causes or consequences of an event
To do this intellectual operation, identifying the causes and consequences (either by the document number or in a short sentence) is enough: there is no need to explain further. Just identify them.
In this type of task, you have a document to help you identify the cause or consequence of the event named in the statement. Analyzing this document gives you clues to identify the correct answer.
Statement: Using document 1, identify a consequence of winter weather in Canada.
There are several consequences of the cold Canadian winter. The analysis of document 1 gives you clues to identify the consequence. This document shows a person dressed warmly with a coat and a toque. The consequence of the cold temperatures has to do with clothing. The consequence identified is that cold weather in the winter causes people in Canada to dress warmly.
For each document, you must determine whether it represents a cause or a consequence of the event.
If you have a problem with one document, focus on the other one. This way, if you determine that one is the cause, the other document must be the consequence, and vice versa.
Using documents 1 and 2, identify the cause and consequence of a carrot growing in a garden.
A carrot is a plant. Typically, a seed must be put in the ground for a plant to develop and grow. Document 2, showing a hand placing seeds in the ground, depicts this.
Document 1 shows a person harvesting carrots. Before a carrot can be harvested, a seed must be planted and it must grow. So document 1 cannot come before document 2.
The answer is that document 2 is the cause of the event, a carrot growing in a garden, and document 1 is the consequence of that same event.
Statement: Among the following documents, identify the one that shows the cause of a flat tire.
Document 1 shows a sharp object (indicated as a nail) on the road. Document 2 shows a dirt road and document 3 shows a paved road.
Of the three items shown, the one most likely to cause a flat tire is the sharp object on the road. So the answer to the statement is document 1.
It is highly recommended that you read the concept sheet on intellectual operations to fully understand how to complete the tasks for the different intellectual operations.
The two examples below are similar to what you might see on an exam. Try to complete the task before looking at the detailed solution. This will help you to see how well you can do the intellectual operations.
The two examples below are related to concepts that you might not have seen before. If so, don’t worry, you’ll learn them when they are introduced in class.
The example for the first cycle relates to the unit Sedentarization.
The example for the second cycle relates to the unit on the Indigenous Peoples and the Settlement Project.
Statement: Two of the four documents below present the consequences of the sedentarization of populations. Identify which two.
Source: Late Neolithic pottery. Phaistos (Faistos)? 3600 – 3000 BC. Archaeological Museum of Heraklion [Photograph], Zde, 2014, Wikimédia, (URL). CC BY 4.0.
A weaving loom (a device used to make cloth).
Source: Wizzy11, Shutterstock.com
To find out more about this topic, see the concept sheet on Economic Activities of the First Sedentary People.
Statement: Two of the four documents below present the consequences of the sedentarization of populations. Identify which two.
What must I do? I must identify two documents among the four.
What must I identify? The two documents present advanced technologies that are the consequences of the sedentarization of populations.
Source: Late Neolithic pottery. Phaistos (Faistos)? 3600 – 3000 BC. Archaeological Museum of Heraklion [Photograph], Zde, 2014, Wikimédia, (URL). CC BY 4.0.
The 5W
Who? |
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- |
This document does not identify the who? component |
What? |
A pottery jar |
In the image, we see a container that is taller than it is wide and has a handle. Its colour and texture suggest that it was made using the pottery technique. |
When? |
- |
This document does not identify the when? component. |
Where? |
- |
This document does not identify the where? component. |
Why? |
- |
This document does not identify the why? component. |
The 5W
Who? |
---|
- |
This document does not identify the who? component |
What? |
A carved stone tool |
The shape of the stone and the traces of blows left on its surface show that this stone has been carved. It is a tool made by a human. |
When? |
- |
This document does not identify the when? component. |
Where? |
- |
This document does not identify the where? component. |
Why? |
- |
This document does not identify the why? component. |
The 5W
Who? |
---|
- |
This document does not identify the who? component |
What? |
A shelter made of animal skins and bones |
The image shows a hut whose walls are covered with animal skins, bones and antlers. |
When? |
- |
This document does not identify the when? component. |
Where? |
- |
This document does not identify the where? component. |
Why? |
- |
This document does not identify the why? component. |
The 5W
Who? |
---|
- |
This document does not identify the who? component |
What? |
A loom |
This information can be found in the image description. And looking closely at the image, you can see threads hanging from a fabric being woven. |
When? |
- |
This document does not identify the when? component. |
Where? |
- |
This document does not identify the where? component. |
Why? |
- |
This document does not identify the why? component. |
I know that the pottery technique is a development that appeared after sedentarization and that it was a useful way to easily cook food or store it.
I know that the technique of stone cutting was known and used long before the sedentarization of populations.
I know that shelters made of bone and animal skins were used long before the sedentarization of populations.
I know that weaving is a technical advance that appeared after sedentarization. One of its benefits was that it enabled the use of vegetable fibres to replace animal skins to make clothing.
The two documents showing the technical advances resulting from the sedentarization of populations are document 1 and document 4.
Statement: Among the following documents, identify which one presents a cause and which one presents a consequence of Jacques Cartier’s explorations in Canada.
Document 1 |
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“In 1534, the king entrusted Jacques Cartier with the mission of finding ressources and a new route to Asia.” Source: Campeau, F. et al. (2018). Reflection.qc.ca - Origins to 1840. Chenelière Éducation. |
Document 2 |
“The king appointed Jean-François de la Rocque, Sieur de Roberval, to be responsible for the future of the colony.l” Source: Campeau, F. et al. (2018). Reflection.qc.ca - Origins to 1840. Chenelière Éducation. |
Document 3 |
“In the Vallée Saint-Laurent, Cartier erected two forts at the mouth of the Rivière du Cap Rouge. He called them Charlebourg-Royal.” Source: Campeau, F. et al. (2018). Reflection.qc.ca - Origins to 1840. Chenelière Éducation. |
Answer
Cause | Consequence |
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Statement: “Of the following documents, identify which document presents a cause and which one presents a consequence of Jacques Cartier’s explorations in Canada.”
What must I do? Identify a cause and a consequence of Jacques Cartier’s explorations in Canada
What must I use? Two of the three documents
Document 1 |
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“In 1534, the king entrusted Jacques Cartier with the mission of finding ressources and a new route to Asia” Source: Campeau, F. et al. (2018). Reflection.qc.ca - Origins to 1840. Chenelière Éducation. |
The 5W
Who? |
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Francis I, King of France |
This information is in the document. |
What? |
His interest in natural resources and the possibility of finding a route to Asia |
This information is in the document. |
When? |
In 1534 |
This information is in the document. |
Where? |
France |
Since the document is about the king of France and his interest, we can infer that the where? component is France. |
Why? |
To find a new route to Asia because of the territory’s trading potential. |
This information is in the document. |
Historical phrase
This is F. Campeau et al. summarizing Francis I’s interest in the natural resources of a new territory and the potential for finding a route to Asia in the 16th century from France.
Document 2 |
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“The king appointed Jean-François de la Rocque, Sieur de Roberval, to be responsible for the future of the colony.” Source: Campeau, F. et al. (2018). Reflection.qc.ca - Origins to 1840. Chenelière Éducation. |
The 5W
Who? |
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Jean-François de La Rocque, Sieur de Roberval |
This information is in the document. |
What? |
He was appointed commander of the fleet. |
The document states that the king appointed him to establish a settlement in the colony. |
When? |
- |
This document does not identify the when? component. |
Where? |
- |
This document does not identify the where? component. |
Why? |
- |
This document does not identify the why? component. |
The historical phrase
F. Campeau et al. highlights the fact that Jean-François de La Rocque de Roberval was appointed commander of the fleet.
Document 3 |
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“In the Vallée Saint-Laurent, Cartier erected two forts at the mouth of the Rivière du Cap Rouge. He called them Charlesbourg-Royal.” Source: Campeau, F. et al. (2018). Reflection.qc.ca - Origins to 1840. Chenelière Éducation. |
The 5W
Who? |
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Cartier |
This information is in the document. |
What? |
The establishment of a settlement and the construction of two forts |
This information is in the document. |
When? |
- |
This document does not identify the when? component. |
Where? |
At Charlesbourg-Royal |
The landmarks all refer to Charlesbourg-Royal. |
Why? |
- |
This document does not identify the why? component. |
The historical phrase
This is F. Campeau et al.describing Cartier’s settlement at Charlesbourg-Royal.
I know that France wanted to discover new riches and that to do so, it had to send an explorer.
I know that Jean-François de La Rocque de Roberval participated in the third voyage to Canada.
I know that after exploring Canada twice, Jacques Cartier tried to establish a settlement there.
Among the following documents, identify which one presents a cause and which one presents a consequence of Jacques Cartier’s explorations in Canada.
Cause | Consequence |
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Document 1 | Document 3 |
Document 1 shows one of the causes of Jacques Cartier’s explorations in Canada, as it discusses the reasons why the King of France was interested in America. Document 3 shows a consequence of Cartier’s explorations, as it shows the establishment of a settlement in Canada.
The fact that Jean-François de La Rocque de Roberval was the commander of the third expedition is not a cause of Jacques Cartier’s explorations nor is it a consequence. As such, document 2 is put aside.
Alloprof. (s.d.-a). Jacques Cartier. https://www.alloprof.qc.ca/fr/eleves/bv/histoire/jacques-cartier-1491-1557-d1101
Alloprof. (s.d.-b). La première tentative de colonisation des Français en Amérique. https://www.alloprof.qc.ca/fr/eleves/bv/histoire/le-projet-de-colonie-des-francais-en-amerique-h1511
Zde. (2014). Late Neolithic pottery. Phaistos (Faistos)? 3600 – 3000 BC. Archaeological Museum of Heraklion [Photographie]. Wikimédia. https://commons.wikimedia.org/wiki/File:Late_Neolithic_pottery,_Crete,_3600%E2%80%933000_BC,_AMH,_144495.jpg. CC BY 4.0.