Cause and Effect Model

 Cause and Effect Model

The Cause and Effect model goes beyond obvious causes and effects by forcing students to analyze events for prior causes and subseqeuent (long-term) effects that may at first seem unrelated. The model also allows students to draw conclusions specific to the event being analyzed and generalizations unbound by time or place. 

Steps of the Model

1. Choose the topic, action, or problem to be analyzed. 
• The topic should be in the form of a statement, not a question. 
• The topic may be fictional, hypothetical, or real. It can be current or historical. 
• The topic should reflect a significant action, event, condition, or conflict. 
2. Ask for immediate causes and support for those causes. 
• Immediate causes are usually obvious and are often stated in the supporting text. 
• Immediate causes are written to the left of the topic you are analyzing. 
3. Ask for immediate effects and support for those effects. 
• Immediate effects are also usually obvious and are stated in the text. 
• Immediate effects are written to the right of the topic you are analyzing. 
4. Ask for prior causes and support (the causes of the causes). 
• Address each immediate causes in turn, and look for causes of those causes. 
• Prior causes are written to the left of the immediate causes. 
• Students may need to infer some prior causes, but should back up their inferences. 
5. Ask for subsequent (long-term) effects and support. 
• Address each immediate effect in turn, and look for long-term effects. 
• Subsequent effects are written to the right of the immediate effects. 
• Students may need to infer or predict some long-term effects. 
6. Ask for conclusions. 
• Read completed graphic organizer from left to right. 
• Create conclusions about the topic based on information provided in graphic organizer. Conclusions are specific to the topic at hand. 
7. Ask for generalizations. 
• Generalizations are conclusions expressed in very general terms--general observations about humanity. 
• Generalizations may be articulated in themes. 
• Generalizations may address an overarching essential question. 
• Generalizations should make the topic matter to the students (should personalize the topic). 
8. Evaluate students' performance. 
• Evaluate engagement in process/participation. 
• Conclusions and/or generalizations should align to your daily indicator(s). 

Differentiation in this model is offered through topic selection, discussion, scaffolding, choice, grouping, etc. 

Formative assessment can be offered through the graphic organizer, essays which use conclusions as thesis, observation of responses throughout the process, etc. 

Hint: When using this model, go into the activity with a graphic organizer filled out to your expectation. This way, if students miss something you deem pertinent, you can formulate helpful questions to guide them to their target. (Don't tell them what you're looking for; just prod them in the right direction).