This activity will provide you with an active demonstration of the global interconnectedness that exists in the world today, with a specific focus on the networks and production and distribution frames. Beginning the activity with a demonstration of our globalized world today and using relevant items from your daily lives will give you some context with which you can better analyze world connections that existed in previous time periods.

Contextualization, CCOT
This activity will help you contextualize the world that we live in today, but also the world in 1750 or in other periods of history. You’ll also practice establishing patterns of continuity and change over time, and developing hypotheses for reasons for these changes.

Your teacher will either hand out or have you download the Our Interconnected World Worksheet and provide you with directions for how this activity is structured. Your job is to use the narratives in the worksheet to illustrate how interconnected our world is today by tracing the production and distribution of three goods that you probably use or encounter on a daily basis. You’ll then use the yarn your teacher will supply to trace the steps in the production and distribution of these products across networks of exchange.

As your teacher walks through the narratives for each of the products, think about how these products get into your hands. Where was the product manufactured? Where were the components of the product created? Where did the natural resources used in the product originate?

At the end of the activity, think about how many of these connections existed between consumers and producers and distributors 50 or 100 years ago, during your grandparents’ lifetimes or even your great-grandparents’ lifetimes. There are three rounds to this activity. Each round will highlight some of the key goods that were traded across networks during three time periods: 1450, 1750, and today. Finally, you’ll answer the questions in Part 4 of the worksheet. Be prepared to share your answers and reasoning with your class.

The world in 1750 was the product of a long and complex global history. Humans lived across most of the habitable world. In some ways, they did things the same as their ancestors—most people farmed, they moved around only a little, their states were some kind of monarchy, and religion was the most present large-scale community in their lives. Things were changing, but nobody was quite sure how they were going to change. This was signified by an encounter between the Qianlong Emperor and Lord Macartney.

This video introduces you to a snapshot of the world in 1750. This snapshot will orient you to the unit problem—understanding how people were connected to each other in this period, and how their societies and experiences were unique. It will also prepare you to see how the world changed after 1750, partly by introducing you to three frames for studying that change—communities, networks, and production and distribution (you will learn a lot more about these frames later in the unit!).

Preview – Skimming for Gist

Before you watch the video, open and skim the transcript. Additionally, you should always read the questions below before you watch the video (a good habit to use in reading, too!). These pre-viewing strategies will help you know what to look and listen for as you watch the video. If there is time, your teacher may have you watch the video one time without stopping, and then give you time to watch again to pause and find the answers.

Key Ideas – Understanding Content

Think about the following questions as you watch this video:

1. Why, according to the video, start a course like this in 1750?
2. What was the world generally like in terms of the production and distribution of goods, according to the video?
3. What was the world generally like in terms of networks, according to the video?
4. What was the world generally like in terms of communities, according to the video?
5. The video argues that the world of 1750 was also changing. What examples does it give?
6. How did the Qianlong Emperor and Lord Macartney have different views of the world when they met?
7. How was Britain’s growing wealth based partly on its control of Bengal in this period?
8. What does the map of British ship journeys around the world tell us about global trading patterns?

Evaluating and Corroborating

1. This video provided an argument for beginning a course in 1750. Do you agree with this argument? Why or why not?

The narrative of this era that most historians thought was accurate for a long time was the “Rise of the West”. It was developed mostly by historians from countries in Europe and North America. So naturally this narrative focuses on the rise of these regions. But is this narrative really an accurate explanation of what has happened across the world since 1750? Or is it the product of a group of Western historians looking at the past from one perspective, and missing the broader patterns? This is the question that this article asks.

Massive transformations—political, economic, and social—occurred between 1750 and today, and helped shape the world in which we live. But to evaluate and find meaning in these changes, we must understand their starting point, in 1750, and also see some explanations for those changes. Armed with evidence, you will begin to support, extend, or critique an account of the world since 1750. You will do so using three frames—communities, networks, and production and distribution—through which you can look at the evidence from a unique perspective.

Preview – Skimming for Gist

Fill out the Skimming section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. The earliest written sources we have for human history are more than 5,000 years old. So why does this course begin in the year 1750?
2. In this case of 1750, the narrative most historians believed for a long time was the “Rise of the West”. Who created this narrative? Is this narrative reliable and how might we test it?
3. According to the article, what are two ways that people organized their communities in 1750?
4. In 1750, most of what was made or grown was still produced by families or small groups of people and consumed by them or their neighbors. But there was also unprecedented trade and commerce. What drove companies like the Dutch East India Company and the British East India Company whose reach, for the first time, spanned the world?
5. According to this article, what kinds of networks were key to bringing together many different concepts, innovations, and cultural ideas in some regions at this time?

Evaluating and Corroborating

For the third close read, students should think about how the article relates to the idea or question they thought about as they read.

At the end of the third close read, have students respond to the following questions:

1. Based on this article, would a historian living in China in the year 1750 write the same narrative about this time as a Western historian? How does this change your idea of history in general?
2. According to the author, how can we evaluate the “Rise of the West” narrative in this unit?

This activity will introduce you to WHP’s map activities. Maps are a great way to show information about our world. They let you know where stuff is in relation to other stuff. They can help orient you in time and space and identify some important historical changes. But maps are also one more way to tell a story. You’re probably not super familiar with the geography of 1750, so we won’t ask you to draw any historical maps…yet. Instead, in this first activity, you’ll get familiar with WHP mapping activities by completing a scavenger hunt—a map of your personal world!

You’ll begin this activity by completing a scavenger hunt, in which you identify, label, and annotate a blank map. Next, you’ll discuss what maps are and what they do. Finally, your teacher will do some show-and-tell, guiding you through some of WHP’s maps so you can easily recognize the various blank, political, and thematic maps you’ll encounter in the course.

Step 1

This is the first of several mapping activities you’ll complete in this course. At the beginning of each unit, you will identify features and label them on a map, and at the end of each unit, you will use maps to respond to the Unit Problem or frame narratives.

Individually or in small groups, you should review the scavenger hunt list and label the map to the best of your ability. Some items on the list ask you to provide an annotation—meaning you need to write notes on the map giving additional explanation along with the label. Remember, this is the first map activity, and you’re not expected to know everything.

Step 2

As a whole class, share your answers to the scavenger hunt and make any corrections to your map. Your teacher will then ask you some questions about what maps are and what they do.

Step 3

In groups or as a whole class, your teacher will guide you through some of WHP’s maps. In the scavenger hunt, you’ve just worked with a blank map, but there are two more kinds of maps in WHP activities: political and thematic maps. As your teacher introduces you to each new map, try to identify important features. What information is contained in the map? What do the labels and colors mean? Where is the legend? What did the makers of this map care about? What’s missing from this map? Did anything surprise you?

As you’ve learned, one of the main historical thinking tools that historians use to analyze and produce accounts of the past is comparison. In this activity, you’ll learn how to evaluate for continuity and change over time (which we’ll refer to as CCOT throughout the course) so that you have a method for comparing (and making claims about) how the same location, idea, or historical process either stayed the same or changed during a set time in history.

Comparison, causation
Continuity and change analysis involves comparison, but it’s different from the kind of historical comparison that you’ve been introduced to earlier in this course. Typically, historical comparison involves examining the similarities and differences between two things, while CCOT looks at how things stayed the same or changed over time. Comparison is often a component of a CCOT analysis. Additionally, part of understanding how and when a change occurred is related to understanding the causes and consequences of those changes.

What are continuities? What are changes? How do these relate to history? We refer to continuities as the things that have stayed the same over time in history. And changes—which are often easier to identify—are the things that did not stay the same. Historians often do something called a continuity and change over time analysis (CCOT analysis for short). They do this by looking at how certain things changed or stayed the same over time. One of the reasons historians find CCOT analysis useful is that recognizing what has stayed the same helps them decide which changes throughout history were the most significant. This, in turn, allows historians to see how those changes may have led to major transformations in how people lived and continue to live today.

Instead of looking at an event or something that happened at a defined moment or time period, we are now trying to understand how farms, one of the mainstays of societies since the development of agriculture, have evolved. We are going to look at farms in the state of Iowa from the 1700s, 1800s, 1900s, and today, to determine how farms have changed and how they’ve stayed the same over time.

Your teacher will either hand out or have you download the CCOT – Introduction worksheet. Glance at the pictures of the four farms on the first few pages. Based on just the images, discuss as a class what is the same and what is different about the four farms. Remember that the things that are the same are continuities. And the things that are different are, you guessed it, changes!

Now, you’ll review the CCOT Tool portion of the worksheet with your class. As with sourcing, claim testing, and reading, there is a tool that you can use to help you analyze continuities and changes. Working in small groups, write down on the tool portion of the worksheet the timeframe with which you’re working. Then, read through the text accompanying the images of farms and write the continuities and changes you find on your sticky notes (one continuity or one change per sticky note).

Next, place your sticky notes on the graph (either using the graph in your worksheet or by drawing the graph on the board) and decide whether your continuities and changes were positive or negative. Be prepared to explain your reasons for categorizing your continuities and changes as either positive or negative.

Once your group has placed all your sticky notes on the graph, answer the remaining questions on the tool. In the last set of questions, you’ll be evaluating the most significant change and continuity. You can use the acronym ADE (amount, depth, and endurance) to help you determine historical significance. You’ll decide if the changes and continuities affected all people (amount); if the changes and continuities deeply affected people (depth); or if the changes and continuities were long lasting (endurance). Be prepared to share your most significant continuities and changes with the class.

Your teacher will collect your worksheets and use them to assess your understanding of this historical thinking practice. And remember, this is a just a simple exercise to get you used to the idea of CCOT. It’s going to get a lot more complicated as you move through the course and increase your historical knowledge!

Europe’s kingdoms and empires in 1750 were about to experience unprecedented change. Ideas about rationality, science, sovereignty, and progress were changing the ways people thought about themselves and their communities. These ideas would also fundamentally transform how things were produced, distributed, and circulated across networks.

This article can help you to compare Europe to other regions of the world in this period, through the frames of communities, networks, and production and distribution. As you read, think about how this article can help you respond to the Unit 1 Problem: In what ways were humans and societies in 1750 connected to each other by a shared, global experience, and in what ways were there distinct and unique regional and local experiences?

Preview – Skimming for Gist

Fill out the Skimming section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. Describe European governments during the 1700s. What things were changing and which stayed the same?
2. Around 1750, after centuries of religious warfare, European powers were trying to maintain a delicate balance of power. How did they do this within the European continent? How did their approach differ in their colonies?
3. Explain the role of aristocrats in Europe. What was their relationship to monarchs? What are the two different ways that aristocrats related to the people that worked their land?
4. How were the economic systems in Europe beginning to drive social change? How did this differ for areas like Russia, Prussia and Eastern Europe?
5. What new cultural and intellectual ideas were changing European social structures? How? Where did these ideas come from?
6. How was the Enlightenment commitment to science, reason, and progress connected to imperial expansion? How did racial prejudices contribute to colonialism?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. If you were telling the story of European States and Empires in 1750, how would the narrative differ if you lived in the continent of Europe or in a European colony? In what ways would the narrative be the same? In what ways would it be different?
2. Choose a frame—communities, networks or production and distribution—and explain how it helped you in understand European states and empires in 1750.

What was the world like in 1750 as seen through the communities, networks, and production and distribution? This article will help you to contrast and connect China with European States and Empires in the same period as two places from which to view the global situation. It will also provide evidence to connect and contrast with other regions that you will encounter in the next lesson.

From its start, the Qing ruled over a massive and multi-ethnic empire, including Manchus, Han Chinese, Mongols, Uyghurs, Tibetans, and numerous other groups. China also produced many goods that were in high demand in this period. Despite challenges, the eighteenth century was a time of prosperity and relative peace, with an ethnic minority unifying China under its control for nearly three centuries.

Preview – Skimming for Gist

Fill out the Skimming section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. Why did Manchu rulers China impose their own kind of dress code?
2. How did the Qing rule over a huge, diverse country and keep it unified?
3. How did the Qing use its imperial power to influence the economy through agriculture?
4. How did the merchant class, who were traditionally looked down upon in Confucian thought, grow much larger and became powerful both socially and politically? How did Qing rulers react to this new power?
5. What was China’s relationship with global trade in this period?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. Review the quote from Emperor Qian Long's Letter to King George III in 1793. Why did the Chinese emperor reject foreign goods? Contrast this quote with the Enlightenment attitude of European imperialists towards colonies from the European States and Empires article.
2. What impact did the Qing Dynasty have on trading networks in the 1700s? Did this impact the whole world evenly?

In 1793, the world economy was beginning a huge transformation. Yet, most people weren’t aware of it. Though Britain and Western Europe would soon emerge as dominant global empires, in 1793, China and South Asia remained the most important regions in the global economy. This video considers the global economy through an encounter between Britain and China. In 1793, Lord Macartney launched an expedition from Portsmouth. He traveled to meet with the Qianlong Emperor in China to request more trade between England and China. His failure highlighted several facts about the shifting global economy.

The Unit 1 problem asks you to examine how societies around the world in 1750 were connected to each other and how they differed. This video provides an introduction to the global economy at the end of the eighteenth century and offers a detailed examination of one important world-historical event. This video will provide you with evidence in the form of an overview of the global economy and the Macartney expedition to explore how Britain and China were connected across vast distances. But it will also reveal several important differences in their respective worldviews.

Preview – Skimming for Gist

As a reminder, open and skim the transcript, and read the questions before you watch the video.

Key Ideas – Understanding Content

Think about the following questions as you watch this video:

1. Why was Portsmouth important?
2. Where was the economic center of the world at the end of the eighteenth century?
3. Why were Europeans more interested in trade with China than the Chinese were in trade with Europe?
4. What roles did European powers in the Indian Ocean (other than Britain) play in the global economy?
5. Why did Lord Macartney travel to China?
6. Did Macartney succeed? Why or why not?

Evaluating and Corroborating

1. Based on this video, do you think China or Britain had the stronger economy in 1793?Which would you predict would become the economic powerhouse of the nineteenth century? Why?
2. How were British and Chinese society similar in 1793? How were they different?

In 1750, the Industrial Revolution was just beginning, but most people did work and made and shared things the same way they had for many years. The family, large farms and plantations, and artisanal production were important. East and South Asia produced a great deal of high-quality handmade goods, while the Americas produced lots of silver for currency as well as raw materials. In an age of growing ocean trade, Europeans were becoming the major ship-owners. Industrialization was about to shake up this system somewhat, but patterns would remain.

The main purpose of this article is to give you a starting point for understanding the course-long narrative in the production and distribution frame. This frame deals with how people worked, traded, and used the things they grew or made. It should also give you some evidence to begin evaluating whether the account we have given you of change in production and distribution is accurate.

Preview – Skimming for Gist

Fill out the Skimming section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How were most things made around 1750? Who made them, and in what kinds of situations?
2. What groups of people didn’t make physical objects?
3. The author suggests this was an “Asian Age”. What does that mean?
4. The article suggests that Europeans were coming to dominate shipping by this period. Why was that the case, according to the author?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. This article suggests that Asia was producing most of the important goods in this period, and that Europeans were coming to dominate shipping. Which of these positions (doing a lot of producing vs. doing a lot of shipping) would you predict would be more valuable? Why?

Sourcing—the act of understanding who wrote a document, where they wrote it, and why they wrote it, for the purposes of analysis or interpretation—is integral to the work of a historian. Without properly understanding an author’s purpose and perspective, it’s difficult to properly interpret a document. In this first activity on sourcing, you’ll learn how an author has framed that event, and how that then impacts your interpretation of it.

Reading, claim testing
It’s nearly impossible to source something without reading it first. Not all sources are based on text, so in this course we consider reading more broadly and include video, artifacts, infographics, photographs, art, and other data representations all part of reading. In order to adequately make sense of a source, it’s important to understand the author, their background, and how this might have impacted what they produced. This connects to one of our claim testers—authority. Understanding what kind of authority the author has helps us interpret their point of view and also assists us in determining if their account is credible or trustworthy.

In this activity, you’re going to read a collection of documents related to a high school located in Anytown, USA, that recently changed its off-campus lunch policy. As you can probably imagine, changing a school policy such as this one garnered a lot of reactions from both the local and school community.

Everyone—from the administration, to students, to local business owners—had an opinion about this change. Now, you are being asked to examine everyone’s reactions to this policy change to determine why this was such a significant moment in time. This is something historians do all the time to understand the past: they look at the past from different people’s perspectives to understand the historical importance of that event. This is typically referred to as sourcing.

You will source documents throughout the course, something that is not easy to do. Sourcing can be hard because sometimes people have to interpret old documents that are written in less-modern English, or that are translated from other languages. As part of sourcing work, you’ll also be asked to look at images and other types of documents to try to interpret the creator’s intention. Because this can be tricky, we’ve created a tool you can use to help you source documents. Review the Sourcing Tool, which is included in the Sourcing—Introduction worksheet, with your class. One way to remember what to think about when sourcing is by using the acronym HAPPY. Review each section of the tool with your class and be sure to pay attention to the questions being asked in each section.

Once you’ve reviewed the tool, you’re going to learn more about it by using it to review some source documents from when the off-campus lunch policy change took place.

Get into groups of four and look at the excerpts, also included in the worksheet. Each person in your group should pick one excerpt to read and then share about with the rest of the group. Then, decide which document is the best fit for each of the first four sourcing categories of HAPPY: historical context (H), audience (A), purpose (P), and point of view (P). Be sure you can explain your category decisions and be prepared to share your answers with the class.

Once you’ve discussed the documents as a class, pick out one of the sources and answer the questions in the WhY (Importance) row of the Sourcing Tool. Hand in your answers to your teacher before leaving class.

3x5 note cards or cut up paper

Throughout the WHP course, you’ll encounter a variety of primary source collections that give you multiple chances to practice applying your sourcing skills. While the WHP course has a practice progression devoted entirely to sourcing, those activities are detailed and ask you to engage in thorough sourcing related to historical context, audience, purpose, point of view, and overall significance for a specific document. That kind of in-depth sourcing is a vital skill, but in certain situations, you’ll need to be able to source more quickly. To meet this need, you’ll use the WHP Quick-Sourcing Tool for the sourcing collections. The Quick Source Tool and the process for using it—specifically designed for unpacking document collections—is introduced here and will help you be successful when responding to document-based questions (DBQs).

This activity introduces you to the Quick-Sourcing Tool and the first sourcing collection in the course. You can use the same Quick Sourcing process any time you encounter a sourcing collection and want to quickly look at the set of sources in response to a prompt or question, as opposed to the deeper analysis you will do when using the HAPPY tool that is part of the sourcing progression.

First, take out or download Primary Sources – Mongol Collection. Each collection has a guiding question. You can find this question on the first page of each source in the collection. You’ll be doing the prewriting work needed to respond to the question, and you’ll use a tool to help you critically examine the sources in light of that goal. Download or take out the Quick-Sourcing Tool and read through the directions. The left side, Individual Sources, gives you a process for discovering what each individual document means and how it relates to the guiding question. The right side of the table, Sourcing Collection, has you thinking about the sourcing collection as a set, and has you consider how you might group or bucket each document as a strategy for supporting your claims with evidence.

Next, your teacher will model how to examine each of the documents in the sourcing collection. Take out note cards so you can record information about each source as you work through the tool. Then, look at the first document in the collection, and as a class, in Part 1 of the tool write a quick summary of the source in terms of how it relates to the guiding question. Then, move on to Part 2, which uses the first four letters of the acronym from the HAPPY tool. You should include the historical significance or “why” (the “Y” in “HAPPY”) for any of the four questions you choose to respond to. Finally, for Part 3, gather the evidence you found in each document and add it to your note card so you can include it in a response later without having to go back to the document. Once you’ve quickly analyzed each document, you’re ready to move to the Sourcing Collection side of the table. Look at your note cards and try to sort the cards into categories. There might be a group of documents that support the claim you want to make in your response, and there might be some that will help you consider counterclaims, for example. Try to find some groupings that help you respond to the question.

Once you’ve finished sourcing and grouping the documents, your teacher may have you answer the guiding question in small groups. Over time, this process will get faster and easier, and you likely won’t even need the tool anymore!

This collection gives a snapshot of European and Chinese production and distribution and trade networks around 1750. The sources let you walk in the shoes of those who used, created, or profited from these vast networks.

The primary source excerpts in this collection will help students compare networks of exchange and systems of production and distribution in Europe and China c. 1750. This will help them understand the roles of government and economic philosophy in how these exchange networks operated. In addition, you’ll work on your sourcing skills using the Quick-Sourcing Tool.

We recommend using the accompanying Quick Sourcing activity (above) to help you analyze these sources.

In this first activity in the Causation Practice Progression, you’ll get familiar with different ways of understanding cause and consequence, and you’ll learn to use cause and consequence as analytical tools for understanding change over time. Historical events rarely have a single, proximate cause—some happen immediately before an event, some long before an event; some play a central role, and some merely contribute. Some causes may also be considered consequences, and the significance of the event may change depending on your framing of that event. In this activity, you will quickly learn about different types of causes.

Note that “Alphonse the Camel” is a story that was used in the Big History Project course, so you might be familiar with it. Although the story is being reused in this course, the way it’s being used is different, so be sure to pay close attention to the differences!

Start by reading the following story:

Alphonse the Camel

Once upon a time, there was a camel (called Alphonse). For various reasons (relating to an unfortunate accident during his birth) the camel had severe back problems. This was not the end of his misfortune, however, because he also had an evil, exploitative owner (called Frank the Camel Killer). Frank had hated camels ever since he experienced a nasty incident in his childhood involving a camel’s hoof and his rear end. He was very bitter and hadn’t trusted camels since.

Frank regularly overloaded his camels prior to taking them on grueling and totally unnecessary round trips up and down mountains on his way to deliver goods to his customers. These customers, shockingly, were completely indifferent to these frequent and gross violations of the rights of camels and even found Frank and his antics vaguely endearing. On top of it all, Alphonse was sometimes his own worst enemy. Camels are very proud creatures, and he would act tough in front of his camel friends, and on his rare breaks he would show off how much he could carry.

Plenty of camels had died doing similar work to Alphonse and his friends. After a particularly nasty few weeks when camels were keeling over left, right, and center, the camels decided to form a union to defend their rights and protect them from evil owners. However, when it comes down to it, camels are selfish creatures who don’t trust each other. They were more worried about looking after themselves than about working together, and the union soon fizzled out.

One Friday, Frank had just finished loading up Alphonse and his poor exploited fellow creatures for yet another grueling and totally unnecessary round trip up and down the mountains. He had piled and piled and piled up the goods onto Alphonse’s back and was taking a break, chewing a straw while thinking smugly about his handiwork. On a whim, he decided to add the bedraggled straw he had been chewing to Alphonse’s load. Alphonse groaned obligingly. He eyed his owner with disgust. He keeled over and died of radical and irreversible back collapse.

Now, list all the reasons you can think of for why Alphonse died. Once you and your class have come up with a final list, write all the reasons on sticky notes or cards.

Arrange your stickies or cards into three different categories: short-, intermediate-, and long-term causes. Once you’ve arranged your cards by timeframe, look at your short-term cards to identify the triggering event in the story. The triggering event is defined as the most immediate cause of an event. Be ready to share your categorizations with the class.

You might notice that you didn’t categorize long-, intermediate-, and short-term causes the same way as some of your classmates. That’s OK! Our perspective—in this case, timeframe—can shift how we categorize the causes. Therefore, the definitions of long term, intermediate term, and short term vary and depend on the timeframe or periodization that you use to examine an event.

Finally, take a look at the Causation Tool (included in the Causation – Introduction worksheet), which is meant to help you categorize causes and consequences. Although you haven’t been introduced to everything on the tool quite yet, you will become familiar with role, type, and effects soon enough! You can use this tool to create a causal map or other representation of causation. Eventually, you will probably get so used to the tool that you won’t need it anymore. But for now, it will help as you get used to this type of historical analysis.