Humanities Aut 1 · 2026–27 · Enquiry: How do personal motives, wider conditions and triggers combine to shape migration and its consequences?
| Key Word | Definition |
|---|---|
| Motive | Personal reason to move |
| Condition | Background state enabling events |
| Trigger | Event that starts the action |
| Counterfactual | 'Without X…' reasoning |
| Decisive cause | The link the outcome turns on |
| Contributory cause | Helps, but not alone sufficient |
1) Name one thing a proud postcard withholds.
2) What is a push factor?
3) What is a pull factor?
4) Name one community that came to the Tees.
1) Provenance predicts…?
2) Motive, condition, trigger — which is the EVENT that starts the move?
3) Famine: motive, condition or trigger for 1840s Irish migration?
4) One phrase that chains causes.
1) 'Both true of something' — what move is this?
2) 'No ironstone, no Middlesbrough.' What kind of claim?
3) How would you test which cause was DECISIVE?
4) Improve: 'People came because of jobs.'
Key Question: A Welsh ironworker buys a one-way ticket to Middlesbrough in 1860. In his pocket: a wage slip, a rent demand, and his cousin's letter. Which one made him go?
Groups: ❤️ MOTIVE (personal reason), 🌍 CONDITION (background state), ⚡ TRIGGER (starting event). Sort: ⛏️ Iron boom on the Tees, 💷 Wanting better wages, ✉️ 'Lodgings sorted. Start Monday.', 🥔 Years of rural poverty in Ireland, 🏭 Works recruiter visits the valley, 👪 Joining a brother already here, 🚂 Cheap rail fares north, 🔒 The pit at home closes for good
Draw lines to match:
⛏️ The Tees iron boom · 💷 Higher wages wanted · ✉️ Cousin's letter · 🥔 The Irish famine · 🚂 The railway network · 🔒 Pit closure at home
Push trigger — removes the alternative · Motive — moves the individual · Trigger — sets when and where · Enabler — makes the journey possible · Crisis — condition and trigger at once · Condition — the stage on which all else plays
motive, condition, trigger, chain, because, letter, boom
"The condition was…" | "His motive was…" | "The trigger came when…"
Chain: C → M → T, labelled. Test: counterfactual on one link. Verdict: "___ was decisive because without it ___; ___ was contributory because ___."
"Both families faced ___, yet only ___ moved" | "The differing link was ___" | "This comparison shows ___ carried the weight because ___"
| Kind | Test question | Local example |
|---|---|---|
| ❤️ MOTIVE | Is this a PERSON’s own reason? | Wanting better wages |
| 🌍 CONDITION | Was this true anyway, whoever was involved? | The iron boom on the Tees |
| ⚡ TRIGGER | Did this decide the WHEN and WHERE? | “Lodgings sorted. Start Monday.” |
Counterfactual: without X, would it still have happened? Comparison: same conditions, different outcome — what differed? Timing: nearest is not heaviest.
Worked: no letter — does he still go? Probably, later, somewhere on the Tees. So the letter chose the WHEN and WHERE; the boom chose the WHETHER. Decisive vs contributory.
| Speed | Roughly | Ironstone, 1850 |
|---|---|---|
| ⏱️ SHORT-TERM | Weeks to months | Recruiters arrive; the first crews are hired |
| 📅 MEDIUM-TERM | Years | Terraces thrown up; whole families follow; chapels built |
| 🏛️ LONG-TERM | Decades to generations | A town of 90,000; a steel identity that outlives the works |
⚡ The GROW move: a consequence can outlive its cause. The ore ran out; the town did not.
🛑 CONDITION OR TRIGGER? THEY BOTH FEEL LIKE “WHY”.
Ask: could you put a DATE on it?
A single dateable event → TRIGGER ⚡ (the letter arrived that Tuesday)
A state of affairs lasting years → CONDITION 🌍 (the boom ran for decades)
And if it is one person’s own reason, it is a MOTIVE ❤️ whatever its date.
❓ IS IT A CAUSE OR A CONSEQUENCE? IT LOOKS LIKE BOTH.
Often it is both — and saying so is the stronger answer.
Migrants arriving is a consequence of the iron boom AND a cause of the housing rush. Write it as a chain: “___ caused ___, which in turn caused ___.”
🔤 Words I might need: motive · condition · trigger · counterfactual · decisive · contributory · consequence · long-term
Build the Chain
1) Label the 5 cards: M / C / T.
2) Arrange: CONDITION → MOTIVE → TRIGGER.
3) "The trigger came when…"
Label, Link, Weight
1) One journey, three kinds named and linked:
2) Counterfactual test on the decisive cause:
3) Verdict — decisive vs contributory:
Comparison Weighting
1) Family A chain / Family B chain:
2) The matched conditions, the differing link:
3) What the comparison proves about weighting:
1) Name the three kinds of cause.
2) The cousin's letter is which kind?
3) The iron boom is which kind?
1) Why can the famine be condition AND trigger?
2) Give the counterfactual test in one line.
3) Decisive vs contributory — define briefly.
1) Why is the trigger rarely the heaviest cause?
2) How does comparison isolate a cause's weight?
3) Weight the 1850 ironstone find: decisive for what, contributory to what?
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | The Causes Web on the wall accepts new strands anytime — string and labels are on the shelf. |
| Voice | Defend your 'decisive cause' verdict aloud in the two-minute soapbox — challengers welcome. |
| Audience | Your weighting verdicts are the worked examples in Friday's BUILD lesson — younger eyes will read them. |
| Influence | Ballot: which person from the chains becomes Week 4's agency case study? Your pick shapes the lesson. |
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.
What I said, and what it changed:
Keep with your book / folder.
| Pupil name: | Date: |
| WWW (What Went Well): | |
| EBI (Even Better If): | |
| Level worked at: Supported / Standard / Stretch | Evidence filed: Yes / Not yet |
| Authorship — what I chose or decided myself: | |
| Support given — prepared / scribed / modelled / hand-over-hand: | |
| Pupil response — my next step: | |
GROW Humanities · Week 3 · Cause and Consequence
Add your class once — names stay on this device only, and every Made by Matt lesson on it shares the list. Band each pupil so questions are tier-matched.
Pass is always allowed — passing still counts as taking part.