Deliverable

🌳 Root Cause Analysis

Critical Thinking & Problem Solving Content Expertise Self Directed Learning Effective Communication Collaboration Academic Mindset CCSS.ELA-Literacy.RI.5.3 CCSS.ELA-Literacy.RL.5.3 CCSS.ELA-Literacy.W.4.7 CCSS.ELA-Literacy.W.5.7 CCSS.ELA-Literacy.W.4.9 CCSS.ELA-Literacy.W.5.9 CCSS.ELA-Literacy.RI.5.6 CCSS.ELA-Literacy.SL.4.1 CCSS.ELA-Literacy.SL.5.1 Big Ideas Performance Tasks Real-World Challenge Learning Partners and Clients Submission Required

Students create a cause-and-effect map that traces how bias, slavery, status, and language barriers shape unfair treatment in the novel, history sources, and the Delaware challenge. They then turn the map into an evidence-based claim about the root causes of the challenge and support it with linked reasons and examples. Students must include evidence that confirms the claim and at least one detail that complicates it.

Plan day

Day 10

Duration

45 min

Grouping

Small Group

Steps

6 steps

Lesson plan

6 steps · 45 min

#	What teachers do
1	Launch the task by naming the focus question: What is the root cause of unfair treatment across the novel, history, and the Delaware challenge? Model 1 short example of a cause-and-effect chain using simple vocabulary such as root cause (main reason), evidence (facts from a text), and complicate (add a detail that makes the idea less simple). (5 min)
2	Invite pairs to reread selected evidence from Chains, a historical source, and a short Delaware scenario about language barriers and unfair treatment. Ask students to highlight or mark details that show bias, slavery, status, language barriers, abuse of power, resistance, or fairness from different points of view. (8 min)
3	Have pairs sort their evidence onto a cause-and-effect map with branches such as bias, slavery, status, and language barriers. Students draw arrows to show how one cause can lead to unfair treatment and where causes connect, using at least one piece of evidence from each source set. (10 min)
4	Pause for a structured partner talk in which students explain their map using sentence starters such as 'A deeper cause is ___ because ___' and 'This detail complicates our thinking because ___.' Partners must question each other respectfully and decide which cause seems most powerful across the three contexts. (7 min)
5	Guide students to turn the map into a written root-cause claim with linked reasons and evidence. Each pair writes 1 clear claim, includes 2-3 supporting details from literary and informational texts, and adds 1 detail that complicates the claim instead of fully agreeing with it. (8 min)
6	Close with a quick share-out and revision check connected to the upcoming trial and community hearing. Pairs read their claim to another pair, receive 1 suggestion for stronger evidence or clearer reasoning, and make one final revision before turning in their map and claim. (7 min)

Preparation (8 items)

Prepare a large cause-and-effect map template with a center box for 'unfair treatment' and branches for bias, slavery, status, language barriers, actions, and outcomes.
Select short, readable excerpts from Chains, one or two brief historical sources, and a short Delaware case or scenario that shows bias or language barriers in workplaces or public spaces.
Differentiate texts by providing at least two reading levels, audio support if available, and key vocabulary cards with brief definitions and visuals.
Create a model claim and a partially completed sample map that shows how to connect one cause to one effect without giving away the full task.
Prepare color-coding materials or sticky notes so students can mark evidence by source: novel, history, and Delaware challenge.
Post discussion sentence starters for agreeing, disagreeing respectfully, asking for evidence, and naming a complicating detail.
Set up pairs or triads strategically so students can discuss with support, including language partners where needed.
Prepare a short checklist for success criteria so students can self-assess before submission.

Student-facing instructions

You will work with a partner to figure out the root cause, or main reason, behind unfair treatment across three contexts: the novel, history sources, and a Delaware challenge. You will use your texts, a cause-and-effect map, and writing materials or sticky notes. First, you will gather evidence that shows bias, slavery, status, language barriers, power, resistance, or fairness. Next, you will place that evidence on your map and draw arrows to show how causes connect to effects. Then you will write one evidence-based claim that explains the root cause of unfair treatment. Your claim must include details from the novel and informational sources, and it must also include at least one detail that complicates your idea by showing the issue is not simple. Your goal is to create a strong map and claim that can help you later in the Locktons trial and the community hearing recommendation.

Success criteria

You are successful when you and your partner complete a cause-and-effect map with evidence from all three contexts, show clear links between causes and effects, and identify one root cause of unfair treatment. Your written claim includes at least 2-3 accurate pieces of evidence, names at least one complicating detail, and explains how power, bias, status, slavery, or language barriers affect people. You also contribute to partner discussion by explaining your thinking, listening to another idea, and revising your work after feedback. You can say, 'We are done' when our map is complete, our claim is clear, and we checked that our evidence comes from more than one source.

Facilitator notes

Keep the pace brisk and visible since this lesson fits a 45-minute block. Remind students that root cause means the deepest or strongest reason, not just the first event that happened. Common pitfall: students may list facts without linking them; prompt them to use arrows and words like because, leads to, increases, and limits. Another pitfall is oversimplifying people as all good or all bad; push students to include the complicating detail so they judge actions, not labels. For students who need support, provide a smaller set of preselected quotes, a partially filled map, picture-supported vocabulary, and oral rehearsal before writing. For students ready for extension, ask them to compare which cause is strongest in the novel versus the Delaware challenge and explain why. Monitor discussions for respectful disagreement and evidence-based reasoning, especially when students discuss slavery, bias, and immigrant experiences. Keep the real audience visible by reminding students that their thinking can later shape questions for Legal Aid of Delaware advocates and Hispanic/Latino community center staff.

Resources

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