An assumption aligned with causality in education is that all students have the background knowledge or schema about the world around them to talk about certain historical events. For example, in the article “Watch Out: Those Pesky Assumptions Can Get in the Way”, author Jim Moulton identifies 9/11 as an example. Moulton assumes that their fifth-grade students would be familiar with the events of September 11, 2001, reflecting this notion. However, the revelation that some students had no knowledge of 9/11 demonstrates the danger of presuming a shared understanding among learners. This assumption overlooks the diverse backgrounds, experiences, and exposures of students, potentially depriving them of essential context and understanding.
