1. 1 Four Worlds of History Materials developed by or through CALIS are made available online via a database that serves as a digital file cabinet of teaching resources. The Activities Database is a free resource in support of teachers, students, and curriculum reform. When teachers or other CALIS partners write, adapt, or collaborate on materials—they are cited. The source information includes their affiliated schools or organizations. As others download and further adapt these materials—all credit and source lines, for teachers as well of for USC CALIS, should remain in tact as the original source. Teresa Hudock, Director, CALIS 213-740-7794 or calis@usc.educalis@usc.edu usc.edu/calis First, thank you for opening this powerpoint and considering using it! Attention all recipients of this file: Whether the file was sent to you directly from Teresa or relayed by a colleague, CALIS and USC rely on your professionalism for proper credits and sourcing: Initial Launch: August 5, 2014 This Edition: Aug 21, 2014 Slide Count: 75 This file was first created for an LAUSD workshop (Aug 2014) that has been postponed. Slides that refer directly to items on the CALIS Activities Database have the item referenced.

2. 2 Four Worlds of History Ancient World History 6 th grade Table of Contents  Main Items & Issues 3 – Social Science Factors – clarifying the purpose & priorities of the 4W model 8 – Getting start with the economic world 23 – Inference Exercise (Quote Activity) – Active Reading to Organize/Analyze Info 29 – Sentence Construction – Relating Details and Factors 54 – Have fun with quotes! 19 – Content Standard 6.2 – Early Civilizations: Mesopotamia 58 – Optional Intro to 4W – Karen West’s DRW class 48 – Follow-up Exercises: Summary, Active Review, Assessment, Use the News

3. 3 Social Science Factors basic factors of the human condition that are important to recognize …regardless of how they are described Four Worlds of History

4. 4 Social Science Factors that are important to recognize …regardless of how they are described basic factors of the human condition AND that are important to recognize …when they are missing Four Worlds of History 4

5. 5 Social Science Factors Identifying factors, relating factors, and is the science of the social sciences. determining the “most important" factors the science social sciences

6. 6 Four Worlds of History Social Science Factors The absolute PRIORITY of the 4W model purposeful meaningful relevant critical elements of being student-centered 6

7. 7 Four Worlds of History Social Science Factors The absolute PURPOSE of the 4W model student-driven analysis toward independent critical thinking critical elements of being student-centered 7

8. 8 Political WorldEconomic World Social World Starting with the economic world… How do we produce what we need to survive? Cultural World production 8

9. 9 Political WorldEconomic World Social World Starting with the economic world… How do we produce what we need to survive? Cultural World production 9

10. wanted to create and maintain a stable food supply. People in the region of Sumer People everywhere – across all time – want a stable food supply. 10

11. It is important to have the supplies we need… and fun to have the supplies we want! 11

12. Some supplies are necessary for survival… depending on how we have structured our society for our survival. Hunger Games 12

13. 13 Political WorldEconomic World Social World Starting with the economic world… How do we produce what we need to survive? Cultural World means of production 13

14. 14 Political WorldEconomic World Social World Starting with the economic world… How do we produce what we need to survive? Cultural World means of production 14

15. in order to water their crops First and foremost, Sumerians needed to control the water supply People everywhere – across all time – need to control the water supply. Ancient MayansLogar Province Bio-diversity Project Afghanistan Central America India All farmers need an irrigation system. 15

16. Water is used for recreation and art. Digging the Canal by Simon Williams, New Zealand 16

17. Water is a natural resource that is necessary for survival. People have always had to bring water to where they need it. California Aqueduct 17

18. Water is a natural resource that is necessary for survival. People have always had to bring water to where they need it. 18

19. 19 Political WorldEconomic World Social World Cultural World 6.2Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 2.Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power. agricultural techniques production of economic surplus emergence of cities geographic political economic religious social structures Trace the development analyze centers of culture and power California HSS Content Standards 19

20. 20 Political WorldEconomic World Social World Cultural World 6.2Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 2.Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power. agricultural techniques production of economic surplus emergence of cities geographic political economic religious social structures Trace the development analyze centers of culture and power Focus Question? Writing Prompt? California HSS Content Standards 20 6.0 - Course Mapping - Plan Overview CALIS Activities Database:

21. 21 Political WorldEconomic World Social World Cultural World 6.2Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 2.Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power. agricultural techniques production of economic surplus emergence of cities geographic political economic religious social structures Trace the development analyze centers of culture and power California HSS Content Standards Was Ancient Sumer a Civilization?  How was Ancient Sumer a Civilization? How were the first small villages able to transition to large settlements and develop into urban centers? Trace the impact of technology that lead to the first city-states. Why was this a turning point in human history? 21

22. Irrigation team in Afghanistan US soldier in Afghanistan Compare the background here and here The Rise of City-States… 22

23. 23 Political WorldEconomic World Social World Record key words from the Quote Activity onto a blank 4W chart: Source for quotes: History Alive! The Ancient World, TCI, 2004, pages 33-49 Chapter 4: The Rise of Sumerian City-States; Chapter 5: Was Ancient Sumer a Civilization? Cultural World Identifying Factors… 6.2a - c) Inference Exercise - Sumer: 4W quote activity Intro activity on CALIS Activities Database: Organize information from the Inference Exercise onto a blank 4W chart: 23

24. 24 Political WorldEconomic World Social World Cultural World a) “Faced with such dramatic seasonal changes, farmers had to constantly struggle to raise their crops. Either they had too little water, or they had too much. To succeed in growing food, they needed a way to control the water so they would have a reliable water supply all year round.” p 36 Inference Exercise Source for quotes: History Alive! The Ancient World, TCI, 2004, pages 33-49 Chapter 4: The Rise of Sumerian City-States; Chapter 5: Was Ancient Sumer a Civilization? Organize information from the Inference Exercise onto a blank 4W chart:

25. 25 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: a ■ struggle to raise crops Cultural World  reliable water supply farmers raise crops water Identify factors that relate to these details. factors supply a) “Faced with such dramatic seasonal changes, farmers had to constantly struggle to raise their crops. Either they had too little water, or they had too much. To succeed in growing food, they needed a way to control the water so they would have a reliable water supply all year round.” p 36 farmers struggle to raise crops needed a way to controlwater reliable water supply ■ need a way to control water a way to control water 25

26. 26 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: a ■ struggle to raise crops resources Cultural World  reliable water supply farmers production raise crops water Identify factors that relate to these details. factors supply a) “Faced with such dramatic seasonal changes, farmers had to constantly struggle to raise their crops. Either they had too little water, or they had too much. To succeed in growing food, they needed a way to control the water so they would have a reliable water supply all year round.” p 36 farmers struggle to raise crops needed a way to controlwater reliable water supply ■ need a way to control water a way to control water means of production 26

27. 27 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: a ■ struggle to raise crops resources Cultural World c) “Civilizations need a stable food supply… Sumerians invented two things to help them create a stable food supply... one of these inventions—their complex irrigation systems. Sumerians built networks of canals, dams, and reservoirs to provide their crops with a regular supply of water.” p 43 stable food supply create irrigation systems ■ need a way to control water  reliable water supply farmers production canals, dams, and reservoirs raise crops a way to control water water means of production Add these details to the 4W chart. supply inventions 27

28. 28 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: a ■ struggle to raise crops resources Cultural World c) “Civilizations need a stable food supply… Sumerians invented two things to help them create a stable food supply... one of these inventions—their complex irrigation systems. Sumerians built networks of canals, dams, and reservoirs to provide their crops with a regular supply of water.” p 43 stable food supply create irrigation systems ■ need a way to control water  reliable water supply farmers production canals, dams, and reservoirs raise crops a way to control water water means of production Identify factors that relate to these details. factors c irrigation systems = canals, dams, reservoirs  stable food supply supply food supply inventions invention 28

29. 29 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: a ■ struggle to raise crops resources Cultural World ■ need a way to control water  reliable water supply farmers production raise crops a way to control water water means of production c irrigation systems = canals, dams, reservoirs  stable food supply supply food supply invention technology infrastructure Construct a sentence that relates these details & factors. factors 29

30. relating information sentence construction is about In the social sciences… irrigation system water supply 30

31. relating information sentence construction is about In the social sciences… irrigation system water supply Irrigation systems enable farmers to control the water supply. enable Irrigation systems allow farmers to control the water supply. allow Irrigation systems help farmers to control the water supply. help Because farmers need to control the water supply, they design irrigation systems consisting of canals, dams, and reservoirs. Because Farmers create irrigation systems because they need to control the water supply. because create need design need 31

32. relating information sentence construction is about In the social sciences… infrastructure production increases 32

33. relating information sentence construction is about In the social sciences… infrastructure production increases Improving infrastructure can increase production. increase infrastructure production In a sentence, factors can be related to each other. factors related 33

34. relating information sentence construction is about In the social sciences… infrastructure production In Sumer, building an infrastructure of canals, dams and reservoirs increased production of crops. infrastructure production increases Improving infrastructure can increase production. increase infrastructure production In a sentence, factors can be related to each other. In a sentence, specific details can describe the factors. cropsincreased canals, dams and reservoirs factors related factors specific details 34

35. relating information sentence construction is about In the social sciences… infrastructure production In Sumer, building an infrastructure of canals, dams and reservoirs increased production of crops. infrastructure production increases Improving infrastructure can increase production. increase infrastructure production In a sentence, factors can be related to each other. In a sentence, specific details can describe the factors. cropsincreased canals, dams and reservoirs factors related factors specific details Building an infrastructure of canals, dams and reservoirs enabled Sumerians to control the water supply so they could produce a stable food supply. enabled so producecontrol the water supply stable food supply A sentence can explain the main idea. main idea 35

36. 36 Political WorldEconomic World Social World Cultural World d) “A social structure includes different jobs and social levels. People at higher levels have greater status than others… Archeologists have found evidence that several classes of people lived in Sumer.” p 44 Inference Exercise Source for quotes: History Alive! The Ancient World, TCI, 2004, pages 33-49 Chapter 4: The Rise of Sumerian City-States; Chapter 5: Was Ancient Sumer a Civilization? Organize information from the Inference Exercise onto a blank 4W chart: 36

37. 37 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: d different social levels / class  status Cultural World different jobs Identify factors that relate to these details. factors d) “A social structure includes different jobs and social levels. People at higher levels have greater status than others… Archeologists have found evidence that several classes of people lived in Sumer.” p 44 d classes jobs social levels status 37

38. 38 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: d different social levels / class  status class Cultural World different jobs division of labor social levels d) “A social structure includes different jobs and social levels. People at higher levels have greater status than others… Archeologists have found evidence that several classes of people lived in Sumer.” p 44 d classes jobs social levels status How are the economic and social worlds connected? status “different”  special specialization 38

39. relating information sentence construction is about In the social sciences… jobs class Different jobs create different classes. create 39

40. 40 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: Cultural World h) “One special group of officials patrolled the canals. They looked for damage and made sure farmers didn’t take water illegally.” p 45 Inference Exercise 40

41. 41 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: Cultural World h) “One special group of officials patrolled the canals. They looked for damage and made sure farmers didn’t take water illegally.” p 45 officials canals illegally damage patrolled 41

42. 42 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: h patrolled the canals Cultural World officials h) “One special group of officials patrolled the canals. They looked for damage and made sure farmers didn’t take water illegally.” p 45 officials canals Identify factors that relate to these details. factors  damage or water taken illegally damage illegally canals illegally damage patrolled 42

43. 43 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: h patrolled the canals Cultural World officials managing the commons h) “One special group of officials patrolled the canals. They looked for damage and made sure farmers didn’t take water illegally.” p 45 officials canals public goods Identify factors that relate to these details. factors  damage or water taken illegally damage illegally canals illegally damage patrolled 43 patrol police

44. 44 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: Cultural World b) “Farmers could no longer live apart, or in small groups. They were connected for miles around by the canals. They had to work together for the common good.” p 37 Inference Exercise 44

45. 45 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: b could not live apart Cultural World farmers b) “Farmers could no longer live apart, or in small groups. They were connected for miles around by the canals. They had to work together for the common good.” p 37 common good canals Farmers Inference Exercise  had to work together  for the common good common good connected by the canals canals 45

46. 46 Political WorldEconomic World Social World Organize information from the Inference Exercise onto a blank 4W chart: h patrolled the canals Cultural World officials managing the commons public goods  damage or water taken illegally damage illegally canals How are these details & factors related? factors “The system had to maintained constantly. …Gradually, villages came to depend on each other to build and maintain their complex irrigation systems.” Difficulties in Building and Maintaining a Complex Irrigation System p 37 maintained maintain Maintaining b could not live apart farmers  had to work together  for the common good common good connected by the canals canals not live apart connected work together 46

47. relating information sentence construction is about In the social sciences… Canals needed to be maintained constantly so it was best if Sumerians worked together for the common good. so Because canals needed constant maintenance, Sumerians worked together for the common good. Because 47 Sumerians worked together in order to maintain the canals for the common good. in order to

48. 48 6.2a - f) Writing Exercise - Sumer: Summary Options CALIS Activities Database: After working with sentence construction, what would be a well written summary?

49. 49 6.2a - c) Inference Exercise - Sumer: Rise of City-States CALIS Activities Database: As you consider how to summarize the relationships, main ideas and significance of Sumer… Have fun reviewing with this line-up activity!

50. 50 6.2a - c) Inference Exercise - Sumer: Rise of City-States Have fun reviewing with this line-up activity! The inaugural “placard process” at Mulholland Middle School, LAUSD

51. 51 6.2a - c) Inference Exercise - Sumer: Changes in Daily Life CALIS Activities Database: Are they hiding in plain sight? Can you hear them, see them? Do you think you can find social science factors in historical fiction?

52. 52 NPR: Detroit Shuts Off Water As It Tries To Collect Millions Owed CALIS Activities Database: do some of the factors jump out at you? When reading, watching or listening to the news, factors

53. 53 Sumer & NPR report: Vocabulary  factors, concepts, ideas, dynamics How is “managing the commons” part of both stories? the stories of ancient city-states and Detroit today

54. 54 - Abraham Lincoln it is hard to verify their authenticity.” “The problem with quotes on the Internet is that

55. 55

56. 56

57. 57

58. 58 Political WorldEconomic World Social World Organize these four words into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World king crops gods scribe 58

59. 59 Political WorldEconomic World Social World Organize these four words into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World king crops gods scribe kingcrops scribegods Identify the factors that justify your placements. factors 59

60. 60 Political WorldEconomic World Social World Organize these four words into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World king crops gods scribe kingcrops scribegods form of government resourcesproduct role in society belief system Identify the factors that justify your placements. factors 60

61. 61 Political WorldEconomic World Social World Place these sentences into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Kings ruled by divine authority. Kings were chosen by the gods. kingcrops scribegods 61

62. 62 Political WorldEconomic World Social World Place these sentences into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Kings ruled by divine authority. Kings were chosen by the gods. kingcrops scribegods Kings were chosen by the gods. Kings ruled by divine authority. 62

63. 63 Political WorldEconomic World Social World Place these sentences into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Kings ruled by divine authority. Kings were chosen by the gods. kingcrops scribegods Kings were chosen by the gods. Kings ruled by divine authority. 63

64. Sumerians believed that merchants sold goods for the king. Sumerians believed that the king got power from the gods. Sumerians recorded their prayers on clay tablets. Sumerians recorded the movements of the planets. Which statement shows how Sumerian religion and government were connected? A. B. C. D. TCI chapter quiz for The Ancient World. 64

65. 65 Political WorldEconomic World Social World Place these sentences into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Farmers paid part of their crops for taxes. The scribe recorded the taxes paid. kingcrops scribegods 65

66. 66 Political WorldEconomic World Social World Place these sentences into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Farmers paid part of their crops for taxes. The scribe recorded the taxes paid. kingcrops scribegods The scribe recorded the taxes paid.Kings were chosen by the gods. taxes Kings ruled by divine authority. Farmers paid part of their crops for taxes. law & order 66

67. 67 Political WorldEconomic World Social World Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Pyramids (tombs / architecture) – cultural Pyramids (afterlife / religious belief) – cultural Pyramids – tombs for the afterlife What about the pyramids? 67

68. The art and architecture of ancient Egypt were designed to emphasize the… A. Value of the arts in daily life. B. Role of the individual as an artist. C. Idea of beauty as seen by the artist. D. Religious idea of eternal life. CST release question for Egypt (Standard 6.2.5) 68

69. 69 Political WorldEconomic World Social World Place these sentences into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Kings ruled by divine authority. Kings were chosen by the gods. Kings ruled by divine authority. kingcrops scribegods Identify the factors that justify your placements. factors 69

70. 70 Political WorldEconomic World Social World Place these sentences into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Kings ruled by divine authority. Kings were chosen by the gods. Kings ruled by divine authority. How are the political and cultural worlds connected? form of government belief system 70

71. 71 Political WorldEconomic World Social World Place these sentences into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Kings ruled by divine authority. Kings were chosen by the gods. Kings ruled by divine authority. form of government belief system supports The belief system supports the form of government. 71

72. 72 Political WorldEconomic World Social World Place these sentences into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Kings ruled by divine authority. Kings were chosen by the gods. Kings ruled by divine authority. form of government belief system supports The belief system supports the form of government. 72

73. 73 Political WorldEconomic World Social World Place these sentences into a 4W chart: Introductory strategy developed by Karen West, 6 th grade English-History core Mulholland Middle School, LAUSD, 2009 Cultural World Kings ruled by divine authority. Kings were chosen by the gods. Kings ruled by divine authority. form of government belief system legitimate authority Construct a sentence to connect the factors. 73

74. 74 Four Worlds of History a project of the Center for Active Learning in International Studies UNIVERSITY OF SOUTHERN CALIFORNIA Four Worlds analytical framework developed by Steven Lamy, Professor of International Relations, USC Four Worlds of History adapted by Teresa Hudock, Director, and Sandy Line, Associate CALIS, USC

75. 75 Four Worlds of History Center for Active Learning in International Studies School of International Relations UNIVERSITY OF SOUTHERN CALIFORNIA For more information, contact: Teresa Hudock calis@usc.edu 213-740-7794 Classroom materials are available free online atdornsife.usc.edu/calis