Welcome Hawthorne! Greetings from USC CALIS Hawthorne School District and USC CALIS have formed a partnership for middle school students GOAL Integrate History-Social Sciences & English Language Arts independent critical thinking For the HPA—Hawthorne Parents Academy, which of these slides will be good to use with parents about the Four Worlds (4W) analytical frame? Use HSS analytical tools to develop ELA skills 1

Independent Critical Thinking Input Output listening speaking reading writing active articulate INPUT active reading & active listening = be able to infer & relate concepts/ideas (factors, virtues, etc.) = be able to think critically about information/ideas Main idea: Students achieve greater skills as a result of greater understanding. Teach ideas, and the skills improve as their grasp of ideas improves. Ideas are the focus, using tools that support understanding/skills. greater understanding = stronger skills OUTPUT clear, cohesive speaking & writing = be able to further synthesize, evaluate information/ideas = be able to express critical thinking 2

Independent Critical Thinking Once you are equipped to be a critically thinking listener and reader, then you are equipped to be an articulate speaker and writer. As your understanding of history deepens, your skills in language arts will grow. The art of teaching is the art of assisting discovery. Mark Van Doren USC CALIS │ School of International Relations (IR) 3

Social Sciences & Language Arts Integration 6th Grade Ancient World History Mesopotamia: The Rise of Sumerian City-States Inquiry Arc  Focus Question How were the first small villages able to transition to large settlements and develop into urban centers?  Culminating Writing Prompt Or: What was the agricultural revolution and what was its effect on human history? Or: Trace the impact of technology that provided a turning point in human history from villages to the first city-states.? 4

How is water part of each world? Four Worlds of… Water How is water part of each world? Political World Economic World Social World Cultural World How is government involved with water? What kinds of products & services involve water? water How is water a class issue? Does water have special meaning for some people or special uses? 4W intro Step 1: At this point, students do not use the factor sheet. Just think about it… Use a quick think-pair-share:  Files for role cards for “world leaders” are on the Hawthorne page of the CALIS site Assign pairs to each world and display the supporting questions. Add more prompting questions if students need greater support to get started.

Which factors can be related to this image? Political World Economic World managing the commons production natural resources public goods infrastructure infrastructure innovation & efficiency water Social World Cultural World religion lack of Do students see larger or more subtle relationships?  Religion is a often a major portion of a person’s identity. When using images – as in the Four Worlds of Me – students need to label images with a factor and explain (clarify) the relationship. equity identity & access practices rites & rituals

How are the Four Worlds present in the feature film story of Antz? Political World Economic World Social World Cultural World

Each world has different influences on me and I have a role & influence in each world, too! I live in four worlds! Political World Economic World Social World Cultural World

4W Inventory – Factor Review water Antz me Using three different colors, highlight the factors on the factor sheet that were idenitified for each 4W exercise water Antz me Before students get to the first inference exercise using textbook quotes, they can see how they are building their familiarity and understanding of 4W factors. 9

Enduring Dynamics #1 What is the connection between a society's form of government and its beliefs, ideas, and expectations? 4W factors Political World Economic World Social World Cultural World type of government ideas beliefs expectations 10

Inference Exercise: Identify factors and trace dynamics Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” #1 Political World Economic World Social World Cultural World Proceed to Step 1. Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 11

Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” kings chosen by the gods #1 belief powerful order must obey the will of the gods Political World Economic World Social World Cultural World kings powerful order 1 Place each highlighted term in the world where it belongs. beliefs chosen by the gods must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 12

Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” kings chosen by the gods #1 belief powerful order must obey the will of the gods Political World Economic World Social World Cultural World kings power powerful order order 2 After organizing highlighted terms, identify 4W factors. 4W factors beliefs beliefs chosen by the gods must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 13

Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” kings chosen by the gods #1 belief powerful order must obey the will of the gods Political World Economic World Social World Cultural World type of government monarchy kings power powerful order order 3 Add a factor. Which type of government has a king? type of government beliefs beliefs chosen by the gods must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 14

Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” kings chosen by the gods #1 belief powerful order must obey the will of the gods Political World Economic World Social World Cultural World type of government monarchy kings power powerful order order 4 What is the direction of the relationship (an arrow) relationship between the factors in these two worlds? factors beliefs beliefs chosen by the gods must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 15

Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” kings chosen by the gods #1 belief powerful order must obey the will of the gods Political World Economic World Social World Cultural World type of government 5 Label the arrow! monarchy kings What is the relationship? power powerful relationship What is the verb for this relationship? verb order order legitimate authority support Beliefs support the type of government. divine right What is the special term for this belief? beliefs chosen by the gods Is there a factor for this relationship? factor must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 16

Beliefs support the type of government. What is the significance? Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” kings chosen by the gods #1 belief powerful order must obey the will of the gods Political World Economic World Social World Cultural World type of government monarchy kings power powerful order order legitimate authority support Beliefs support the type of government. divine right 6 What is the significance? beliefs chosen by the gods Our beliefs about who has authority over our lives will determine the type of government that has the right to rule over our society. must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 17

Beliefs support the type of government. Enduring Dynamics #1 What is the connection between a society's form of government and its beliefs, ideas, and expectations? 4W factors Political World Economic World Social World Cultural World monarchy type of government In the Western World, the belief in divine right lasted for over 5,000 years till the Enlightenment. kings legitimate authority support Beliefs support the type of government. divine right ideas Our beliefs about who has authority over our lives will determine the type of government that has the right to rule over our society. beliefs expectations 18

Independent Critical Thinking Input Output listening speaking reading writing active speaking articulate INPUT active reading & active listening Show what you know! = be able to infer & relate concepts/ideas (factors, virtues, etc.) = be able to think critically about information/ideas Main idea – students achieve greater skills as a result of greater understanding Teach ideas and the skills improve as their grasp of ideas improves Ideas are the focus using tools that support understanding/skills Understanding=skills OUTPUT clear, cohesive speaking & writing speaking = be able to further synthesize, evaluate information/ideas = be able to express critical thinking 19

Pass the mic Explain the importance of divine right. Inspired by 90 seconds to prepare in pairs, then… Pass the mic Explain the importance of divine right. What is it and how did it work? In this context, it’s not intended to be a polished fast pitch, but a short, clear and meaningful explanation in an informal setting. In the spirit of JayWalking, this is street talk – simple and straightforward, as well as articulate and insightful. Do students use the factors to explain it… A person who is not part of the “prep pair” holds the mic and asks the question. As the mic is passed, students elaborate on each other’s explanations with additional “bullet points” and different examples. To elaborate -- they could cite the timing that Sumerian city-states started over 5,000 years ago in 3500 BCE? If you included that divine right lasted up to the Enlightenment (in the 1600s), do they include that when asked to elaborate? 20

Tell her about the four worlds thing. Inspired by For teachers: 90 seconds to prepare in pairs, then… Pass the mic A parent sees you in the parking lot and wants to ask a quick question… What’s the four worlds thing my child is talking about? What is it and why is it important? In this context, it’s not intended to be a polished fast pitch, but a short, clear and meaningful explanation in an informal setting. A person who is not part of the “prep pair” holds the mic and asks the question. At home, students must have QUALITY VERBAL INTERACTION with their families. For students: You’re at a family gathering and your mom is telling your aunt about your history class being supported by USC. She asks you… Tell her about the four worlds thing. 21

Social Sciences & Language Arts Integration GOAL: independent critical thinking “Not knowing an answer is very uncomfortable. The process of good reasoning requires us to delay landing on an answer. It requires us to doubt any preconceived ideas and seek for why an answer might be wrong. [Students] must delay an answer. In order for students to deeply reason, they must sustain doubt. They must learn to enjoy the muddle of looking for holes in a theory. If we want students to reason deeply we must make this process of reasoning the main point of academics.” That's Why: Examining Reasoning and Justification Catherine Underwood and Kathryn Gullo Both are National Board Certified Teachers and UCLA Writing Project Fellows in LAUSD. California English, Vol 20.4, April-May 2015 22

Social Sciences & Language Arts Integration Best Practices Best way to become a better reader… Read more. Best way to become a better writer… Write more. Best way to develop critical thinking is through critical thinking 23

Center for Active Learning in International Studies Four Worlds │ 4W Analysis a project of the Center for Active Learning in International Studies School of International Relations UNIVERSITY OF SOUTHERN CALIFORNIA Four Worlds of Social Science Factors Teresa Hudock, Director, USC CALIS is based on the Four Worlds of International Relations Steven Lamy, Professor, School of IR Classroom materials are available free online at dornsife.usc.edu/calis For more information, contact: Teresa Hudock calis@usc.edu 213-740-7794 24

Hawthorne School District Four Worlds │ 4W analysis Attention all recipients of this file: First, thank you for opening this powerpoint and considering using it!  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: Materials developed by or through CALIS are made available online via a database and website that serve as a digital file cabinet of teaching resources. Materials are free in support of teachers and students, and to promote 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. This ppt was created as part of a partnership with Hawthorne School District, Year 2: 2017-2018. The ppt initially supported a packet of materials reviewed with teachers in August 2017. Hawthorne School District Instructional Leadership Team for Integrating History-Social Science and English Language Arts Teresa Hudock, Director, USC CALIS 213-740-7794 or calis@usc.edu dornsife.usc.edu/calis Initial Launch: Aug 15, 2017 This Edition: Aug 23, 2017 25