1. 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

2. 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

3. 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

4. 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

5. 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.

6. 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

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

8. 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

9. 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

10. 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

11. 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

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
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

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
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

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 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

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
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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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 24

25. 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:
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 or
dornsife.usc.edu/calis
Initial Launch: Aug 15, 2017
This Edition: Aug 23, 2017 25