Four Worlds of History Attention all recipients of this file:

Four Worlds of History 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 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. Slides that refer directly to items on the CALIS Activities Database have the item referenced. This file was first created for a partnership with Hawthorne School District, Teresa Hudock, Director, CALIS or usc.edu/calis Initial Launch: July 6, 2016 This Edition: Jan 20, 2017 Slide Count: --

Four Worlds: 4W Analysis
Inference Exercise Identify Factors & Trace Dynamics Table of Contents  Main Items & Issues 3 – Inference Exercise… Links for student handouts on the CALIS Activities Database 4 – Example 1 – jobs & class: division of labor, specialization, class, status 12 – Example 2 – beliefs & government: divine right, monarchy, legitimate authority 27 – Example 3 – taxes: 29 – 48 – 54 –

Organize information from the quote into a 4W analysis chart.
Inference Exercise: Identify factors and trace dynamics 4W analysis Political World Economic World Intro activity on CALIS Activities Database: Students should refer to “the factor sheet” – 4W reference sheet 1 0.0 - Four Worlds of History: Social Science Factors 6.2a - c) Inference Exercise - Sumer: 4W quote activity Organize information from the quote into a 4W analysis chart. Social World Cultural World Note: links only work during the slideshow  3

Inference Exercise: Identify factors and trace dynamics
4W analysis “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.” Example #1 Political World Economic World Proceed to Step 1. Social World Cultural World Reminder: When you’re using “Normal” view under the VIEW tab, then it’s useful to select the ANIMATIONS tab which will reveal if the slide has layers. Quote found in History Alive! The Ancient World, TCI, 2004 4 Chapter 5: Was Ancient Sumer a Civilization? – page 44

4W analysis “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.” social structure different jobs social levels status several classes Political World Economic World 1 Place each highlighted term in the world where it belongs. Social World Cultural World 5

4W analysis “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.” social structure different jobs social levels status several classes Political World Economic World different jobs 2 After organizing highlighted terms, identify 4W factors. 4W factors Social World Cultural World On the “factor sheet” -- draw students attention to where the top part of each column is the structure of the world and the bottom part are its key concepts. The placement of these five terms should be straightforward. If students had difficulty, then give examples to clarify. social structure social levels several classes status 6

4W analysis “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.” social structure different jobs social levels status several classes 4W factors Political World Economic World different jobs 3 Which other economic factors are similar to “different jobs”? factors Social World Cultural World social structure social levels several classes status 7

4W analysis “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.” social structure different jobs social levels status several classes 4W factors Political World Economic World different jobs division of labor specialization 4 What is the direction of the relationship (an arrow) relationship Social World Cultural World between the factors in these two worlds? factors In other words, if you were to draw an arrow between these two worlds, which direction would it go? social structure social levels several classes status 8

4W analysis “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.” social structure different jobs social levels status several classes 4W factors Political World Economic World 5 Label the arrow! different jobs division of labor What is the relationship? relationship specialization What is the verb for this relationship? Social World Cultural World Always label an arrow with a verb in order to describe the relationship. social structure social levels several classes status 9

Different jobs create different social classes.
Inference Exercise: Identify factors and trace dynamics 4W analysis “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.” social structure different jobs social levels status several classes 4W factors Political World Economic World 6 What is the significance? significance different jobs division of labor specialization create Social World Cultural World Different jobs create different social classes. NOTE: What other verbs could be used to describe the relationship? create, determine, establish, generate, form, shape social structure social levels several classes status 10

Different jobs create different social classes.
Inference Exercise: Identify factors and trace dynamics 4W analysis “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.” social structure different jobs social levels status several classes 4W factors Political World Economic World 6 What is the significance? significance different jobs division of labor Starting over 5000 years ago, this relationship between jobs and classes is the same today. specialization create Social World Cultural World Different jobs create different social classes. social structure From ancient society to modern society, this relationship between factors is a dynamic of society that still exists. social levels several classes status Using a 4W analysis, we can identify factors and trace dynamics of any issue in society in order to be more critical thinkers about policy and personal decisions. 11

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.” Example #2 Political World Economic World Proceed to Step 1. Social World Cultural World Example 2 Quote found in History Alive! The Ancient World, TCI, 2004 12 Chapter 5: Was Ancient Sumer a Civilization? – page 45

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 belief powerful order must obey the will of the gods Political World Economic World 1 Place each highlighted term in the world where it belongs. Social World Cultural World If students are unsure about the two phrases, ask these leading questions… In which world is “belief” a factor? (cultural world)  And what do Sumerians believe? Their specific beliefs would be listed in the cultural world. Factors and details of the factors go together. 13

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 belief powerful order must obey the will of the gods Political World Economic World kings powerful order 2 After organizing highlighted terms, identify 4W factors. 4W factors Social World Cultural World Their specific beliefs would be listed in the cultural world. Factors and details of the factors go together. beliefs chosen by the gods must obey the will of the gods 14

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 belief powerful order must obey the will of the gods 4W factors Political World Economic World kings power powerful order 3 Add a factor. Which type of government has a king? type of government Social World Cultural World Which type of government has a king?  monarchy beliefs chosen by the gods must obey the will of the gods 15

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 belief powerful order must obey the will of the gods 4W factors Political World Economic World type of government monarchy kings power powerful order 4 What is the direction of the relationship (an arrow) relationship Social World Cultural World between the factors in these two worlds? factors In other words, if you were to draw an arrow between these two worlds, which direction would it go? beliefs chosen by the gods must obey the will of the gods 16

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 belief powerful order must obey the will of the gods 4W factors Political World Economic World 5 Label the arrow! type of government monarchy kings What is the relationship? relationship power powerful What is the verb for this relationship? order Social World Cultural World Always label an arrow with a verb in order to describe the relationship. beliefs chosen by the gods must obey the will of the gods 17

Beliefs support the type of government.
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 belief powerful order must obey the will of the gods 4W factors Political World Economic World 6 What is the significance? type of government significance monarchy kings Our beliefs about who has authority over our lives will determine the type of government that has the right to rule over our society. power powerful order supports Social World Cultural World Beliefs support the type of government. beliefs chosen by the gods must obey the will of the gods 18

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 belief powerful order must obey the will of the gods 4W factors Political World Economic World 6 What is the significance? type of government significance monarchy kings Our beliefs about who has authority over our lives will determine the type of government that has the right to rule over our society. power powerful authority right to rule order legitimate authority Social World Cultural World divine right In the Western World, the belief in divine right lasted for over 5,000 years till the Enlightenment. beliefs chosen by the gods must obey the will of the gods 19

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 belief powerful order must obey the will of the gods 4W factors Political World Economic World 6 What is the significance? type of government significance monarchy kings power powerful During the Enlightenment, new beliefs about natural rights and individual rights took hold. new beliefs order legitimate authority legitimate authority Social World Cultural World divine right natural rights Students are not “studying” the Enlightenment in 6th grade Ancient World History… But this is a historical connection that helps students make sense of history and relationships. Whatever level of familiarity students have with ideas of the Enlightenment, this is a perfect moment to help clarify their significance… and to further demonstrate the supportive relationship between beliefs and government. beliefs all men have inalienable rights chosen by the gods of life, liberty, and the pursuit of happiness must obey the will of the gods 20

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 belief powerful order must obey the will of the gods 4W factors Political World Economic World 6 What is the significance? type of government significance monarchy kings revolution legitimate authority Social World Cultural World natural rights Students are not “studying” the American Revolutionary War in 6th grade Ancient World History… But this is a historical connection that helps students make sense of history and relationships. What ever level of familiarity students have with the Declaration of Independence, this is a perfect moment to help clarify its significance. rebellion social movements protest beliefs all men have inalienable rights When their beliefs changed, people fought to change their form of government. of life, liberty, and the pursuit of happiness 21

How did kings have legitimate authority over their people?
Political World Economic World “It is God who establishes kings. They thus act as ministers of God and His lieutenants on earth. It is through them that he rules. This is why we have seen that the royal throne is not the throne of a man, but the throne of God himself. It appears from this that the person of kings is sacred, and to move against them is a crime. Since their power comes from on high, kings… should exercise it with fear and restraint as a thing which has come to them from God, and for which God will demand an account. sacred power Social World Cultural World account This ppt is intended for 6th grade students to see how their current learning will connect to studying other periods in history… But it is also intended for 8th and 10th grade students to be reminded of the “big picture” historical context/roots of early modern and modern history. Jacques Bossuet, late 1600s For over five thousands years, from the first city-states in Sumer to Hammurabi in Babylon and the pharaohs of Egypt, to the kings of medieval Europe, religious beliefs gave complete support to absolute rulers. religious beliefs support absolute rulers 10th grade Modern World History World History: Modern Times, Glencoe, 2006, page 176

How did kings have legitimate authority over their people? legitimate authority Political World 4W factors Economic World type of government monarchy Explain the factors and dynamics of divine right. kings absolute power legitimate authority Beliefs support the type of government. Social World Cultural World divine right The Enlightenment (8th and 10th grade) connected to Sumer… provides a strategic way to review factors and dynamics of divine right.  How does divine right provide legitimate authority to kings? accountability ideas beliefs only indirectly to the people… through direct accountability to God Kings are chosen by God. religion

How did kings have legitimate authority over their people? legitimate authority Political World 4W factors Economic World type of government monarchy Explain the factors and dynamics of divine right. kings sacred power divine authority Beliefs support the type of government. Social World Cultural World divine right Connecting the Enlightenment (8th and 10th grade) to Sumer… provides a strategic way to review factors and dynamics of divine right.  How does divine right provide legitimate authority to kings? accountability only to God ideas beliefs Kings are chosen by God. religion

How did kings lose their power and authority over their people?
Political World Economic World U.S. Declaration of Independence IN CONGRESS, July 4, 1776 The unanimous Declaration of the thirteen united States of America When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another… We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. --That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness… unalienable Rights Social World Cultural World Once again, students are not “studying” the American Revolutionary War in 6th grade Ancient World History… But this is a historical connection that helps students make sense of history and relationships. What ever level of familiarity students have with the Declaration of Independence, this is a perfect moment to help clarify its significance.

Political World 4W factors Economic World type of government monarchy Explain how new ideas during the Enlightenment led to revolutions against kings. kings power authority Social World Cultural World divine right Connecting the Enlightenment (8th and 10th grade) to Sumer… provides a strategic way to review factors and dynamics that led to revolutions against kings ideas beliefs religion Kings are chosen by God.

Political World 4W factors Economic World type of government monarchy Explain how new ideas during the Enlightenment led to revolutions against kings. kings During the Enlightenment, new beliefs about natural rights and individual rights took hold. new beliefs power power authority authority Without divine right to rule, kings lost their power and authority. legitimate authority Social World Cultural World natural rights divine right Connecting the Enlightenment (8th and 10th grade) to Sumer… provides a strategic way to review factors and dynamics that led to revolutions against kings ideas beliefs religion all men have inalienable rights Kings are chosen by God. of life, liberty, and the pursuit of happiness

“taxes.” Proceed to Step 1.
Inference Exercise: Identify factors and trace dynamics 4W analysis “taxes.” Example #3 Political World Economic World Proceed to Step 1. Social World Cultural World Quote found in 28 xx

4W analysis Political World Economic World Social World Cultural World 29

Have fun reviewing with this line-up activity!
As you consider how to summarize the relationships, main ideas and significance of Sumer… Have fun reviewing with this line-up activity! CALIS Activities Database: 6.2a - c) Inference Exercise - Sumer: Rise of City-States As described on the CALIS Activities Database: summary: "Placard Process" where students respond to leading questions in order to: Trace the impact of technology that provided a turning point in human history from small villages to the first city-states. A second entry on this database provides the placards that match this series of questions. Direct link to copy/paste:

Have fun reviewing with this line-up activity!
6.2a - c) Inference Exercise - Sumer: Rise of City-States The inaugural “placard process” at Mulholland Middle School, LAUSD Just to clarify, Karen West created the activity and her 6th grade students “plowed through it” in Fall 2009! Then we wrote up the lesson for the Activities Database and did it with teachers at a workshop.

Are they hiding in plain sight? Can you hear them, see them?
Do you think you can find social science factors in historical fiction? Are they hiding in plain sight? Can you hear them, see them? CALIS Activities Database: 6.2a - c) Inference Exercise - Sumer: Changes in Daily Life Suggested as an "exit ticket" or graded assessment. As described on the CALIS Activities Database: summary: Student activity to consider changes in Sumer and how they affected daily life. Different from expository text, this exercise uses historical fiction so that students can practice active reading with narrative text. The narrative combines inferring concepts with making connections to impact on daily life. The activity explicitly notes the main ideas and significance of Sumer as a turning point in human history. Direct link to copy/paste:

The Power of Words Targeting a Rich Vocabulary
In the spirit of E.B. White: “Anyone who writes down to children is simply wasting his time. You have to write up, not down. Children are demanding. They are the most attentive, curious, eager, sensitive, quick and generally congenial readers on earth. They accept, almost without question, anything you present them with, as long as it is presented honestly, fearlessly and clearly. Some writers for children deliberately avoid using words they think a child doesn’t know. This emasculates the prose and, I suspect, bores the reader. Children are game for anything. I throw them hard words, and they backhand them over the net. They love words that give them a hard time, provided they are in a context that absorbs their attention.” E.B. White, American Writer, 1899–1985

Four Worlds │ 4W Analysis
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 social science factors adapted by Teresa Hudock, Director, and Sandy Line, Associate CALIS, USC

Four Worlds │ 4W Analysis
Center for Active Learning in International Studies School of International Relations UNIVERSITY OF SOUTHERN CALIFORNIA For more information, contact: Teresa Hudock Classroom materials are available free online at dornsife.usc.edu/calis

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