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 8th Grade United States History Trimester 1: Exploring America—American Revolution, Chapters 1—7 Inquiry Arc  Focus Question What factors caused the American Revolution?  Culminating Writing Prompt How did factors come together to cause the American Revolution? Was there a primary factor that led to the war for independence? Was revolution inevitable? Why or why not? 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: Assign pairs or groups of 4 to each world and display the supporting questions. Resource: color-coded role sheets are available

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. What are some spiritual beliefs about water?  spiritually life-giving  symbolic of cleansing one’s soul  “pure water” is what sustains life just  role of purity equity identity & access practices rites & rituals

HMS Hawks on TV Show "Shark Tank" Referring to the factor sheet, focus on economic and social factors. Highlight factors that are directly stated and directly related to what people do in the Shark Tank. Political World Economic World Social World Cultural World HMS Hawks on TV Show "Shark Tank" From your factor sheet, place highlighted factors in a 4W frame: How are the factors related across the two worlds? How is Shark Tank part of the American Dream? 7

Which factors are related to Kiva? Political World Economic World Social World Cultural World Start with this image… Kiva.org Before starting the video: a. What does the web address tell you? Is Kiva a government agency? No  .org = organization  social: part of civil society b. In which world do we record the key words “loan” and “borrower”? economic  connected to finance and access to credit c. Next slide: Read the center paragraph on the 4W handout that provides a transcript of the video 8

Which factors are related to Kiva? Read this transcript of the video. Political World Economic Social Cultural Read this transcript of the video. Organize the underlined words and phrases into the economic or social worlds People around the world work hard every day for their families, for a brighter future, for a chance to make a difference. But hard work isn't always enough… In a world where dreams are universal but opportunity is not, Kiva gives you the chance to help people help themselves by supporting their businesses $25 at a time. Here's the amazing part. It's not a donation. It's a loan! As you're paid back, you can withdraw your money or lend it again. Over 1.5 million people have made a Kiva loan, getting repaid 97% of the time. Your loans provide seeds, livestock, machines, clean energy. It's simple: 1) choose a borrower, 2) make a loan, 3) get repaid, 4) repeat! Before starting the video, use the 4W handout that provides this transcript of the video. Underlined words: opportunity  social // all the rest are economic – Notes: “supporting their businesses” = investing // “seeds, livestock, machines, clean energy” = means of production  then watch: Beyond charity, rethinking how we give -- https://www.youtube.com/watch?v=IEdy6XHkd9k ― 1:34 published: June 1, 2016 ― views as of 4-24-2017: 11,001 9

Which factors are related to Kiva? Political World Economic World Social World Cultural World Beyond charity, rethinking how we give After viewing the video, what other factors are in play? How is Kiva enabling people to rethink charity? …a gift that keeps on giving  gift of a loan can be repeated endlessly AND the gift of investment to “earn a (better) living” or “make a (better) living” = the means to prosper  …targets long-term or permanent relief from poverty through giving the “means to prosper” 10

4W Inventory – Factor Review water Shark Tank Kiva Using three different colors, highlight the factors that were idenitified for each topic water Shark Tank Kiva 11

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 12

Pass the mic What is meant by “the means to prosper”? Inspired by 90 seconds to prepare in pairs, then… Pass the mic What is meant by “the means to prosper”? 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. 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. 13

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 14

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 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 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 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 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 17

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 18

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 19

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. Is there a factor for this relationship? factor 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 20

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. 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 21

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 22

The Enlightenment: Ideas about rights & the role of government Enduring Dynamics #1 What is the connection between a society's form of government and its beliefs, ideas, and expectations? The Enlightenment: Ideas about rights & the role of government “John Locke was born in England in 1632. His thinking about government and people’s rights had a major impact on the Enlightenment… Locke denied the divine right of kings to rule. The true basis of government, he wrote, was a social contract, or agreement, among free people. The purpose of government was to protect people’s natural rights. These included the right to life, liberty, and property. In exchange for this protection, people gave government the power to make and enforce laws.” Quote from History Alive! The Medieval World and Beyond, TCI, 2005 ― Chapter 35: The Enlightenment – page 403 In Creating America – 8th grade textbook – see page 140 23

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 Impact of the Enlightenment Political World Economic World Social World Cultural World monarchy republic type of government constitution democracy kings Was the Enlightenment a turning point in human history? legitimate authority support Beliefs support the type of government. protest divine right natural rights The spread of ideas during the Enlightenment challenged divine right in favor of natural rights. ideas beliefs When the people fought for natural rights, the form of government changed. expectations 24

What is the Four Worlds model and how does it work? 1 What is the Four Worlds model and how does it work? (transcript of student discussion) Political World Economic World Social World Cultural World It’s a system of organizing everything that takes place into one of 4 major categories… We’re focusing on sorting. Factors can influence these four sections in any way and can be combined with any of them. Jordan, 8th grade The factors all can connect depending on one specific example and you can see originally how you place it into one category, and see how it connects to the other three worlds that you at first, didn’t think it would belong in. Audrey, 8th grade The 8th graders had used 4W during both 7th grade World and 8th grade US. I think it’s cool how each of the Four Worlds can affect each other in many different ways like a domino effect. If one thing happens in one world, it can affect lots of other things in different worlds. Noah, 7th grade 25 25

How is Four Worlds different from other ways of learning history? 2 How is Four Worlds different from other ways of learning history? (transcript of student discussion) Political World Economic World Social World Cultural World Before [at my other school] I was just learning important dates and main ideas – basically trying to memorize it. But since using the Four Worlds, I’ve been able to see why these are important dates. Also how they affected life back then and how it affected life today. How there’s not always just a simple ‘this is the answer and it’s the only answer’. There are multiple answers, and thinking outside the box, and thinking more thoroughly than I was before.. Spencer, 8th grade The Four Worlds also helped me because it’s not just regurgitation, it’s analysis. So you can really understand the facts and condense them in a way you can understand. The 8th graders had used 4W during both 7th grade World and 8th grade US. Madison, 7th grade 26 26

(transcript of student discussion) 3 Is there one factor you recognize right away – where you recognize a pattern? (transcript of student discussion) Political World Economic World Social World Cultural World For me, it’s infrastructure— Medieval China, Emperor Wendi reunified China …when he created more infrastructure - improved the Great Wall & the Grand Canal - it really brought China together. That’s how I think about the gateway to China’s golden age with the Tang and Song dynasties. That’s why I think infrastructure’s really important. [Can you connect to 8th grade?] Yes, during the Civil War, the Union had greater communications with other regions also in the North… more canals and railroads needed to transport soldiers as well as goods and other supplies that they needed. I thought that was a big part in how they won the Civil War. Audrey, 8th grade For me, it’s equity & access—The whole world history is all based on how much does one person have compared to what another person has. As we move forward in history… we all have the thinking of what can I do and what can I say to make it so that I can have the same rights and the same abilities as another person… So, that’s history. The 8th graders had used 4W during both 7th grade World and 8th grade US. Spencer, 8th grade 27 27

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. 28

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 29

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 30

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 31

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 17, 2017 This Edition: Aug 22, 2017 32