1. If Critical Thinking is the Goal, then Analytical Tools are the Shift
San Bernardino County Superintendent of Schools
in collaboration with the
Riverside County Office of Education
March 24, 2017
An Exploration in History/Social Science:
A 21st Century Shift
If Critical Thinking is the Goal,
then Analytical Tools are the Shift
Analytical Tools
Teresa Hudock
USC CALIS
This ppt file is on the CALIS website.
This file has many links to the CALIS Activities Database

2. A classroom is a construction site
where students must build knowledge and skills
A classroom is a launch pad…
to launch and thrive in demanding new territory.

3. What are the tools students need to think critically?
What tools help build independent critical thinkers?
Analytical Tools

4. Geography & Technology affect all Four Worlds Social Science Factors
Four Worlds of History
story
Geography & Technology affect all Four Worlds
Political World
Economic World
Social World
Cultural World
Social Science Factors
Each world is complex! But the relationship between factors across worlds is the amazing complexity of the human condition.
Each world has its own field of study, but they all overlap as an interdisciplinary field of social science:
political science, economics, sociology, anthropology, psychology, philosophy, etc.
+ geography, the sciences, engineering, etc.
To unpack complex stories, students must become adept at identifying & relating factors. 4

5. What are the Four Worlds of Water?
Political World
Economic World
Social World
Cultural World
water 5 5

6. What are the Four Worlds of Water?
Political World
Economic World
Social World
Cultural World
water
religion
identity
practices
rites & rituals
baptism 6 6

7. What is your best 4W analysis of SpongeBob?
Political World
Economic World
Social World
Cultural World
Examples of topics teachers have used with students to introduce, practice or review 4W factors:
What are the Four Worlds of… garbage, the Super Bowl, cell phones?
In history:
How did the invention of the printing press affect all Four Worlds? 7 7

8. The Four Worlds of SpongeBob
What is your best 4W analysis of SpongeBob?
The Four Worlds of SpongeBob
4W Partner Teacher Olivia Naturman, 7th grade World History, Hesby Oaks School, LAUSD—Sept 2010 8 8

9. What is your best 4W analysis of SpongeBob?
Helpful steps for an intro to 4W factors:
Political World
Economic World
Social World
Cultural World
1. Prompt students to think about "what goes on" or "what is part" of SpongeBob's economic world. ...where does he work? ...who’s his boss? …what do they sell?  Record information to the 4W chart.
Continue with a few other leading questions about the other worlds.  Record more details.
Examples of topics teachers have used with students to introduce, practice or review 4W factors:
What are the Four Worlds of… garbage, the Super Bowl, cell phones?
In history:
How did the invention of the printing press affect all Four Worlds?
3. Ask students to review “the factor sheet” — Social Science Factors — to think about other aspects of life in Bikini Bottom.
4. After the factor sheet is introduced, when students name a SpongeBob character or detail, ask: What factor relates to it?
5. List the factor next to the details and information. 9 9

10. 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 10 10

11. The Math Analogy Factors of 72: 1 72 2 36 3 24 4 18 6 12 8 9
Factoring
The Math Analogy
How fast can you generate a list of factors?
Factors of 72: 1 2 3 4 6 8 72 36 24 18 12 9
12 factors!
“Factoring is like taking a number apart.
It means to express a number as the
product of its factors.”
product of its factors
math.com 11

12. Greatest Common Factor is to research & argue (determine & defend)
Factoring
The Math Analogy
Greatest Common Factor 72 96
The science of the
social sciences
is to research & argue (determine & defend)
which factors are
most important
as a cause…
and as a solution
These two numbers have 8 factors in common 1 2 3 4 6 8 1 2 3 4 6 8 72 36 24 18 12 9 1 2 3 4 6 8 1 2 3 4 6 8 96 48 32 24 16 12
Across history, societies have
many factors in common. 24
24 is the GCF 24
Social science factors combine in a vast variety of ways to produce different societies. 12 12 12

13. 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 13 13

14. In which world would you put slavery?
Political World
Economic World
Social World
Cultural World
What tools do students have
to explore and explain
WHY and HOW
slavery is part of all Four Worlds?
This series of slides on slavery is the simplest illustration to date of how multiple factors are in-play at the same time
-- and how to use the complexity of factors in Four Worlds to do a more in-depth analysis of cause & effect and problem-solving
1414 14

15. slavery Which factors make slavery a part of all Four Worlds? factors
Political World
Economic World
Social World
Cultural World
USC CALIS Activities Database
0.0 - Four Worlds of History: Social Science Factors
Use “the factor sheet”
“reference sheet 1”
slavery
1515 15

16. Which factors make slavery a part of all Four Worlds? factors
Factors are simultaneous yet distinct.
Political World
Economic World
rights
labor
authority
laws
means of production
A 4W analysis enables teachers & students to easily illustrate detail & complexity.
slavery
Social World
Cultural World x
equity
status
beliefs
identity
class
custom
segregation
hierarchy
shared values
practices
privilege
1616

17. cause and effect slavery
What is the root cause of slavery?
How does context matter?
Political World
Economic World
legal system
production system
rights
labor
authority
laws
means of production
cause and effect
slavery
Social World
Cultural World x
class system
belief system
equity
status
beliefs
identity
class
custom
segregation
hierarchy
shared values
practices
privilege
1717

18. Not everyone’s beliefs change
Given the many factors involved, what is the best approach to abolishing slavery?
Political World
Economic World
change
legal system
production system
the status quo
rights
labor
authority
laws
means of production
change
problem-solving
slavery
Not everyone’s beliefs change
Social World
Cultural World
protest movement
Is this a better question for US historical context?
“Given the many factors involved, what were the primary factors that led to the end of slavery in the US?”
This slide of a 4W analysis starts with cultural factors, but different arguments could start with different factors.
Question must be open-ended, but students can use 4W framework to formulate different reasoning with other evidence.
class system
belief system
equity
status
beliefs
identity
class
custom
segregation
hierarchy
shared values
practices
privilege
challenge
Abolitionist ideas & values
the status quo
start here
1818

19. political economy political culture Political World Economic World
Social World
Cultural World
▪ type of government
▪ legal system
▪ military
▪ means of production
▪ types of labor & work
▪ goods & services
establishes the rules of the game
how we make a living
rights
political economy
production
role of government
distribution
structure
18th Amendment = “Prohibition”
ban alcohol
▪ social structure: class, status, position, roles
▪ civil society
▪ news, information, media
▪ education, literacy
▪ daily life: customs, traditions, practices
▪ beliefs, values
▪ the arts
personal choice
Our values, beliefs and expectations are not monolithic… In some cases, majority rules; in other cases, a very active or powerful minority
individual freedom
activism
political culture
how much we act on our values
quality of life
ideology
Temperance movement
political will
values, beliefs, expectations
vocal minority?
are not monolithic

20. (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 20 20

21. 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: The links only work during the slideshow  21

22. 22 22

23. 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
Chapter 5: Was Ancient Sumer a Civilization? – page 44 23

24. 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
Political World
Economic World 1
Place each highlighted term in the world where it belongs.
Social World
Cultural World 24

25. 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
Political World
Economic World
different jobs 2
After organizing highlighted terms, identify 4W factors.
4W factors
Social World
Cultural World
social structure
The placement of these five terms should be straightforward. If students had difficulty, then give examples to clarify.
On “the factor sheet” -- Draw students attention to the top part of each column that indicates the structural factors that are the more “concrete factors”. The bottom part of each list has the more conceptual factors that are more abstract.
social levels
several classes
status 25

26. 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
different
jobs 3
Which other economic factors are similar to “different jobs”?
factors
Social World
Cultural World
social structure
social levels
several
classes
status 26

27. 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
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
social structure
In other words, if you were to draw an arrow between these two worlds, which direction would it go?
social levels
several
classes
status 27

28. 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 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
social structure
Always label an arrow with a verb in order to describe the relationship.
social levels
several
classes
status 28

29. 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.
social structure
NOTE: What other verbs could be used to describe the relationship?
create, determine, establish, generate, form, shape
social levels
several
classes
status 29

30. 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. 30

31. Google images - search: dwp common goods / managing the commons
The history behind this image is fully loaded with other 4W factors! 31

32. Google images - search: dwp common goods / managing the commons
The history behind this image is fully loaded with other 4W factors! 32

33. Back to water
“One special group of officials patrolled the canals. They looked for damage and made sure farmers didn’t take water illegally.”
6th grade textbook
Sumer, p 45
History Alive!
Google images - search: dwp
common goods / managing the commons
The history behind this image is fully loaded with other 4W factors!
L.A. DWP employees walk along one of many roadways constructed in Owens Lake at the Southern end of the Owens Valley located between the Eastern Sierra Nevada and Inyo Mountains.
Los Angeles Times, 2013 33

34. “One special group of officials patrolled the canals
“One special group of officials patrolled the canals. They looked for damage and made sure farmers didn’t take water illegally.”
Ancient Sumer, c 3500 BCE
Identify three political factors related to this information.
Political World
Economic World
Social World
Cultural World
Which key words determined your inferences?
legitimate authority
public goods
▪ officials patrolled the canals
officials
canals
infrastructure
▪ looked for damage
damage
▪ made sure …didn’t take water illegally
illegally
laws
managing the commons
rights 34 34

35. 35

36. Identify factors related to the DWP.
About Us: Providing clean, reliable water and power and excellent customer service in a safe, environmentally responsible and cost-effective manner.
Identify factors related to the DWP.
Political World
Economic World
Social World
Cultural World
managing the commons
public goods
production
trade
infrastructure
commerce
property
income
sales
taxes
redistribution
fees, charges
TAXES are government revenue used to plan, build and maintain water systems – locally, state-wide and regionally.
Residents also pay for their use of water – but the price or rate must be approved by local and state government.
The LADWP provided more than 200 billion US gallons (760 billion liters) of water in 2003, pumping it through 7,226 miles (11,629 km) of pipe. In fiscal year 2004–2005:
48% of the water came from the Sierra Nevada mountains via the Los Angeles Aqueduct;
41% came from the Metropolitan Water District of Southern California, which transports water from the California Aqueduct and Colorado River Aqueduct;
11% was from local groundwater, a resource that is actively managed and allocated, but is continually being threatened by chemical pollutants, such as MTBE and perchlorates;
1% came from recycled water and was used for irrigation, recreation, and industrial purposes.
-- June 14, 2013
DWP utility bill
public health
households
daily life
public welfare
▪ drinking water
▪ sink, shower, toilet
▪ lawn, garden
▪ pool, jacuzzi 36 36

37. Does the Four Worlds approach help you with writing?4
Does the Four Worlds approach help you with writing?
(transcript of student discussion)
Political World
Economic World
Social World
Cultural World
It helped me with my writing because it helped me make my writing more detailed because the Four Worlds really helped me thoroughly understand why these factors are important and why they matter. …It helps me because I can explain what influences it and then what it influences. It can help my writing be a lot more thorough.
The 8th graders had used 4W during both 7th grade World and 8th grade US.
Vanessa, 7th grade 37 37

38. Starting with the economic world… How do we produce what we need to survive?
Political World
Economic World
production
Social World
Cultural World
Production of food – necessary for survival.
There is also production of everything else we see in stores… clothing, shoes, furniture, jewelry, refrigerators… 38

39. Starting with the economic world… How do we produce what we need to survive?
Political World
Economic World
means of production
Social World
Cultural World
Production of food – necessary for survival.
There is also production of everything else we see in stores… clothing, shoes, furniture, jewelry, refrigerators… 39

40. First and foremost, Sumerians needed to control the water supply
in order to water their crops
Suggestion: #3 – Have students refer to the “factor sheet” to highlight factors.
In the column of geographic factors: water – an example of natural resources
Where else do they see “resources” as a factor?
 In economics, and one of the specific types of resources: natural
In the column of economic factors: irrigation – an example of infrastructure
Where else do they see “infrastructure” as a factor?
 Politics: infrastructure – as an example of managing the commons
 Technology: infrastructure (but irrigation is not listed there as an example)
Clarify that infrastructure is an example of the impact of technology
… and in this case, it is an invention (not a discovery)
Ancient Mayans
Logar Province
Bio-diversity Project
Central America
Afghanistan
India
People everywhere – across all time – need to control the water supply.
All farmers need an irrigation system.

41. What do these pictures have in common?
Compare the background here
and here
Irrigation team in Afghanistan
US soldier in Afghanistan

42. Water is a natural resource that is necessary for survival.
California Aqueduct
Suggestion: #4 – Have students refer to the “factor sheet” to highlight factors.
In the column of economic factors: aqueducts is an example of infrastructure
Like irrigation, aqueducts are infrastructure for water  to control (manage, distribute) the water supply
People have always had to bring water to where they need it.

43. Water is a natural resource that is necessary for survival.
In many “developing countries” – communities have not yet developed an infrastructure for water…
Children – often it is mostly girls in the community – do not have time to go to school or to study because they carry (transport) water needed for the family.
Access to safe drinking water is still the #1 problem in the developing world.
People have always had to bring water to where they need it.

44. How did the agricultural revolution lead to the birth of civilization?
Political World
Economic World
Social World
Cultural World
Ask leading questions to help students elaborate …and connect the role of water
When you want to buy fruits and vegetables at the grocery store, what section of the store do you go to?
 the produce department  production  Farming is producing food  food production  Must have water supply to do farming
agriculture  agricultural production
----- the science, art, or practice of cultivating the soil, producing crops, and raising livestock and in varying degrees the preparation and marketing of the resulting products (merriam-webster.com)
----- cultivation of animals, plants, fungi, and other life forms for food, fiber, biofuel, drugs and other products used to sustain and enhance human life (wikipedia.org) 44

45. How did the agricultural revolution lead to the birth of civilization?
Have fun reviewing with this line-up activity!
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:
The inaugural “placard process” at Mulholland Middle School, LAUSD
USC CALIS Activities Database:
6.2a - c) Inference Exercise - Sumer: Rise of City-States

46. Explicitly Connect Past–Present–Personal
Describe where you are in time.
What are your anchor dates that keep you oriented in time?
Sumer
Mesopotamia …Rise of City-States
4000 BCE
3500 BCE
Fourth Millennium BCE
3000 BCE
3000 BCE
Historical Thinking Skills
2500 BCE
Third Millennium BCE
2000 BCE
Continuity & Change
2000 BCE
1500 BCE
Second Millennium BCE
1000 BCE
What is similar and different about life in ancient Sumer and life today?
1000 BCE
500 BCE
First Millennium BCE
1 BCE
Student Task: In groups of 4, what “anchor dates” do you know in history that you use to “stay oriented” in time with a point of reference?
Examples: 1492 – Columbus landed in (or “discovered”) America // 1776 – US Declaration of Independence (during American Revolutionary War)
Note – If students do not have many anchor dates, then which ones should be part of their general knowledge as they study medieval and early modern history?
1 CE
First Millennium
500
1000
1000
Second Millennium
1500
2000
You Are Here
2000
Third Millennium
2500
3000 46

47. Russia Canada France USA China Egypt India Brazil Australia
Describe where you are in space.
What are your anchor places that keep you oriented in space?
Russia
Canada
France
USA
China
Egypt
India
Brazil
Australia 47

48. Describe where you are in American society.
What are your anchor factors that keep you oriented in ideas & information?
Political World
Economic World
Social World
Cultural World
factors 48 48

49. Human History can be studies as a quest...
Political World
Economic World
Social World
Cultural World
a quest for
a quest for
security
prosperity
We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time
T. S. Eliot
a quest for
a quest for
equity
meaning 49 49

50. Societies have strengths or weaknesses across these factors.
Absence or loss of certain factors can lead to the decline of a society.
Some factors are basic to survival while others help establish more order and greater stability. Some of these factors are needed for a thriving, more humane existence.
These concepts are “factors” of the human condition. When combined in different ways, they produce different types of societies throughout history and around the world today. 50

51. The right tool makes the work easier and the outcome better!
With the right analytical tools
students can literally work smarter!
Some students will build faster
Others will build bigger
Some simple, some elaborate
In their years of apprenticeship with powerful tools, they need the guidance of many master builders

52. Thinking is all about engaging
To engage effectively in thinking about the human condition
students need structure and flexibility.
An analytical tool* provides…
a rigorous frame for CONCEPTS in CONTEXT
that outlines “a big picture” to support deeper reasoning
and specifies criteria for stronger use of evidence
yet is open-ended for divergent thinking
There is nothing passive about learning. The challenge is to engage effectively to manage information and make meaning.
An analytical tool* is a CONTENT-rich conceptual framework
that offers a systematic process for depth and balance
*As defined and developed by USC CALIS

53. Thinking is all about engaging
To engage effectively in thinking about the human condition
students need structure and flexibility.
In order for students to build experience
with the analytical process,
teachers have the pivotal role
-- as always --
to prompt, guide and deepen students’ thinking
using analytical tools.

54. What is the critical intersection of these two ideas?
In the spirit of sanity…
If we want students to become independent critical thinkers,
then teachers must be supported to be the change in instruction that engages students through rigorous tools for critical thinking

55. Attention all recipients of this file:
Thank you for reviewing 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, 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 are noted and linked.
Initial Launch: March --, 2017
This Edition: March --, 2017
Slide Count: --
Teresa Hudock, Director, CALIS or
dornsife.usc.edu/calis