1. 6th grade quote for Greece
Four Worlds │ 4W analysis
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6th grade quote for Greece
Initial Launch: Jan 23, 2017
This Edition: Jan 24, 2017
Slide Count: 15
For Jan 25 session
Teresa Hudock, Director, CALIS or
usc.edu/calis

2. Four Worlds: 4W Analysis
Quote Activity
Inference Exercise
Identify Factors & Trace Dynamics

3. Organize information from the quote into a 4W analysis.
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
Organize information from the quote into a 4W analysis.
Social World
Cultural World
Note: links only work during the slideshow  3

4. Inference Exercise: Identify factors and trace dynamics
4W analysis
“They grew much of what they needed in the fertile soil around Sparta. What they couldn't grow, they often took from their neighbors through the power of their armies.”
6th grade example
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
Ancient Greece 4
Chapter 27: Life in Two City-States: Athens and Sparta – page 260

5. Inference Exercise: Identify factors and trace dynamics
4W analysis
“They grew much of what they needed in the fertile soil around Sparta. What they couldn't grow, they often took from their neighbors through the power of their armies.”
grew
what they needed
fertile soil
often took
power of their armies
Political World
Economic World
grew
often took
what they needed
power of their armies
fertile soil 1
Place each highlighted term in the world where it belongs.
Social World
Cultural World 5

6. Inference Exercise: Identify factors and trace dynamics
4W analysis
“They grew much of what they needed in the fertile soil around Sparta. What they couldn't grow, they often took from their neighbors through the power of their armies.”
grew
what they needed
fertile soil
often took
power of their armies
Political World
Economic World
grew
often took
production
food
what they needed
power of their armies
power
military
fertile soil
natural resources 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 terms should be straightforward. If students had difficulty, then give examples to clarify. 6

7. Inference Exercise: Identify factors and trace dynamics
4W analysis
“They grew much of what they needed in the fertile soil around Sparta. What they couldn't grow, they often took from their neighbors through the power of their armies.”
grew
what they needed
fertile soil
often took
power of their armies
Political World
Economic World
grew
often took
production
conquest
food
what they needed
survival
power of their armies
power
military
fertile soil
natural resources 3
Which other factors are similar to the ones listed?
factors
Social World
Cultural World 7

8. Inference Exercise: Identify factors and trace dynamics
4W analysis
“They grew much of what they needed in the fertile soil around Sparta. What they couldn't grow, they often took from their neighbors through the power of their armies.”
grew
what they needed
fertile soil
often took
power of their armies
Political World
Economic World
grew
often took
production
conquest
food
what they needed
survival
power of their armies
power
military
fertile soil
natural resources 4
What is the direction of the relationship (an arrow)
relationship
Social World
Cultural World
between the factors in these two worlds?
factors 8

9. Inference Exercise: Identify factors and trace dynamics
4W analysis
“They grew much of what they needed in the fertile soil around Sparta. What they couldn't grow, they often took from their neighbors through the power of their armies.”
grew
what they needed
fertile soil
often took
power of their armies
Political World
Economic World
grew
often took
production
conquest
food
what they needed
survival
power of their armies
power
attack
military
fertile soil
natural resources
Social World
Cultural World 5
Label the arrow!
What is the relationship?
relationship
What is the verb for this relationship? 9

10. Nations will often use their military to secure food or resources.
Inference Exercise: Identify factors and trace dynamics
4W analysis
“They grew much of what they needed in the fertile soil around Sparta. What they couldn't grow, they often took from their neighbors through the power of their armies.”
grew
what they needed
fertile soil
often took
power of their armies
Political World
Economic World
grew
often took
production
conquest
food
what they needed
survival
power of their armies
power
attack
military
fertile soil
natural resources
Nations will often use their military to secure food or resources.
Social World
Cultural World 6
What is the significance?
significance
From ancient society to modern society,
this relationship between factors
is a dynamic of society that still exists. 10

11. 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.

12. How many social science factors can you find 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
4W Themes: Book List for Four Worlds of Literature
Changes in Daily Life is 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:
Focus on 6th Grade
6.0 - Course Calendar: History through Literature

13. 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.”
With a fully memorized oration, the end product goes beyond improving speaking skills because the whole process involves absorbing the mechanics of writing involved in reading. As students memorize lines, the expression and confidence they develop in their voice comes from achieving a solid understanding of the reading and how it was written.
E.B. White, American Writer, 1899–1985
For a context that builds students’ appreciation & skill with the power of words, please enjoy
Oration: language arts at its best

14. 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

15. 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