1. 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, there is the option that 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: use color-coded role cards for World Leaders – After students share a few of their responses, distribute the factor sheet and have them 1) circle factors they already listed, 2) match factors with details/examples they listed (like baptism and kayaking on the next slide) and 3) add factors with examples based on more connections they can make to water in their world

2. Which factors are related to these images?
Political World
Economic World
managing the commons
production
natural resources
public goods
infrastructure
infrastructure
innovation
efficiency
water
Social World
Cultural World
sports
lack of
Baptism
equity
religion
access
identity
practices
rites & rituals
kayaking
leisure activities

3. water How do we produce what we need to survive? Ancient Sumer
Political World
Economic World
Social World
Cultural World
Ancient Sumer
irrigation
Mesopotamia
infrastructure
3500 BCE
means of production
water
Use factors to connect issues
across time and across cultures
Factors link past & present!

4. in order to water their crops
First and foremost, people in ancient Sumer 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)
Afghanistan
Ancient Mayans
Central America
India
Central America
Afghanistan
India
People everywhere – across all time – need to control the water supply.
All farmers need an irrigation system.

5. 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
Hawthorne
People always have to bring water to where they need it.

6. 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 always have to bring water to where they need it.

7. Past & Present
“One special group of officials patrolled the canals. They looked for damage and made sure farmers didn’t take water illegally.”
Ancient Sumer, 3500 BCE
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 7

8. “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
Factor the sentence!
Political World
Economic World
Social World
Cultural World
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
Identify three political factors related to this information.
Which key words determined your inferences?
Active Reading & Active Listening
Skill  infer factors 8 8

9. Where does the money come from to pay these government workers?
Who pays for pipes and all the equipment to install pipes and fix broken pipes?
Where does the money come from to pay these government workers?
Who pays to build all the water treatment plants? 9

10. 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
corporate
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 10 10

11. In California, it is against the law to waste water because there is a water shortage.11

12. In what ways does access to clean water transform a community?
A Long Walk to Water is a short novel written by Linda Sue Park and published in It includes the true story of Salva Dut, a part of the Dinka tribe and a Sudanese Lost Boy, and the fictional story of Nya, a young village girl that was a part of the Nuer tribe. Park used this book as a platform to support Dut's program, Water for South Sudan.
In what ways does access to clean water transform a community? 12

13. 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 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 13

14. How did the agricultural revolution lead to the birth of civilization?
Explicitly Connect Past–Present–Personal
How did the agricultural revolution lead to the birth of civilization?
Students trace the impact of technology
that created a turning point in human history:
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:
Given the impact of technology in recent decades,
are we living at a turning point in human history?

15. 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 15 15

16. Societies have strengths or weaknesses across these factors.
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.
factors
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.
Societies have strengths or weaknesses across these factors.
Absence or loss of certain factors can lead to the decline of a society. 16

17. 17

18. 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. 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.
Vanessa, 7th grade
The 8th graders had used 4W during both 7th grade World History and 8th grade US History. 18 18

19. Center for Active Learning in International Studies
USC CALIS
Center for Active Learning in International Studies
School of International Relations
University of Southern California
University of Southern California
For more information, contact:
Los Angeles
Teresa Hudock 19

20. Analytical Tools & Case Teaching
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 especially for the Hawthorne School District for pilot testing with 6th grade Ancient History
Dec 4, 2017
Teresa Hudock, Director, USC CALIS or
dornsife.usc.edu/calis
Initial Launch: Dec 4, 2017
This Edition: #2 -- Dec 6, 2017 20