1. Finding Balance in Four Worlds of Policy Jennifer Osorio Banning High, Los Angeles USD USC CALIS Teacher Associate Presentation for CCSS 2014

2. Student Centered Lessons Develop Independent Critical Thinking Support Student Driven Analysis Use of Analytical Tools with Systematic Processes to Increase the Depth and Complexity of Analysis USC CALIS High School Case Teaching Initiative

3.  Core Analytical Tool  Promotes Analysis from Multiple Perspectives  Facilitates Deconstruction of Ideas, Events, Problems and People Four Worlds developed by Professor Steven Lamy, USC School of International Relations

4.  Purpose: Government needs to provide order (rule of law), stability, security, prosperity  Who: Government, Military, Citizens  How: Creates a social contract (Constitution) that defines the rights and responsibilities of citizens and the role of government.  Me:

5.  Purpose: To create prosperity and a higher standard of living.  Who: Business Owners, Consumers, Labor  How: Creates incentives to produce goods and services to satisfy the needs/wants of a society and allocates the resources: land, labor, capital  Me:

6.  Purpose: To provide meaning and preserve tradition.  Who: Religious orders, Ethnic groups  How: Attempts to explain the unknown. Establishes religions and provides rules to live our lives by and practices that reinforce meaning.  Me:

7.  Purpose: The need for people to organize themselves to influence the greater good.  Who: Non Governmental Organizations (NGO’s)  How: Groups people with like interests to create solutions to problems and collectively influence government policies, economic interests and cultural practices.  Me:

8. Steven Lamy, Professor of International Relations at the University of Southern California: ? How do you live in each of the four worlds? ? What do people need from each of the four worlds? ? How do the interests of different “actors” create trade-offs in meeting the needs of society?

9. Copyright © 2013 National Public Radio® Listen: http://www.npr.org/blogs/health/2013/08/15/211411828/patients-can-pay-a- high-price-for-er-convenience [7 min 49 sec] http://www.npr.org/blogs/health/2013/08/15/211411828/patients-can-pay-a- high-price-for-er-convenience Transcript developed by USC CALIS for high school case teaching: http://usc-calis.net/db/search.php?search=er+convenience&Submit=Search

10. Common Core Strategy: Students need to “productively struggle” with complex text “Multiple reads with multiple purposes” Read #1: Individually, highlight explicitly written content terms, underline unfamiliar words. Read #2: Small groups, recognize implied content terms from the text & create questions about the text in the right hand column. Read #3: Listen to podcast and take notes on the overarching issues and implications of the case (the big picture) and connect to the content.

11. Place the following sentences in the world you think it belongs. Underline or highlight the word/s that caused you to place it in the world. Line 4: Recently some medical entrepreneurs have reengineered the E.R. experience. Line 52: [ERs are] not being built where they’re most needed, in poor neighborhoods, rural communities, or in areas with lots of uninsured people. Line 101: By Law [insurance companies] must cover emergency room visits, even if the ER is not in their network Line 136: Some states have tougher regulations for freestanding E.R.’s, like requiring them to be a part of a hospital system

14. Problem solving tool  Describe  Explain  Predict  Prescribe  Participate Think-pair-share: highlight 3-4 key terms in the Describe section that illustrate the key issues & ideas

17. Part 2

18.  Quest for Security  Political Liberal = individual freedom (liberty): Support for democratic rule with… limited power/role of government, constitutional rights, equal opportunity, and a free market system  Challengers: More government intervention is needed. Promoting the well-being of society and protecting the common good is ultimately the best way to promote freedom.

19.  Quest for Prosperity  Economic Liberal = freedom in the market: Support for the free market system with little or no government intervention, including low taxes, easy access to credit, and minimal regulation in labor and environment  Challengers: More government intervention is needed to resolve contradictions (“failures”) that exist naturally in the market and to uphold equity and safety for labor & consumers.

20.  Quest for Meaning  Cultural Liberal - individual freedom (liberty): Support rights of conscience and lifestyle, thus rejecting government intervention in privacy issues  Challengers: Government regulation of cultural & religious practices or individual behavior may be appropriate to preserve society’s traditional values.

21.  Quest for Equity  Social Liberal: freedom to reach potential: Since individuals are the basis of society, they should have access to basic necessities for fulfillment, such as education, economic opportunity, and protection from harmful macro- events beyond their control. To social liberals, these benefits are considered rights.  Challengers: Individuals should be responsible for themselves. Government safety nets create a culture where people are dependent on their government and thus do not work their hardest to make a better life for themselves.

22.  Where does the ER case fall on the Economic Liberalism Continuum? Why?  Social Liberalism Continuum? Why?  Political Continuum? Why?

24.  Copyright © 2013 National Public Radio® Listen: http://www.npr.org/2013/03/25/174989702/shift-in-gay-marriage-support- mirrors-a-changing-americahttp://www.npr.org/2013/03/25/174989702/shift-in-gay-marriage-support- mirrors-a-changing-america [4 min 34 sec] Transcript developed by USC CALIS for high school case teaching: http://usc- calis.net/db/search.php?search=shift+in+gay+marriage&Submit=Search

25.  How and why does society change? Where does the story begin? Compare Cultural & Political Liberal Continuums Examine & clarify contradictions in opinions and policies

27.  Government does not decide right and wrong, but must balance equally important competing values  Government operating principle: serve the greater good but with respect for human rights.  How?

30. For more information: Center for Learning in International Studies Teresa Hudock, Director Office: 213-740-7794 Email: calis@dornsife.usc.educalis@dornsife.usc.edu Website: dornsife.usc.edu/calisdornsife.usc.edu/calis

31. Different tools and case options! More continuums! More Common Core Strategies! Thank you for your attendance and participation!