Four Worlds of History
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This file was first created for an LAUSD workshop (Aug 2014) that has been postponed.
Teresa Hudock, Director, CALIS
Initial Launch: August 5, 2014
This Edition: Aug 21, 2014
Slide Count: 75
213-740-7794 or calis@usc.edu
usc.edu/calis
1
Four Worlds of History
Ancient World History
6th grade
Table of Contents  Main Items & Issues
3 – Social Science Factors – clarifying the purpose & priorities of the 4W model
8 – Getting start with the economic world
19 – Content Standard 6.2 – Early Civilizations: Mesopotamia
23 – Inference Exercise (Quote Activity) – Active Reading to Organize/Analyze Info
29 – Sentence Construction – Relating Details and Factors
48 – Follow-up Exercises: Summary, Active Review, Assessment, Use the News
54 – Have fun with quotes!
58 – Optional Intro to 4W – Karen West’s DRW class
2
Four Worlds of History
Social Science Factors
basic factors of the human condition
that are important to recognize
…regardless of how they are described
3
Four Worlds of History
Social Science Factors
basic factors of the human condition
that are important to recognize
…regardless of how they are described
AND that are important to recognize
…when they are missing
4
Four Worlds of History
Social Science Factors
Identifying factors, relating factors, and
determining the “most important" factors
social sciences
sciences .
is the
the science
science of the social
5
Four Worlds of History
Social Science Factors
The absolute PRIORITY of the 4W model
purposeful
meaningful
relevant
critical elements of being student-centered
6
Four Worlds of History
Social Science Factors
The absolute PURPOSE of the 4W model
student-driven analysis
toward
independent critical thinking
critical elements of being student-centered
7
Starting with the economic world… How do we produce what we need to survive?
Political World
Economic World
production
Social World
Cultural World
8
Starting with the economic world… How do we produce what we need to survive?
Political World
Economic World
production
Social World
Cultural World
9
People in the region of Sumer
wanted to create and maintain a stable food supply.
People everywhere – across all time – want a stable food supply.
10
It is important to have the supplies we need…
and fun to have the supplies we want!
11
Some supplies are necessary for survival…
Hunger Games
depending on how we have structured our society for our survival.
12
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
13
Starting with the economic world… How do we produce what we need to survive?
Political World
Social World
means of production
Economic World
Cultural World
14
First and foremost, Sumerians needed to control the water supply
in order to water their crops
Ancient Mayans
Central America
Logar Province
Afghanistan
Bio-diversity Project
India
People everywhere – across all time – need to control the water supply.
All farmers need an irrigation system.
15
Water is used for recreation and art.
Digging the Canal by Simon Williams, New Zealand
16
Water is a natural resource that is necessary for survival.
California Aqueduct
People have always had to bring water to where they need it.
17
Water is a natural resource that is necessary for survival.
People have always had to bring water to where they need it.
18
Political World
Economic World
California HSS Content Standards
economic
6.2 Students analyze the geographic
geographic, political
political, economic,
religious
social structures
structures of the early civilizations
religious, and social
of Mesopotamia, Egypt, and Kush.
2. Trace the development of agricultural techniques that
permitted the production of economic surplus and the
emergence of cities as centers of culture and power
power.
Social World
Cultural World
19
Political World
Economic World
California HSS Content Standards
economic
6.2 Students analyze the geographic
geographic, political
political, economic,
religious
social structures
structures of the early civilizations
religious, and social
of Mesopotamia, Egypt, and Kush.
2. Trace the development of agricultural techniques that
permitted the production of economic surplus and the
emergence of cities as centers of culture and power
power.
Cultural World
Social World
Focus Question?
Writing Prompt?
CALIS Activities Database:
6.0 - Course Mapping - Plan Overview
20
Political World
Economic World
California HSS Content Standards
economic
6.2 Students analyze the geographic
geographic, political
political, economic,
religious
social structures
structures of the early civilizations
religious, and social
of Mesopotamia, Egypt, and Kush.
2. Trace the development of agricultural techniques that
permitted the production of economic surplus and the
emergence of cities as centers of culture and power
power.
Social World
Cultural World
Was Ancient Sumer a Civilization?  How was Ancient Sumer a Civilization?
How were the first small villages able to transition to large settlements and
develop into urban centers?
Trace the impact of technology that lead to the first city-states. Why was this
a turning point in human history?
21
The Rise of City-States…
Compare the background here
and here
Irrigation team in Afghanistan
US soldier in Afghanistan
22
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
Identifying Factors…
Intro activity on CALIS Activities Database:
6.2a - c) Inference Exercise - Sumer: 4W quote activity
Record key words from the Quote Activity onto a blank 4W chart:
Social World
Source for quotes: History Alive! The Ancient World, TCI, 2004, pages 33-49
Chapter 4: The Rise of Sumerian City-States; Chapter 5: Was Ancient Sumer a Civilization?
Cultural World
23
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
Inference Exercise
a) “Faced with such dramatic seasonal changes, farmers had to
constantly struggle to raise their crops. Either they had too little
water, or they had too much. To succeed in growing food, they
needed a way to control the water so they would have a reliable
water supply all year round.” p 36
Social World
Source for quotes: History Alive! The Ancient World, TCI, 2004, pages 33-49
Chapter 4: The Rise of Sumerian City-States; Chapter 5: Was Ancient Sumer a Civilization?
Cultural World
24
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
a farmers
Economic World
■ struggle to raise
raise crops
crops
■ need a way to control water  reliable water
water
supply
Identify factors that relate to these details.
Social World
Cultural World
a) “Faced with such dramatic seasonal changes, farmers had to
constantly struggle to raise their crops.
crops Either they had too little
water, or they had too much. To succeed in growing food, they
needed a way to control the water
water so they would have a reliable
water supply all year round.” p 36
25
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
a farmers
■ struggle to raise
raise crops
crops
Economic World
production
■ need a way to control water  reliable water
water
supply
means of production
resources
Identify factors that relate to these details.
Social World
Cultural World
a) “Faced with such dramatic seasonal changes, farmers had to
constantly struggle to raise their crops.
crops Either they had too little
water, or they had too much. To succeed in growing food, they
needed a way to control the water
water so they would have a reliable
water supply all year round.” p 36
26
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
a farmers
■ struggle to raise
raise crops
crops
Economic World
production
■ need a way to control water  reliable water
water
supply
means of production
resources
Add these details to the 4W chart.
Social World
Cultural World
c) “Civilizations need a stable food supply… Sumerians invented
two things to help them create
create a stable food supply...
supply one of
inventions
irrigation systems.
systems Sumerians
these inventions—their
complex irrigation
canals, dams,
dams, and
and reservoirs
reservoirs to provide their
built networks of canals,
crops with a regular supply of water.” p 43
27
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
a farmers
■ struggle to raise
raise crops
crops
production
■ need a way to control water  reliable water
water
supply
means of production
resources
c invention
irrigation systems
= canals, dams, reservoirs
Identify factors that relate to these details.
Social World
 stable food
food
supply
Cultural World
c) “Civilizations need a stable food supply… Sumerians invented
two things to help them create
create a stable food supply...
supply one of
inventions
irrigation systems.
systems Sumerians
these inventions—their
complex irrigation
canals, dams,
dams, and
and reservoirs
reservoirs to provide their
built networks of canals,
crops with a regular supply of water.” p 43
28
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
a farmers
■ struggle to raise
raise crops
crops
Economic World
production
■ need a way to control water  reliable water
water
supply
means of production
resources
technology
infrastructure
c invention
irrigation systems
 stable food
food
= canals, dams, reservoirs
supply
Cultural World
Social World
Construct a sentence that relates these details & factors
factors.
29
In the social sciences…
sentence construction
irrigation system
is about
relating information
water supply
30
In the social sciences…
sentence construction
irrigation system
is about
relating information
water supply
Irrigation systems enable farmers to control the water supply.
Irrigation systems allow farmers to control the water supply.
Irrigation systems help farmers to control the water supply.
Farmers create irrigation systems because they need to
control the water supply.
Because farmers need to control the water supply, they design
design
irrigation systems consisting of canals, dams, and reservoirs.
31
In the social sciences…
sentence construction
is about
relating information
increases
infrastructure
production
32
In the social sciences…
sentence construction
is about
relating information
increases
infrastructure
production
In a sentence, factors can be related to each other.
Improving infrastructure can increase production
production.
33
In the social sciences…
sentence construction
is about
relating information
increases
infrastructure
production
In a sentence, factors can be related to each other.
Improving infrastructure can increase production
production.
In a sentence, specific details can describe the factors
factors.
In Sumer, building an infrastructure of canals, dams and reservoirs
production of crops
increased production
crops.
34
In the social sciences…
sentence construction
is about
relating information
increases
infrastructure
production
In a sentence, factors can be related to each other.
Improving infrastructure can increase production
production.
In a sentence, specific details can describe the factors
factors.
In Sumer, building an infrastructure of canals, dams and reservoirs
production of crops
increased production
crops.
A sentence can explain the main idea
idea.
Building an infrastructure of canals, dams and reservoirs enabled
Sumerians to control the water supply so they could produce a
supply.
stable food supply
35
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
Inference Exercise
d) “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.” p 44
Social World
Source for quotes: History Alive! The Ancient World, TCI, 2004, pages 33-49
Chapter 4: The Rise of Sumerian City-States; Chapter 5: Was Ancient Sumer a Civilization?
Cultural World
36
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
Identify factors that relate to these details.
d
Cultural World
Social World
d
different jobs
different social levels / class  status
d) “A social structure includes different jobs and social
social levels.
levels
People at higher levels have greater status than others…
Archeologists have found evidence that several classes
classes of
people lived in Sumer.” p 44
37
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
How are the economic and social worlds connected?
d
different jobs
division of labor
“different”  special
Cultural World
Social World
d
specialization
different social levels / class  status
d) “A social structure includes different jobs and social
social levels.
levels
People at higher levels have greater status than others…
Archeologists have found evidence that several classes
classes of
people lived in Sumer.” p 44
38
In the social sciences…
sentence construction
jobs
is about
relating information
class
Different jobs create different classes.
39
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
Inference Exercise
Cultural World
Social World
h) “One special group of officials patrolled the canals. They
looked for damage and made sure farmers didn’t take
water illegally.” p 45
40
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
Cultural World
Social World
h) “One special group of officials
officials patrolled
canals. They
patrolled the canals
looked for damage
damage and made sure farmers didn’t take
water illegally
illegally.” p 45
41
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
Identify factors that relate to these details.
h officials
patrolled the canals
 damage or water taken illegally
Cultural World
Social World
h) “One special group of officials
officials patrolled
canals. They
patrolled the canals
looked for damage
damage and made sure farmers didn’t take
water illegally
illegally.” p 45
42
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
Identify factors that relate to these details.
h officials
patrol
patrolled the canals public goods
 damage or water taken illegally
police
managing the commons
Cultural World
Social World
h) “One special group of officials
canals. They
patrolled the canals
officials patrolled
looked for damage
damage and made sure farmers didn’t take
water illegally
illegally.” p 45
43
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
Inference Exercise
b) “Farmers could no longer live apart, or in small groups.
They were connected for miles around by the canals.
They had to work together for the common good.” p 37
Social World
Cultural World
44
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
Inference Exercise
Farmers could no longer live apart, or in small groups.
b) “Farmers
They were connected for miles around by the canals
canals.
They had to work together for the common good
good.” p 37
Social World
Cultural World
b farmers could not live apart
connected by the canals
 had to work together  for the common good
45
Organize information from the Inference Exercise onto a blank 4W chart:
Political World
Economic World
How are these details & factors related?
h officials
patrolled the canals public goods
 damage or water taken illegally
managing the commons
Difficulties in Building and Maintaining a Complex Irrigation System
Social World
p 37
“The system had to maintained constantly. …Gradually, villages Cultural World
came to depend on each other to build and maintain their
complex irrigation systems.”
b farmers could not live apart
connected by the canals
 had to work together  for the common good
46
In the social sciences…
sentence construction
is about
relating information
Canals needed to be maintained constantly so it was best if
Sumerians worked together for the common good.
Because canals needed constant maintenance, Sumerians
worked together for the common good.
Sumerians worked together in order to maintain the canals
for the common good.
47
After working with sentence construction,
what would be a well written summary?
CALIS Activities Database:
6.2a - f) Writing Exercise - Sumer: Summary Options
48
As you consider how to summarize the relationships,
main ideas and significance of Sumer…
Have fun reviewing with this line-up activity!
CALIS Activities Database:
6.2a - c) Inference Exercise - Sumer: Rise of City-States
49
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
50
Do you think you can find social science factors 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
51
When reading, watching or listening to the news,
do some of the factors jump out at you?
CALIS Activities Database:
NPR: Detroit Shuts Off Water As It Tries To Collect Millions Owed
52
Sumer & NPR report:
the stories of ancient city-states and Detroit today
How is “managing the commons” part of both stories?
Vocabulary  factors, concepts, ideas, dynamics
53
“The problem with quotes on the Internet is that
it is hard to verify their authenticity.”
- Abraham Lincoln
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55
56
57
Organize these four words into a 4W chart:
king
crops
gods
Political World
Social World
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
scribe
Economic World
Cultural World
58
Organize these four words into a 4W chart:
king
crops
gods
scribe
Political World
Economic World
king
crops
Identify the factors that justify your placements.
Social World
scribe
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
Cultural World
gods
59
Organize these four words into a 4W chart:
king
crops
gods
scribe
Political World
Economic World
king
form of government
crops
resources
product
Identify the factors that justify your placements.
Social World
scribe
gods
role in society
belief system
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
Cultural World
60
Place these sentences
into a 4W chart:
Kings ruled by divine authority.
Kings were chosen by the gods.
Political World
Economic World
king
crops
Cultural World
Social World
scribe
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
gods
61
Place these sentences
into a 4W chart:
Kings ruled by divine authority.
Kings were chosen by the gods.
Political World
Economic World
king
crops
Kings ruled by divine authority.
Cultural World
Social World
scribe
gods
Kings were chosen by the gods.
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
62
Place these sentences
into a 4W chart:
Kings ruled by divine authority.
Kings were chosen by the gods.
Political World
Economic World
king
crops
Kings ruled by divine authority.
Cultural World
Social World
scribe
gods
Kings were chosen by the gods.
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
63
Which statement shows how Sumerian
religion and government were connected?
A. Sumerians believed that merchants sold
goods for the king.
B. Sumerians believed that the king got
power from the gods.
C. Sumerians recorded their prayers on clay
tablets.
D. Sumerians recorded the movements of
the planets.
TCI chapter quiz for The Ancient World.
64
Place these sentences
into a 4W chart:
Farmers paid part of their crops for taxes.
The scribe recorded the taxes paid.
Political World
Economic World
king
crops
Cultural World
Social World
scribe
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
gods
65
Place these sentences
into a 4W chart:
Farmers paid part of their crops for taxes.
The scribe recorded the taxes paid.
Political World
Economic World
king
Kings ruled by
divine authority.
crops
taxes
Farmers paid part of their
crops for taxes.
law & order
Cultural World
Social World
scribe
The scribe recorded the taxes paid.
gods
Kings were chosen by the gods.
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
66
What about the
pyramids?
Pyramids (tombs / architecture) – cultural
Pyramids (afterlife / religious belief) – cultural
Political World
Social World
Economic World
Cultural World
Pyramids – tombs
for the afterlife
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
67
The art and architecture of ancient Egypt
were designed to emphasize the…
A. Value of the arts in daily life.
B. Role of the individual as an artist.
C. Idea of beauty as seen by the artist.
D. Religious idea of eternal life.
CST release question for Egypt (Standard 6.2.5)
68
Place these sentences
into a 4W chart:
Kings ruled by divine authority.
Kings were chosen by the gods.
Political World
Economic World
king
crops
Kings ruled by divine authority.
Identify the factors that justify your placements.
Social World
scribe
Cultural World
gods
Kings were chosen by the gods.
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
69
Place these sentences
into a 4W chart:
Kings ruled by divine authority.
Kings were chosen by the gods.
Political World
Economic World
form of government
Kings ruled by divine authority.
How are the political and cultural worlds connected?
Social World
Cultural World
belief system
Kings were chosen by the gods.
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
70
Place these sentences
into a 4W chart:
Kings ruled by divine authority.
Kings were chosen by the gods.
Political World
Economic World
form of government
Kings ruled by divine authority.
supports
Social World
The belief system supports the form of government.
Cultural World
belief system
Kings were chosen by the gods.
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
71
Place these sentences
into a 4W chart:
Kings ruled by divine authority.
Kings were chosen by the gods.
Political World
Economic World
form of government
Kings ruled by divine authority.
supports
Social World
The belief system supports the form of government.
Cultural World
belief system
Kings were chosen by the gods.
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
72
Place these sentences
into a 4W chart:
Kings ruled by divine authority.
Kings were chosen by the gods.
Political World
Economic World
form of government
Kings ruled by divine authority.
legitimate authority
Construct a sentence to connect the factors.
Cultural World
Social World
belief system
Kings were chosen by the gods.
Introductory strategy developed by Karen West, 6th grade English-History core
Mulholland Middle School, LAUSD, 2009
73
Four Worlds of History
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 History adapted by
Teresa Hudock, Director, and Sandy Line, Associate
CALIS, USC
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Four Worlds of History
Center for Active Learning in International Studies
School of International Relations
UNIVERSITY OF SOUTHERN CALIFORNIA
For more information, contact:
Teresa Hudock
calis@usc.edu
213-740-7794
Classroom materials are available free online at dornsife.usc.edu/calis
75