Four Worlds of History
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Four worlds of history

Four Worlds of History

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 that serves as a digital file cabinet of teaching resources. The Activities Database is a free resource 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 have the item referenced.

This file was first created for an LAUSD workshop (Aug 2014) that has been postponed.

Teresa Hudock, Director, CALIS

213-740-7794 or [email protected]

usc.edu/calis

Initial Launch: August 5, 2014

This Edition: Aug 21, 2014

Slide Count: 75


Four worlds of history

Four Worlds of History

Ancient World History6th 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


Four worlds of history

Four Worlds of History

Social Science Factors

basic factors of the human condition

that are important to recognize

…regardless of how they are described


Four worlds of history

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 history1

Four Worlds of History

Social Science Factors

Identifying factors, relating factors, and

determining the “most important" factors

is the science of the social sciences .

social sciences

the science


Four worlds of history2

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 history3

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


Four worlds of history

Starting with the economic world… How do we produce what we need to survive?

Political World

Economic World

production

Cultural World

Social World

8


Four worlds of history

Starting with the economic world… How do we produce what we need to survive?

Political World

Economic World

production

Cultural World

Social World

9


Four worlds of history

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.


Four worlds of history

It is important to have the supplies we need…

and fun to have the supplies we want!


Four worlds of history

Some supplies are necessary for survival…

Hunger Games

depending on how we have structured our society for our survival.


Four worlds of history

Starting with the economic world… How do we produce what we need to survive?

Political World

Economic World

means of production

Cultural World

Social World

13


Four worlds of history

Starting with the economic world… How do we produce what we need to survive?

Political World

Economic World

means of production

Cultural World

Social World

14


Four worlds of history

First and foremost, Sumerians needed to control the water supply

in order to water their crops

Ancient Mayans

Logar Province

Bio-diversity Project

India

Afghanistan

Central America

People everywhere – across all time – need to control the water supply.

All farmers need an irrigation system.


Four worlds of history

Water is used for recreation and art.

Digging the Canal by Simon Williams, New Zealand


Four worlds of history

Water is a natural resource that is necessary for survival.

California Aqueduct

People have always had to bring water to where they need it.


Four worlds of history

Water is a natural resource that is necessary for survival.

People have always had to bring water to where they need it.


Four worlds of history

Political World

Economic World

California HSS Content Standards

6.2Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

analyze

economic

political

geographic

religious

social structures

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.

Trace the development

agricultural techniques

production of economic surplus

centers of culture and power

emergence of cities

Social World

Cultural World

19


Four worlds of history

Political World

Economic World

California HSS Content Standards

6.2Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

analyze

economic

political

geographic

religious

social structures

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.

Trace the development

agricultural techniques

production of economic surplus

centers of culture and power

emergence of cities

Social World

Cultural World

Focus Question?

Writing Prompt?

CALIS Activities Database:

6.0 - Course Mapping - Plan Overview

20


Four worlds of history

Political World

Economic World

California HSS Content Standards

6.2Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

analyze

economic

political

geographic

religious

social structures

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.

Trace the development

agricultural techniques

production of economic surplus

centers of culture and power

emergence of cities

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


Four worlds of history

The Rise of City-States…

Compare the background here

and here

Irrigation team in Afghanistan

US soldier in Afghanistan


Four worlds of history

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

Cultural 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?

23


Four worlds of history

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

Cultural 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?


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

a

farmers

■ struggle to raise crops

raise crops

a way to control water

■need a way to control water

 reliable water supply

water

supply

Identify factors that relate to these details.

factors

Social World

Cultural World

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

farmers

struggle to raise

crops

reliable

needed a way to control

water

water supply

25


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

a

farmers

production

■ struggle to raise crops

raise crops

a way to control water

■need a way to control water

 reliable water supply

water

supply

means of production

resources

Identify factors that relate to these details.

factors

Social World

Cultural World

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

farmers

struggle to raise

crops

reliable

needed a way to control

water

water supply

26


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

a

farmers

production

■ struggle to raise crops

raise crops

a way to control water

■need a way to control water

 reliable water supply

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 a stable food supply... one of these inventions—their complex irrigation systems. Sumerians built networks of canals, dams, and reservoirs to provide their crops with a regular supply of water.” p 43

create

stable food supply

inventions

irrigation systems

canals, dams, and reservoirs

27


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

a

farmers

production

■ struggle to raise crops

raise crops

a way to control water

■need a way to control water

 reliable water supply

water

supply

means of production

resources

c

invention

irrigation systems

 stable food supply

food

= canals, dams, reservoirs

supply

Identify factors that relate to these details.

factors

Social World

Cultural World

c) “Civilizations need a stable food supply… Sumerians invented two things to help them create a stable food supply... one of these inventions—their complex irrigation systems. Sumerians built networks of canals, dams, and reservoirs to provide their crops with a regular supply of water.” p 43

create

stable food supply

inventions

irrigation systems

canals, dams, and reservoirs

28


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

a

farmers

production

■ struggle to raise crops

raise crops

a way to control water

■need a way to control water

 reliable water supply

water

supply

means of production

resources

technology

c

infrastructure

invention

irrigation systems

 stable food supply

food

= canals, dams, reservoirs

supply

Social World

Cultural World

Construct a sentence that relates these details & factors.

factors

29


Four worlds of history

In the social sciences…

is about

relating information

sentence construction

irrigation system

water supply


Four worlds of history

In the social sciences…

is about

relating information

sentence construction

irrigation system

water supply

Irrigation systems enable farmers to control the water supply.

enable

Irrigation systems allow farmers to control the water supply.

allow

Irrigation systems help farmers to control the water supply.

help

Farmers create irrigation systems because they need to control the water supply.

create

need

because

Because farmers need to control the water supply, they design irrigation systems consisting of canals, dams, and reservoirs.

need

Because

design


Four worlds of history

In the social sciences…

is about

relating information

sentence construction

increases

infrastructure

production


Four worlds of history

In the social sciences…

is about

relating information

sentence construction

increases

infrastructure

production

related

factors

In a sentence, factors can be related to each other.

Improving infrastructure can increase production.

infrastructure

increase

production


Four worlds of history

In the social sciences…

is about

relating information

sentence construction

increases

infrastructure

production

related

factors

In a sentence, factors can be related to each other.

Improving infrastructure can increase production.

infrastructure

increase

production

factors

In a sentence, specific details can describe the factors.

specific details

In Sumer, building an infrastructure of canals, dams and reservoirs increased production of crops.

infrastructure

canals, dams and reservoirs

production

increased

crops


Four worlds of history

In the social sciences…

is about

relating information

sentence construction

increases

infrastructure

production

related

factors

In a sentence, factors can be related to each other.

Improving infrastructure can increase production.

infrastructure

increase

production

factors

In a sentence, specific details can describe the factors.

specific details

In Sumer, building an infrastructure of canals, dams and reservoirs increased production of crops.

infrastructure

canals, dams and reservoirs

production

increased

crops

main idea

A sentence can explain the main idea.

Building an infrastructure of canals, dams and reservoirs enabled Sumerians to control the water supply so they could produce a stable food supply.

enabled

control the water supply

produce

so

stable food supply


Four worlds of history

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

Cultural 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?

36


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

Identify factors that relate to these details.

factors

d

different jobs

Social World

Cultural World

d

different social levels / class  status

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

jobs

social levels

status

classes

37


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

How are the economic and social worlds connected?

d

division of labor

different jobs

“different” special

specialization

Social World

Cultural World

d

class

status

different social levels / class  status

social levels

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

jobs

social levels

status

classes

38


Four worlds of history

In the social sciences…

is about

relating information

sentence construction

jobs

class

Different jobs create different classes.

create


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

Inference Exercise

Social World

Cultural 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


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

Social World

Cultural 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

officials

patrolled

canals

damage

illegally

41


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

Identify factors that relate to these details.

factors

h

officials

patrolled the canals

canals

patrolled

damage

 damage or water taken illegally

illegally

Social World

Cultural 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

patrolled

officials

canals

damage

illegally

42


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

Identify factors that relate to these details.

factors

h

officials

public goods

patrol

patrolled the canals

canals

damage

 damage or water taken illegally

illegally

police

managing the commons

Social World

Cultural 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

patrolled

officials

canals

damage

illegally

43


Four worlds of history

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


Four worlds of history

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

Farmers

canals

common good

Social World

Cultural World

b

farmers

could not live apart

connected by the canals

canals

common good

 had to work together  for the common good

45


Four worlds of history

Organize information from the Inference Exercise onto a blank 4W chart:

Political World

Economic World

How are these details & factors related?

factors

h

officials

public goods

patrolled the canals

canals

damage

 damage or water taken illegally

illegally

managing the commons

Difficulties in Building and Maintaining a Complex Irrigation System p 37

Maintaining

“The system had to maintained constantly. …Gradually, villages came to depend on each other to build and maintain their complex irrigation systems.”

maintained

Social World

Cultural World

maintain

b

not live apart

farmers

could not live apart

connected by the canals

connected

canals

common good

work together

 had to work together  for the common good

46


Four worlds of history

In the social sciences…

is about

relating information

sentence construction

Canals needed to be maintained constantly so it was best if Sumerians worked together for the common good.

so

Because canals needed constant maintenance, Sumerians worked together for the common good.

Because

Sumerians worked together in order to maintain the canals for the common good.

in order to


Four worlds of history

After working with sentence construction, what would be a well written summary?

CALIS Activities Database:

6.2a - f) Writing Exercise - Sumer: Summary Options


Four worlds of history

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


Four worlds of history

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


Four worlds of history

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


Four worlds of history

When reading, watching or listening to the news,

do some of the factors jump out at you?

factors

CALIS Activities Database:

NPR: Detroit Shuts Off Water As It Tries To Collect Millions Owed


Four worlds of history

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


Four worlds of history

“The problem with quotes on the Internet is that

it is hard to verify their authenticity.”

- Abraham Lincoln


Four worlds of history

Organize these four words into a 4W chart:

king crops gods scribe

Political World

Economic World

Cultural World

Social World

58

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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.

factors

Cultural World

Social World

scribe

gods

59

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

Organize these four words into a 4W chart:

king crops gods scribe

Political World

Economic World

king

crops

resources

product

form of government

Identify the factors that justify your placements.

factors

Cultural World

Social World

scribe

gods

belief system

role in society

60

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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

gods

61

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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.

62

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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.

63

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

Which statement shows how Sumerian religion and government were connected?

Sumerians believed that merchants sold goods for the king.

Sumerians believed that the king got power from the gods.

Sumerians recorded their prayers on clay tablets.

Sumerians recorded the movements of the planets.

A.

B.

C.

D.

TCI chapter quiz for The Ancient World.


Four worlds of history

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

gods

65

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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

Farmers paid part of their crops for taxes.

Kings ruled by divine authority.

taxes

law & order

Cultural World

Social World

scribe

gods

The scribe recorded the taxes paid.

Kings were chosen by the gods.

66

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

What about the pyramids?

Pyramids (tombs / architecture) – cultural

Pyramids (afterlife / religious belief) – cultural

Political World

Economic World

Cultural World

Social World

Pyramids – tombs for the afterlife

67

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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)


Four worlds of history

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.

factors

Cultural World

Social World

scribe

gods

Kings were chosen by the gods.

69

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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?

Cultural World

Social World

belief system

Kings were chosen by the gods.

70

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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

The belief system supports the form of government.

Cultural World

Social World

belief system

Kings were chosen by the gods.

71

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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

The belief system supports the form of government.

Cultural World

Social World

belief system

Kings were chosen by the gods.

72

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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.

73

Introductory strategy developed by Karen West, 6th grade English-History core

Mulholland Middle School, LAUSD, 2009


Four worlds of history

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


Four worlds of history

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

[email protected]

213-740-7794

Classroom materials are available free online at

dornsife.usc.edu/calis


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