1 / 32

Welcome Hawthorne !

Welcome Hawthorne !. Greetings from USC CALIS. Hawthorne School District and USC CALIS have formed a partnership for middle school students. GOAL. Integrate History-Social Sciences & English Language Arts. independent critical thinking. Use HSS analytical tools to develop ELA skills. 1.

drogan
Download Presentation

Welcome Hawthorne !

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome Hawthorne! Greetings from USC CALIS Hawthorne School District and USC CALIS have formed a partnership for middle school students GOAL Integrate History-Social Sciences & English Language Arts independent critical thinking Use HSS analytical tools to develop ELA skills 1

  2. Independent Critical Thinking active articulate active reading & active listening INPUT = be able to infer & relate concepts/ideas (factors, virtues, etc.) = be able to think critically about information/ideas clear, cohesive speaking & writing OUTPUT = be able to further synthesize, evaluate information/ideas = be able to express critical thinking 2

  3. Independent Critical Thinking Once you are equipped to be a critically thinking listener and reader, then you are equipped to be an articulate speaker and writer. As your understanding of history deepens, your skills in language arts will grow. The art of teaching is the art of assisting discovery. Mark Van Doren USC CALIS │ School of International Relations (IR) 3

  4. Social Sciences & Language Arts Integration 8th Grade United States History Trimester 1: Exploring America—American Revolution, Chapters 1—7 Inquiry Arc  Focus Question What factors caused the American Revolution?  Culminating Writing Prompt How did factors come together to cause the American Revolution? Was there a primary factor that led to the war for independence? Was revolution inevitable? Why or why not? 4

  5. Four Worlds of… Water How is water part of each world? What kinds of products & services involve water? How is government involved with water? water How is water a class issue? Does water have special meaning for some people or special uses?

  6. Which factorscan be related to this image? factors Political World Economic World managing the commons production natural resources public goods infrastructure infrastructure innovation & efficiency water Social World Cultural World religion lack of equity identity & access practices rites & rituals

  7. Referring to the factor sheet, focus on economic and social factors. Highlight factors that are directly stated and directly related to what people do in the Shark Tank. HMS Hawks on TV Show "Shark Tank" From your factor sheet, place highlighted factors in a 4W frame: How are the factors related across the two worlds? How is Shark Tank part of the American Dream? 7

  8. Which factors are related to Kiva? Start with this image… Kiva.org 8

  9. Which factors are related to Kiva? Read this transcript of the video. Organize the underlined words and phrases into the economic or social worlds People around the world work hard every day for their families, for a brighter future, for a chance to make a difference. But hard work isn't always enough… In a world where dreams are universal but opportunity is not, Kiva gives you the chance to help people help themselves by supporting their businesses $25 at a time. Here's the amazing part. It's not a donation. It's a loan! As you're paid back, you can withdraw your money or lend it again. Over 1.5 million people have made a Kiva loan, getting repaid 97% of the time. Your loans provide seeds, livestock, machines, clean energy. It's simple: 1) choose a borrower, 2) make a loan, 3) get repaid, 4) repeat! 9

  10. Which factors are related to Kiva? Beyond charity, rethinking how we give 10

  11. 4W Inventory – Factor Review Using three different colors, highlight the factors that were idenitified for each topic water Shark Tank Kiva 11

  12. Independent Critical Thinking speaking active articulate active reading & active listening INPUT Show what you know! = be able to infer & relate concepts/ideas (factors, virtues, etc.) = be able to think critically about information/ideas clear, cohesive speaking & writing speaking OUTPUT = be able to further synthesize, evaluate information/ideas = be able to express critical thinking 12

  13. Inspired by 90 seconds to prepare in pairs, then… Pass the mic What is meant by “the means to prosper”? 13

  14. Enduring Dynamics #1 What is the connection between a society's form of government and its beliefs, ideas, and expectations? 4W factors type of government ideas beliefs expectations 14

  15. Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” #1 Proceed to Step 1. Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 15

  16. Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” chosen by the gods kings #1 belief powerful must obey the will of the gods order kings powerful order 1 Place each highlighted term in the world where it belongs. beliefs chosen by the gods must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 16

  17. Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” chosen by the gods kings #1 belief powerful must obey the will of the gods order kings power powerful order order 2 After organizing highlighted terms, identify 4W factors. 4W factors beliefs beliefs chosen by the gods must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 17

  18. Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” chosen by the gods kings #1 belief powerful must obey the will of the gods order type of government monarchy kings power powerful order order 3 Add a factor. Which type of government has a king? type of government beliefs beliefs chosen by the gods must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 18

  19. Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” chosen by the gods kings #1 belief powerful must obey the will of the gods order type of government monarchy kings power powerful order order 4 What is the direction of the relationship (an arrow) relationship between the factors in these two worlds? factors beliefs beliefs chosen by the gods must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 19

  20. Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” chosen by the gods kings #1 belief powerful must obey the will of the gods order type of government 5 Label the arrow! monarchy kings What is the relationship? relationship power powerful What is the verb for this relationship? verb order order legitimate authority support Beliefs support the type of government. Is there a factor for this relationship? beliefs factor chosen by the gods must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 20

  21. Enduring Dynamics Inference Exercise: Identify factors and trace dynamics 4W analysis “The Sumerians believed that their kings were chosen by the gods to rule in their place. This belief made their kings very powerful. It also helped strengthen the social order, since Sumerians believed they must obey the will of the gods.” chosen by the gods kings #1 belief powerful must obey the will of the gods order type of government monarchy kings power powerful order order legitimate authority support Beliefs support the type of government. 6 What is the significance? beliefs chosen by the gods Our beliefs about who has authority over our lives will determine the type of government that has the right to rule over our society. must obey the will of the gods Quote from History Alive! The Ancient World, TCI, 2004 ― Chapter 5: Was Ancient Sumer a Civilization? – page 45 21

  22. Enduring Dynamics #1 What is the connection between a society's form of government and its beliefs, ideas, and expectations? 4W factors monarchy In the Western World, the belief in divine right lasted for over 5,000 years till the Enlightenment. type of government kings legitimate authority support Beliefs support the type of government. divine right ideas Our beliefs about who has authority over our lives will determine the type of government that has the right to rule over our society. beliefs expectations 22

  23. Enduring Dynamics #1 What is the connection between a society's form of government and its beliefs, ideas, and expectations? The Enlightenment: Ideas about rights & the role of government “John Locke was born in England in 1632. His thinking about government and people’s rights had a major impact on the Enlightenment… Locke denied the divine right of kings to rule. The true basis of government, he wrote, was a social contract, or agreement, among free people. The purpose of government was to protect people’s natural rights. These included the right to life, liberty, and property. In exchange for this protection, people gave government the power to make and enforce laws.” Quote from History Alive! The Medieval World and Beyond, TCI, 2005 ― Chapter 35: The Enlightenment – page 403 In Creating America– 8th grade textbook – see page 140 23

  24. Enduring Dynamics #1 What is the connection between a society's form of government and its beliefs, ideas, and expectations? 4W factors Impact of the Enlightenment monarchy republic type of government constitution kings democracy Was the Enlightenment a turning point in human history? legitimate authority support Beliefs support the type of government. protest divine right natural rights The spread of ideas during the Enlightenment challenged divine right in favor of natural rights. ideas beliefs When the people fought for natural rights, the form of government changed. expectations 24

  25. 1 What is the Four Worlds model and how does it work? (transcript of student discussion) It’s a system of organizing everything that takes place into one of 4 major categories… We’re focusing on sorting. Factors can influence these four sections in any way and can be combined with any of them. Jordan, 8th grade The factors all can connect depending on one specific example and you can see originally how you place it into one category, and see how it connects to the other three worlds that you at first, didn’t think it would belong in. Audrey, 8th grade I think it’s cool how each of the Four Worlds can affect each other in many different ways like a domino effect. If one thing happens in one world, it can affect lots of other things in different worlds. Noah, 7th grade 25

  26. 2 How is Four Worlds different from other ways of learning history? (transcript of student discussion) Before [at my other school] I was just learning important dates and main ideas – basically trying to memorize it. But since using the Four Worlds, I’ve been able to see why these are important dates. Also how they affected life back then and how it affected life today. How there’s not always just a simple ‘this is the answer and it’s the only answer’. There are multiple answers, and thinking outside the box, and thinking more thoroughly than I was before.. Spencer, 8th grade The Four Worlds also helped me because it’s not just regurgitation, it’s analysis. So you can really understand the facts and condense them in a way you can understand. Madison, 7th grade 26

  27. 3 Is there one factor you recognize right away – where you recognize a pattern? (transcript of student discussion) For me, it’s infrastructure— Medieval China, Emperor Wendi reunified China …when he created more infrastructure - improved the Great Wall & the Grand Canal - it really brought China together. That’s how I think about the gateway to China’s golden age with the Tang and Song dynasties. That’s why I think infrastructure’s really important. [Can you connect to 8th grade?] Yes, during the Civil War, the Union had greater communications with other regions also in the North… more canals and railroads needed to transport soldiers as well as goods and other supplies that they needed. I thought that was a big part in how they won the Civil War. Audrey, 8th grade For me, it’s equity & access—The whole world history is all based on how much does one person have compared to what another person has. As we move forward in history… we all have the thinking of what can I do and what can I say to make it so that I can have the same rights and the same abilities as another person… So, that’s history. Spencer, 8th grade 27

  28. Inspired by For teachers: 90 seconds to prepare in pairs, then… Pass the mic A parent sees you in the parking lot and wants to ask a quick question… What’s the four worlds thing my child is talking about? For students: You’re at a family gathering and your mom is telling your aunt about your history class being supported by USC. She asks you… Tell her about the four worlds thing. 28

  29. Social Sciences & Language Arts Integration independent critical thinking GOAL: “Not knowing an answer is very uncomfortable. The process of good reasoning requires us to delay landing on an answer. It requires us to doubt any preconceived ideas and seek for why an answer might be wrong. [Students] must delay an answer. In order for students to deeply reason, they must sustain doubt. They must learn to enjoy the muddle of looking for holes in a theory. If we want students to reason deeply we must make this process of reasoning the main point of academics.” That's Why: Examining Reasoning and Justification Catherine Underwood and Kathryn Gullo Both are National Board Certified Teachers and UCLA Writing Project Fellows in LAUSD. California English, Vol 20.4, April-May 2015 29

  30. Social Sciences & Language Arts Integration Best Practices Best way to become a better reader… Read more. Best way to become a better writer… Write more. Best way to develop critical thinking is through critical thinking 30

  31. Four Worlds │ 4W Analysis a project of the Center for Active Learning in International Studies School of International Relations UNIVERSITY OF SOUTHERN CALIFORNIA Four Worlds of Social Science Factors Teresa Hudock, Director, USC CALIS is based on the Four Worlds of International Relations Steven Lamy, Professor, School of IR dornsife.usc.edu/calis Classroom materials are available free online at For more information, contact: Teresa Hudock calis@usc.edu 213-740-7794 31

  32. Four Worlds │ 4W analysis 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 as part of a partnership with Hawthorne School District, Year 2: 2017-2018. The ppt initially supported a packet of materials reviewed with teachers in August 2017. Hawthorne School District Instructional Leadership Team for Integrating History-Social Science and English Language Arts Teresa Hudock, Director, USC CALIS 213-740-7794 or calis@usc.edu dornsife.usc.edu/calis Initial Launch: Aug 17, 2017 This Edition: Aug 22, 2017 32

More Related