Tuesday
Andy Hamilton
7th Grade World History
Week of September 19, 2016
Assessment
 CFU and Closure
 Check for 80% mastery of content; re-teach if
necessary
 Class work and homework
 Graded based on completion and accuracy.
 Each assignment accounts as 10% of qtr. Grade.
 Quizzes and Tests
 Will be graded on percent correct. Quizzes count as
40% of the qtr. Grade and tests count as 50% of the
qtr. Grade.
Assessment & Future
Instruction
 Results from students’ class work, quizzes,
and tests will be used to determine future
instruction.
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Mastery of the topic by 80% or more of the
students will result in instruction moving to a
new topic.
Mastery by less than 80% of the students will
result in further instruction of the material
using additional graphic organizers to
manipulate the content.
Grouping
 Students are grouped together as shoulder partners.
 Every 3 to 4 weeks partners are reassigned randomly
through pulling cards.
 Partners remain together for 3 to 4 weeks unless
separated due to behavior. A student who is
separated from his/her partner will work alone until
the next reassignment at which time the student will
be eligible for a partner.
 In the event of an “odd man out” situation, the extra
student will work alone, substitute when a student is
absent, or work with a group as assigned by the
teacher.
 In quizzing/testing situations, students will work
individually.
Differentiation
 A variety of methods are incorporated to accommodate
the needs of individual learner’s throughout lessons
such as:
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Discussion (whole group, partners, and teams)
Visuals (graphic organizers, charts, pictures, videos, etc.)
Note taking
Text features
Hands on activities
Informational text strategies
Early finisher work
IEP/504 plans
Early Finishers
When all work is completed, early finishers will:
 Work on homework or assignments from
another class
 Read a book or their own or choose a book
located on the book shelf.
Materials
 Classroom technology
 PowerPoint
 Whiteboard and marker for each student
 Student journals
 GUIDED NOTES- EQs 1, 2, & 3
READING RENAISSANCE
• Get your reading materials and begin reading.
• At the end of 5 chapters, select one of the
following to complete.
-Write a 3-5 sentence summary of the 5 chapters.
Follow the RR guidelines for labeling & completing
the summary.
-Select & answer one of the questions provided on
the RR guidelines sheet on the inside front cover.
READING RENAISSANCE
PLEASE STOP READING!
Record pages read on the
Reading Renaissance Reading
Log.
Bell Work – Day 17
1. Which of the following WAS NOT one of the economic
changes that led to the beginning of capitalism?
A. Trade among the continents and nations began to occur.
B. A middle class of merchants and artisans started making and
selling finished goods.
C. European nations began to look for ways to insure they
imported more goods than they exported.
D. European nations began to make laws to insure they
maintained a favorable balance of trade.
2. Which of the following statements is true about English
settlements in America in the year 1700?
A. The English colonized more areas of the New World than any
other European nation.
B. The English colonized more of North America than any other
European nation, but not South America.
C. The English colonies were limited to the coast of S. America.
D. The English colonies were limited to the coast of N. America.
This Week’s Announcements
 Tuesday Wednesday
HMS Football @ Sneed
 Thursday- Spiral Review QUIZ #2

HMS Volleyball @ Darlington
 Friday-
Agenda
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Bell Work
Review-Preview
Intro. to Unit 3
EQ 3 Analysis
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Direct Instruction
Guided Notes
CFUs
Closure
Partner Activity (Yu Do)
Remember,
We are aiming for a score of 80% or
better on everything that we do!
You CAN Do It!!!
PRIOR
LEARNING
Unit 3: Changes in European
Governments--1600s & 1700s
Governments
S. C. Academic Indicators
7-2.1 Analyze the characteristics of limited government
and unlimited government that evolved in Europe
in the 1600s and 1700s.
7-2.2 Explain how the scientific revolution challenged
authority and influenced Enlightenment
philosophers, including the importance of the use
of reason, the challenges to the Catholic Church,
and the contributions of Galileo and Sir Isaac
Newton.
7-2.3 Analyze the Enlightenment ideas of John Locke,
Jean- Jacques Rousseau, Montesquieu, and
Voltaire that challenged absolutism and influenced
the development of limited government.
UNIT 33- BIG IDEA
Challenges from the Scientific Revolution and
Enlightenment philosophers may have caused
governments in Europe to change from unlimited
governments to limited governments.
Challenges from
Scientific Revolution
Challenges from
Enlightenment
philosophers
May have
caused
European
governments
changed from
unlimited to
limited
governments
Unlimited
Government
Limited
Government
• No ability to limit the actions
• Restraints (controls) placed
of the government
upon the power and authority of
government
• Individual rights and
freedoms are limited or
controlled
• Citizens are expected to
display total obedience to the
government
• Rulers make all decisions
• Citizens are given individual
rights
• Citizens participate in
government decisions
Use a bubble
map
to DESCRIBE
Absolute
Monarchs
(unlimited
government)
citizens had
no Recourse
against
Absolute
government Monarchking/queen who
has all power
European
Governments
Recourse-a source
1600s
of help in difficulty
& 1700s
Divine Right of
Divine Right of
Kings caused
people to obey
king
Citizens
Rights
were
limited
Kings- belief that
God gives all
power to
monarch to rule
NEW
LEARNING
I CAN…
Describe the ways
European nations
established limited
governments in the
1600s and 1700s?
constitutionalism
Ways to
establish
Limited
Governments
constitutional
monarchy
rule of law
democracy
separation of powers
CONSTITUTIONALISM-CONSTITUTIONALISM
Government in which power
Is limited by a system of
laws
A CONSTITUTION gets its power from the PEOPLE.
What does a constitution do?
A
Constitution
should…
State the powers of the
government
Set limits on those
powers to protect rights
of the people.
CONSTITUTIONAL MONARCHY
MONARCHY-• form of government in which the monarch’s
power is limited by a written or unwritten
constitution
RULE OF LAW
Individuals, persons and government shall
submit to, obey and be regulated by law
DEMOCRACY
A government in which the supreme power is given to
the people and exercised by them directly or indirectly
through election of representatives.
• People control the government either directly or by
voting for leaders to make laws.
Representative Democracy: People elect others
(representatives) to make laws for them.
SEPARATION OF POWERS
Dividing the power of government among 3
branches
Enforces
the Laws
Makes
Laws
Judges &
Applies
the Laws
Constitutionalism- government in which power is
limited by a system of laws
Constitutional Monarchy- form of government in
which the monarch’s power is limited by a written
or unwritten constitution
Principle of Rule of Law- individuals, persons and
government shall submit to, obey and be
regulated by law
Democracy- a government in which the supreme
power is given to the people and exercised by
them directly or indirectly through election of
representatives
Separation of Powers- divide power of government
among 3 branches (legislative, executive, judicial)
Check for Understanding
What major change began to happen
to European governments in the
1600s and 1700s?
unlimited governments
to
limited governments
Check for Understanding
What are five ways to change an
unlimited government to a limited
government?
constitutionalism
constitutional monarchy
rule of law
democracy
separation of powers
Check for Understanding
People of Europe began to identify ways
to create limited governments during the
1600s and 1700s.
Identify which method is being described
below.
A nation created a written document that
stated the powers the king could have.
Constitutionalism
Check for Understanding
People of Europe began to identify ways
to create limited governments during the
1600s and 1700s.
Identify which method is being described
below.
The power of government was divided
between the kings, an elected group of
representatives, and a system of courts.
Separation of Powers
Check for Understanding
People of Europe began to identify ways
to create limited governments during the
1600s and 1700s.
Identify which method is being described
below.
The king continued to rule but his power
was limited by a set of laws.
Constitutional Monarchy
Check for Understanding
People of Europe began to identify ways
to create limited governments during the
1600s and 1700s.
Identify which method is being described
below.
Government was established where all
people, including government rulers, were
required to follow the same set of laws.
Rule of Law
CLOSURE
DIRECTIONS: Limited government was established in different ways.
Identify which method was used in each description.
1. Limit the power of the king by having a set of written or
or unwritten constitution. constitutional monarchy
2. Divide the power of government among three groups
so that no group has more power than the other.
separation of powers
3. Limit the power of the government by stating the
powers given to the government. constitutionalism
4. Creating a government where the citizens vote on who
their government leaders will be. democracy
5. Establishing a government/nation where all people
including citizens & government leaders are required
to live by the same set of laws. rule of law
PARTNER ACTIVITY
EXPECTATIONS
 Use your “above a whisper” voice.
 Speak only to your partner. (DO NOT speak to others
behind/in front of/beside you.)
 Do not disturb other partnerships (students).
 Stay focused on the learning activity.
 Follow the guidelines modeled by the teacher.
 If you need help from the teacher, raise your hand.
REMEMBER, “Learning is the most
important thing we do in this class.”
PARTNER
ACTIVITY
10
minutes
Use notes for EQs 1, 2, & 3 to fill in the blanks in the
sentences.
Teacher Model-#1 Guided Practice # 2 & 3 Partners # 4-10
EQs 1, 2, & 3
CHANGES IN EUROPEAN GOVERNMENTS
(1) The unlimited governments of Europe at the
beginning of the 1600s operated under a system of
absolutism
government called ______________.
(2) The kings and queens during this time are referred to
absolute monarchs
as _____________________.
(3) These kings and queens were able to rule with all
divine right of kings
power because of the belief in ____________________.
(4) Because these absolute monarchs had all power, the
recourse against decisions made by
citizens had no __________
the monarch.
Teacher Model-#1 Guided Practice # 2 & 3
(5) During the 1600s and 1700s, governments in
Europe began to change from
unlimited governments to __________________.
limited governments
_________________
(6) To make this change to limited
governments, many of the governments used
constitutionalism
_______________
to limit the power of the
government/monarch.
(7) Using this new form of government changed
the kings/queens from absolute monarchies to
constitutional monarchies
_________________________.
(8) Governments began to operate under the
rule of law
principle of ___________which
insured that all
citizens and rulers would submit to and abide by
the laws established.
(9) Another method used to establish limited
governments included allowing citizens to
participate in government decision making by
democracy
establishing a __________.
(10) Government power was also limited with
separation of powers
____________________
which divided the
powers of government among three branches.