Friday
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
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 WorkWork- Day 20
Directions: Copy the ENTIRE QUESTION and the correct answer in your Bell Work Journal.
1. What was the main goal of the mercantilist
policies followed by European colonies in the
1700s?
A. selling raw materials to the colonies.
B. establishing a favorable balance of trade.
C. helping the colonies industrialize.
D. owning and operating the shipping companies
2. What products did the Chinese export to the
Europeans? (best answer)
A.Gold, meat, jewelry
B.Rice, cotton, diamonds
C.Paper, silver, lumber
D.tea, gunpowder, porcelain
This Week’s Announcements
 Friday-
Agenda
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Bell Work
Review-Preview
Standard/Indicator
Relevance
New Learning
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Essential Question – Graphic Organizer, Causes
of Scientific Revolution
Essential Question- Follow Along Notes, Conflict
with Church
 CFU
 Closure- Reading Assignment/Questions
Standard & Indicator
•
7-2 The student will demonstrate an understanding of the concepts of limited
government and unlimited government as they functioned in Europe in the 17th
and 18th centuries.
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 Newton.
Continuum of Learning
 Past- Grade 1, students learned about the fundamental
principles of democracy. Grade 2, students learned about
the basic functions of government. Grade 3, students
learned about the structure of state government.
 Present- In World History, students will learn about
democracy and constitutionalism.
 Future- In US History and the Constitution, students will
learn about the early development of representative
government and how the idea of limited government is
protected by the Constitution and Bill of Rights. In US
Government, students will learn about the role and
relationship of the citizen to government in democratic,
republican, authoritarian, and totalitarian systems and
about limited and unlimited governments with regard to
governance.
Remember,
We are aiming for a score of 80% or
better on everything that we do!
You CAN Do It!!!
Relevance
Have you ever questioned
information from a
“reliable” source?
Examples: Doctors,
Lawyers, Parents,
Teachers, Preachers
PRIOR
LEARNING
Unit 3: Changes in European
Governments--1600s & 1700s
Governments
UNIT 3 INQUIRY
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
I CAN…
Name and describe
the causes of the
Scientific
Revolution?
HIGHLIGHTED VOCABULARY
Scientific Revolution- A time in the late 1500s and
early 1600s when ancient scientific theories and
the teachings of the Roman Catholic Church
were questioned by scientists, resulting in many
advances in the fields of math and science.
1. What were the
causes of the
Scientific Revolution?
Scientific
Revolution
How did people used to see the world?
During the Middle Ages, scholars based
their knowledge of science of two sources:
→The writing of Ancient Greece
and Rome
←The teachings of the
Catholic Church
Did they think the Earth was flat?
Before the Scientific Revolution…
SOME people may have believed the world
was flat
MANY people believed the Earth
was the center of the universe
How did their understandings change?
As early as the 1500s, thinkers began to break
with traditional ways of thinking
Scholars began to gather knowledge in new ways:
Observation
Experimentation
Their findings would soon
trigger a REVOLUTION
Mathematics
A major
change
When did these ideas change?
It was in the 1500s when scientific knowledge increased
 Explorers were now able to chart the
size and shape of the Earth
 Scholars were translating
the writings of Arab scientists
 Scientists were studying the motions
of stars and planets
 Explorers were now
able to chart the size
and shape of the Earth
 Scholars were
translating the writings
of Arab scientists
 Scientists were
studying the motions of
stars and planets
1. What were the
causes of the
Scientific Revolution?
Scientific
Revolution
What was the result of these changes?
Scientists who
studying the
motions of stars
and planets
ASTRONOMERS invented
better tools for looking at the
universe
The time was right for a
revolution that would change
the world as it was known
 Explorers were now
able to chart the size
and shape of the Earth
 Scholars were
translating the writings
of Arab scientists
1. What were the
causes of the
Scientific Revolution?
Scientific
Revolution
 Scientists were
studying the motions of
stars and planets
ASTRONOMERS
invented better tools
for looking at the
universe
ALL of these things
caused scientists to
QUESTION traditional
(church) teachings.
I CAN…
Explain how the Scientific
Revolution challenged
the authority of the
Roman Catholic
Church?
CHANGE LEADS TO CONFLICT WITH
THE CHURCH
• A significant conflict arose between scientific
thought and traditional religious beliefs during
this time.
• The theories and books that were published
also led to significant conflict with the Roman
Catholic church.
Aerial Photo of
Vatican City
CHANGE LEADS TO CONFLICT WITH
THE CHURCH
• The Bible, as interpreted by the Roman Catholic
Church, served as authority for society prior to the
rise of science.
• The teachings of the church, which were based on
faith and revelation, felt significant challenge from
science, which offered evidence/Proof for its
theories.
Vs.
9/18/2016
CHANGE LEADS TO CONFLICT WITH
THE CHURCH
• As evidence mounted, scientists began to
question ancient theories and the orthodox
teachings of the Roman Catholic Church.
• These scientists began using
reason or
logic instead of placing their beliefs in faith.
They started demanding proof or evidence to
prove or disprove ideas/theories.
• The church’s teachings were being
questioned.
9/18/2016
What happened to those who question
the Roman Catholic Church?
Excommunication-. To be exiled or thrown
out of a church or group.
Logic & Reason Led to Change
• Through the use of reason, Enlightenment
philosophers began developing ideas that
challenged the unlimited governments of the
time and influenced the development of
limited governments in the 1600s and 1700s.
9/18/2016
CHECK FOR UNDERSTANDING
To be exiled or thrown out of a group
or church is called what?
Excommunicated
CHECK FOR UNDERSTANDING
Which of the following best explains the reaction
of the Roman Catholic Church to the changes that
occurred during the Scientific Revolution?
A. The Roman Catholic Church welcomed new ideas that
supported traditional teachings.
B. The Roman Catholic Church was threatened by new
ideas because it was afraid of losing its authority and
influence.
C. The Roman Catholic Church used the new scientific
theories to prove traditional thought and teachings.
D. The Roman Catholic Church excommunicated
members who disagreed with the new ways of thinking.
CHECK FOR UNDERSTANDING
What did scientists base their
theories/ideas upon?
REASON and LOGIC