Wednesday
Andy Hamilton
7th Grade World History
Week of January 2, 2017
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.


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 read from a book located on the book
shelf.
Materials
 Classroom technology
 PowerPoint
 Whiteboard and marker for each student
 Class Notebook
 Guided Notes Sheet
 STUDY GUIDE-Unit 6 (Part 2)
READING RENAISSANCE
1st
Period
Only
• Get your reading materials and begin reading.
• At the end of 5 chapters….
Write a 3-5 sentence summary of the chapter.
OR
Select & answer one of the questions provided on the
RR guidelines sheet on the inside front cover.
READING RENAISSANCE
1st
Period
Only
PLEASE STOP READING.
Record pages read on the reading
log located in the back of your
Reading Renaissance Journal.
Bell Work- Day #53
Write entire question and correct answer. Date/underline.
1. What was one result of the French Revolution?
A. King Louis XVI was restored to the throne.
B. The French assisted the Americans to win
independence
C. King Louis XVI was beheaded and absolutism in France
was ended.
D. The French conquered the Bastille ending foreign
domination of their country.
2. All of the following inspired the French Revolution
EXCEPT which statement below?
A. Ideas of French philosophers
B. Influences from the American Revolution
C. Social inequality of the third estate
D. Onset of the Industrial Revolution
This Week’s
Announcements
 Wednesday
HMS Basketball @ Williams
 Thursday Friday-
•
•
•
•
•
Bell Work
Homework Collection
Prior Learning
Relevance
EQ Analysis
• I DO-Direct Instruction
• WE DO-Guided Notes & CFUs
• Closure
• Homework
A
G
E
N
D
A
Remember,
we are
aiming for
80% or better
in
EVERYTHING
that we do!
Prior Learning
PRIOR LEARNING
Why did industrialized nations imperialize nonindustrialized nations?
1.
To get raw materials for their factories
2. Locate new markets for finished goods
3. Motivated by nationalism.
4. Feeling of western superiority encouraged by
Social Darwinism and “The White Man’s
Burden”
Where did nations imperialize?
Africa
Asia
Oceania
Fearing they
would miss out
on various raw
materials, the
other
European
nations
scrambled to
establish their
presence on
the continent.
Unit 6 (Part B) - Imperialism
S. C. Academic Indicators
7-3.5 Analyze the ways that industrialization contributed to
imperialism in India, Japan, China, and African regions,
including the need for new markets and raw materials, the
Open Door Policy, and the Berlin Conference of 1884.
7-3.6 Explain the reactions to imperialism that resulted from
growing nationalism, including the Zulu Wars, the Sepoy
Rebellion, the Opium Wars, the Boxer Rebellion, and the
Meiji Restoration.
7-3.7 Explain the causes and effects of the SpanishAmerican War as a reflection of American imperialist
interests, including acquisitions, military occupations, and
status as an emerging world power.
RELEVANCE
How does the power
your parents have over
your life impact you
daily and your future?
Do you sometimes dislike the decisions they make
for you?
Are there times when you like the decision they
make for you?
NEW
LEARNING
I CAN...
FS #7
EXPLAIN how
British imperialism
impacted India in
the 1800s?
Who were the Sepoy?
1. The East India Company (a British
company) dominated India after the decline
of the Mughal Empire.
2. To protect and maintain control of British
interests in India, they hired Indian soldiers
called Sepoys.
I DO- Model completing
Guided Notes & CFU
India in 1857
PINK-Great Britain
GREEN-Muslim
YELLOW-Hindu-
3. As you can
see,
Great Britain
controlled most of
India at this time.
I Do- Lecture
We Do- Complete #3 on Guided Notes, teacher
CFU
4. It was the Sepoy’s job to protect Britain’s trading
interests in India.
5. India was the “jewel of the crown” of Great Britain
because it supplied the British factories with
raw materials and was viewed as a potential market
for British manufactured goods them)
We Do- Guided Notes
Check for Understanding
What nation was called Great
Britain’s “jewel of the crown”?
1.
2.
3.
4.
Japan
China
South Africa
India
Check for Understanding
During the period of exploration and
colonization, ______ was in charge of
overseeing British trading interests in
India.
1. the Trading Post Company of Britain
2. the British East India Company
3. the British Trade and Investment
Company
4. the British army
Check for Understanding
Which of the following helped the
British East India Company to protect
their trading interests in India?
1. British soldiers sent to India by Britain
2. Muslim traders who lived in India
3. Soldiers from India called Sepoys
4. British citizens hired by the East India
Company.
What started the Sepoy Rebellion?
6. 1857-Sepoys rebelled when it was
rumored (not true) that pork and beef fat was
used to grease gun cartridges. Sepoys were
Muslims and Hindus. Their religion forbid
them to eat beef or pork.
THE BRITISH
WERE considered
DISRESPECTFUL
by the PEOPLE OF
INDIA
We Do- Guided Notes
7. What was the result of the Sepoy
Rebellion?
• It took one year to stop
the Sepoy Rebellion.
• The British took control
of India’s government
and made India part of
the British Empire.
• The British didn’t leave
India until 1947.
What does the cartoon imply?
We Do- Guided Notes
Check for Understanding
What happened to cause the Sepoy to rebel
against the British?
1. The Sepoys found out that British cooks were
seasoning their food with beef and pork fat.
2. The Sepoys heard the rumor that the gun
cartridges were greased with beef and pork fat.
3. The Sepoys were forced to use beef and pork
fat to clean and grease their weapons.
Check for Understanding
Which of the following led to Great
Britain taking control of India’s
government?
1. Sepoy Rebellion
2. Boxer Rebellion
3. Opium War
4. Taiping Rebellion
CLOSURE
Use what you learned today to
create a bulleted list indicating
how British imperialism effected
India.
You must include at least 4
bulleted items.
Study Guide – Unit 6 Part 2
Section 3: British Imperialism of
India (9-13)
LAST
Group
Standing!!!
Directions• Each partner group take out TWO whiteboards and TWO
dry erase pens
• ALL Partnering Rules Apply (Posted)
• BOTH partners must write/participate
• You will be given a topic/word/phrase and one minute to
write as many things as you can recall that are directly
associated with that topic/word/phrase
• I will call on people (via pulling sticks) to state what
they’ve written. If any
Prior Knowledge
LAST
Group
Standing!!!
Modeling- I Do
•
•
•
•
•
•
You will be given a topic/word/phrase and one minute to write as many things as
you can recall that are directly associated with that topic/word/phrase
Everyone will stand at the end of two minutes, put dry erase pens down, and
chin up responses.
I will call on people to state one thing they’ve written.
I will ask “Does anybody else have that response?” If yes, all groups will cross
off the response. If NOT, the group who read the response will circle the Answer
and be awarded a point.
If a group crosses off ALL responses and has zero responses circled they will
SIT Down.
At the end the “Last Groups Standing” will announce their points and a winner
will be declared.
PROMPT: Napoleon
End
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(teacher models on whiteboard)
Prior Knowledge
LAST
Group
Standing!!!
Directions• You will be given a topic/word/phrase and one minute to write
as many things as you can recall that are directly associated
with that topic/word/phrase
• Everyone will stand at the end of two minutes, put dry erase
pens down, and chin up responses.
• I will call on people to state one thing they’ve written.
• I will ask “Does anybody else have that response?” If yes, all
groups will cross off the response. If NOT, the group who read
the response will circle the Answer and be awarded a point.
• If a group crosses off ALL responses and has zero responses
circled they will SIT Down.
• At the end the “Last Groups Standing” will announce their
Prior Knowledge
points and a winner will be declared.