Wednesday
Andy Hamilton
7th Grade World History
Week of January 9, 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
 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 #57
Write entire question and correct answer. Date/underline.
1. Which of the following ideas were taught by
Montesquieu?
A. civil liberties & separation of church and state
B. separation of powers & checks and balances
C. separation of church and state & checks and balances
D. civil liberties & separation of powers
2.
A.
B.
C.
D.
What was a result of the English Civil War?
the creation of the Church of England
The beginning of a limited monarchy
an invasion by French forces
an expansion of territory
This Week’s Announcements
 Wednesday
HMS Basketball vs. Long
 Thursday- Unit 6-B TEST
 Friday- End of First Semester
•
•
•
•
•
•
Bell Work
Homework Collection
Prior Learning
Study Guide Check
Relevance
EQ Analysis
• I DO- Direct Instruction
• WE DO• Guided Notes
• CFUs
• Closure
• YOU DO- 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.
Prior Knowledge- Africa
1. What was the name of the group of Dutch farmers that settled
in Southern Africa?
The Boers
2. What was the name of the group of African tribes that united
and fought the Dutch and British under the leadership of Shaka?
Zulu Nation
3. What was the name of the meeting of European Nations to
discuss the rules for the division of Africa?
Berlin Conference
4. Why was Africa a prime target for imperialization?
Rich in raw materials/resources
Lacking political and economic strength to defend itself
Africa was not united culturally.
HOMEWORK CHECK
COMPLETE
SECTION 5
OF
UNIT 6 (Part 2)
STUDY GUIDE
U.S. needed coal and fueling stations in Japan for its
whaling ships.
Sent Matthew Perry with 6 ships to pressure the
Japanes into signing a trade agreement.
Matthew Perry
Meiji Restoration
• Meiji Restoration
• Moved from feudalism to industrialism
• Japan began to imperialize
China and Japan fought for control of Korea.
Japan won control of Korea.
Russia wanted trade rights with Korea but
Japan wanted to keep Russia out of Korea.
Japan defeated the Russia navy.
Japan was recognized as a world power.
Unit 6 (Part 2) - 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.
NEW
LEARNING
Academic Standard
 7-3.7 Explain the causes and effects of the Spanish-
American War and its reflection of the United
States’ interest in imperial expansion.
CAUSES
SpanishAmerican
War
EFFECTS
(Outcomes)
Relevance- Is ALL
news accurate?
ESSENTIAL QUESTION
What were the causes of
the Spanish-American
War?
CAUSES
Monroe Doctrine
USS Maine
battleship is blown up in
Havanna Harbor
yellow journalism
U.S. helped Cuba to fight
for
independence from Spain
SpanishAmerican
War
• Issued by
President James
Monroe in 1823
• Stated that the
Americas were
off limits to
further
European
colonization
• Justification for
involvement in
the SpanishAmerican War
Cuba
• Spain still controlled
Cuba since period of
colonization.
• Spanish colonial
government of Cuba
was abusing and
oppressing the
Cubans.
• Cubans wanted to be
independent and
tried to overthrow the
government.
• Americans
sympathized with the
Cubans.
Cuba
• Spain refused
United States’
offer to buy Cuba
from Spain
• President McKinley
sent USS Maine
into the harbor to
protect American
interests in Cuba.
• USS Maine
exploded while in
the harbor of
Havanna, Cuba.
Yellow Journalism
• Exaggerated stories
• U.S. tried to blame
Spain for the explosion
of the Maine
Two-Front war: fighting in 2 different parts of the
world
Cuba &
Puerto
Rico
Guam
Philipines
Fighting first took place in the Philippines
and then in Cuba. War lasted four months.
Check for Understanding
President Monroe issued the Monroe
Doctrine in order to ________.
A. protect European interests in Latin
America
B. protect Spanish interests in the Caribbean
C. prevent further colonization in North &
South America
D. prevent future wars in Latin America
Check for Understanding
What battleship was sunk in the bay of
Havana that sparked the Spanish
American War in 1898?
A. Arizona
B. Maine
C. Ulysses
D. Yorktown
Check for Understanding
The exaggeration and sensationalizing
of the war in Cuba by newspapers in the
United States is called ___.
A. tabloid journalism.
B. dramatic journalism.
C. yellow journalism.
D. blue journalism.
ESSENTIAL QUESTION
What were the outcomes
of the Spanish-American
War?
1904 - Roosevlet Corollary was added to the
Monroe Doctrine. It stated that the U.S. would be a
police power in the Americas (Western Hemisphere)
The Great White Fleet - President Roosevelt sent
the U.S. Naval ships on around the world trip to
show other nations the economic and political power
of the U.S.
US. Begins to imperialize. The U.S. continued to
intervene into the affairs of other Latin America
nations which established the U.S. supremacy in
the Western Hemisphere.
Where did the Great White Fleet go?
Check for Understanding
Which of the following were territories
gained by the United States as a result
of its war with Spain in 1898?
A. Philippines
B. Guam
C. Hawaii
D. Puerto Rico
Check for Understanding
What war in 1898 led to the United States
becoming an imperialist nation?
A.
B.
C.
D.
Cuban-American War
World War I
American Revolutionary War
Spanish-American War
TICKET – OUT
– THE - DOOR
1. State 4 causes of the
Spanish-American War.
2. State 3 results of the
Spanish-American War.
COMPLETE
SECTION 6
OF
UNIT 6 (Part 2)
STUDY GUIDE
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.