Thursday
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
 Spiral Review QUIZ #3
 Guided Notes for EQs 5, 6, 7
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.
This Week’s Announcements
 Thursday- Spiral Review QUIZ #2

HMS Volleyball @ Darlington
 Friday-
Agenda
 Bell Work
 Review-Preview
 Spiral Review QUIZ #3
 EQ 5 Analysis
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
Direct Instruction w/Guided Notes
CFUs
 Closure
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
constitutionalism
Ways to
establish
Limited
Governments
constitutional
monarchy
rule of law
democracy
separation of
powers
NEW
LEARNING
I CAN…
Describe the actions taken
by Russia and France to
continue to be Unlimited
Governments in the 1600s
and 1700s?
What actions did Russia and France take to
continue to be unlimited governments in the
1600s and 1700s?
• Continued to operate under absolutism (all
power given to monarch).
• Demonstrated unlimited authority by…
- raising taxes
- dissolving the legislature
- limited the rights & freedoms of people
- used the military to enforce its
decisions/policies
Check for Understanding
What two nations continued to be
unlimited governments in the 1600s
and 1700s?
France
Russia
Check for Understanding
What 4 things did the absolute
monarchs of France and Russia do
to exercise their authority?
Raised taxes
Dissolved legislative body
Limited rights & freedoms of the people
Use the military to enforce their policies