Mr. Genness
7th Grade: Ancient History 8th Grade: U.S. History: Reconstruction to the Present (207) 453-4200 extension 350 BIOGRAPHY: My name is Daniel Thomas Genness and I am 25 years old. I grew up in Fairfield Center and graduated from Lawrence High School in 2002 (so I know many of my students siblings and relatives). After graduation, I attended the University of Maine at Farmington where I received a bachelors degree in secondary education with a dual major in history. Upon leaving Farmington, I got a job working as an education technician at Lawrence Junior High School until 2008 until I got the opportunity to teach social studies. I am proud to teach at MSAD 49 and it is a privilege to be with some of the greatest students in the world!!! GRADING POLICY: HOMEWORK: 1 GRADE QUIZZES: 2 GRADES TESTS: 4 GRADES HOMEWORK POLICY All Homework is expected to be completed on time. If homework is not completed by the date it is due, penalties will be attached. 1 day late: -10 points 2 days late: -20 points 3 days late: -30 points 4 days late: A zero will be registered into the grade book
LATE WORK POLICY: Furthermore, with late work, the student will be assigned a card at the beginning of each week with each late assignment listed on it. The student will then have 3 days to make up each of the late assignments. If the student does not complete the work, a call to parents will follow. Also, at the beginning of each quarter, homework passes will be assigned. Homework passes allow the student to redeem the pass for one homework assignment he or she may have missed due to whatever reason. When a student earns 10 100s in the grade book, he or she will be eligible for a new homework pass (not to exceed 2 in a quarter).
CORE VALUES OF THE CLASSROOM 1. Friendship 2. Value 3. Respect 4. Dignity 5. Truth 6. Honor CLASSROOM BILL OF RIGHTS It is important that every citizen know his or her constitutional rights. It is also important that students know the rights they are entitled to upon entering the classroom. The Classroom Bill of Rights are: 1. I have the right to learn 2. I have the right to be safe 3. I have the right to respect 4. I have the right to be valuedd 5. I have the right to express my opinion 6. But above all, I have the right to be the best I can possibly be CLASSROOM EXPECTATIONS: The following is the list of rules students are expected to honor: 1. Be in your seat when the bell rings 2. Always have a pen/pencil and laptop ready 3. Please push in chair when class is finished 4. Please come to class ready to learn 5. Above all, we will treat each other with respect CONSEQUENCES FOR RULE VIOLATIONS 1. Verbal warning 2. Name on the board 3. One check (lunch detention) 4. two checks (lunch detention and after school detentions) 5. three checks (office referral, lunch and after school detentions) TEXT THE AMERICAN JOURNEY: RECONSTRUCTION TO THE PRESENT Supplemental Readings Readings from the textbook will be augmented by primary source documents and newspaper articles. A few examples are: 1. www.worldwaronecolorphotos.com 2. www.firstworldwar.com 3. www.worldwarone.com 4. The New York Times 5. The Washington Post 6. The LA Times 7. The Morning Sentinel Also, students will be expected to find information through the use of different search engines, indexes, and data bases 8TH GRADE U.S. HISTORY COURSE DESCRIPTION: The purpose of 8th grade United States History is to expose students to the relevant people, events, and themes that helped shape the distinct uniqueness of 19th and 20th century America. Using different instructional strategies and keeping in mind a multi-cultural approach, students will have opportunities to demonstrate their knowledge through a variety of different means. Since we live in an ever-increasing, technologically driven world, the use and mastery of different types of technology is absolutely essential in order to better succeed in life outside of school. Therefore, with this thought in mind, the students will use their i-books in many different ways ranging from simple internet web-searches to i-movie projects. CURRICULUM STANDARDS THAT WILL BE MET BY THE END OF THE YEAR UNDERSTANDING AND STUDYING HISTORY: 1. define history 2. explain why we study history 3. explain the role of interpretation in history 4. identify primary and secondary sources and tell the difference 5. analyze primary and secondary sources and judge the accuracy 6. recognize bias and point of view UNITED STATES PHYSICAL AND POLITICAL GEOGRAPHY 1. locate all states of the United States 2. locate major mountains, lakes, and rivers of the United States RECONSTRUCTION AND BEYOND 1. Explain the results and impact of Reconstruction on America 2. Identify the rights associated with the 13th, 14th, and 15th amendments 3. Black Codes and the creation of Jim Crow Laws 4. Plessy v. Ferguson and explain the Supreme Court's decision and the impact it had on America THE GUILDED AGE AND THE RISE OF BIG BUSINESS 1. Explain how the law of supply and demand works in a market economy 2. Explain the advantages and disadvantages of monopolies/trusts IMMIGRATION 1. Explain several reasons that people chose to emigrate from their homlands to America 2. Compare and contrast immigration in the early 1900s and today 3. Identify the benefits of United States citizenship 4. Recognize the contributions made to the United States by various immigration groups 1900-1909 A SHIFTING OF GEARS 1. Describe the importance of innovators and innovations on America 2. Describe the significance of Theodore Roosevelt and his effect on America 1910-1919 AMERICA GROWS UP 1. Explain how the United States changed from an isolationist country to a world power 2. Identify several factors that led to the start of World War I 3. Identify the U.S. Constitutional process for a formal declaration of war 4. Explain Wilson's "making the world safe for democracy" statement 5. Describe how WWI differed from previous warfare the United States had been involved with 6. Identify the main idea's in Wilson's Fourteen Points (self-determination, creation of the League of Nations) 7. Explain the results of the Treaty of Versailles and the impact they will have in the future (Germany's punishment and changes to the map of Europe). 8. Analyze the results of WWI on America 1920-1929 THE ROARING 20S 1. Summarize the Women's Suffrage Movement 2. Explain the effect of the passage of the 19th Amendment on America 3. Describe the cultural and moral conflicts associated with the decade (rise of the KKK, changing role of women, the flappers, Prohibition, and organized crime). 1930-1939 THE TUMULTOUS 30S 1. Explain how the stock market crash affected America 2. Identify factors leading to the Great Depression 3. Recognize how the Great Depression impacted various groups of Americans 4. Explain how the New Deal helped America and Americans 1940-1949 AMERICA'S PLACE IN THE WORLD 1. Identify the countries that were part of the Allied Forces 2. Identify the countries that were part of the Axis Forces 3. Identify the circumstances of the attack on Pearl Harbor 4. Describe what life was like on the home front during the war 5. Explain how fear and prejudice led to the internment of Japanese Americans 6. Define D-Day and V-E Day 7. Define island hopping, kamikazes, V-J Day, Manhattan Project, A-Bomb 8. Describe how Hiroshima and Nagasaki were affected by the Atomic Bomb 9. The Holocaust 10. Analyze the results of WWII 1950-1959 THE NIFTY 50S 1. Describe the Cold War 2. Explain the differences between the U.S. and Soviet Union 3. Describe the effects of the Space Race 4. Describe the effects of the Arms Race 5. Explain the impact of McCarthyism on America 6. Explain the causes of the Korean War 7. Explain the results of the Korean War 8. Define: civil rights, prejudice, discrimination, racism, segregation, desegregation, integration, justice 9. Identify forms of non-violent resistance 10. Identify the contributions of Martin Luther King Jr. to the Civil Rights Movement 11. Explain the effects of significant events during the Civil Rights Movement 1960-1969 THE GROOVY 60S 1. Explain the circumstances of the Cuban Missile Crisis 2. Explain the significance of John F. Kennedy's assassination 3. Explain the results of the Vietnam War on American and Vietnam 1970-1979 THE DY-NO-MITE 70S 1. Explain the impact of Watergate on America 2. Explain Nixon's resignation 3. Define: impeachment, checks and balances, pardon 4. Define: liberation, feminists, radical feminists, traditionalists, Equal Rights Amendment 5. Compare and contrast the beliefs of feminists and traditionalists 1980-1989 THE TOTALLY AWESOME 80S 1. Describe the relationship between the Soviet Union and the United States and explain the significance of the fall of the Berlin Wall 1990-1999 1. Explain the significance of the collapse of the Soviet Union and the end of the Cold War 7TH GRADE ANCIENT HISTORY: The purpose of 7th Ancient History is to trace the development of human civilization from early stone age cultures to Ancient Rome. During the course of the class, we will learn about Ancient Mesopotamia, ancient Egypt and Nubia, ancient China, Ancient India, Ancient Greece, Ancient Rome, major world religions, the African continent and the Middle East. Curriculum Objectives that are met during this class are: 1. The student will demonstrat knowledge of map skills and basic geographical terminology: longitude, latitude, land forms, and water forms to the content areas studied. 2. 8th Grade key vocabulary: History, cause and effect, interpretation, primary and secondary sources, propaganda, point of view, Reconstruction, 13th, 14th, and 15th amendments, Black Codes, Plessy V. Ferguson, supply and demand, monopolies/trusts, immigration, emigration, The Square Deal, Panama Canal, trench warfare, u-boats, self-determination, League of Nations, Women's suffrage movement, 19th amendment, prohibition, flappers, Great Depression, Dust Bowl, New Deal, Treaty of Versailles, Axis, Allies, Pearl Harbor, D-Day, V-E Day, V-J Day, Kamikazes, Manhattan Project, A-Bomb, Cold War, Space Race, Arms Race, McCarthyism, Civil Rights, Martin Luther King Jr., Cuban Missile Crisis, New Frontier, Vietnam, Watergate, Clinton's impeachment. 7th Grade World History Course Description A study of ancient times, from early stone age man through Mesopotamian, Egyptian, Harrapan, Chinese, Greek, and Roman cultures. Additionally, attention is given to geographic skills and the development of major world religions. Course Objectives: Upon successful completion of this course the student should be able to: 1. Recognize continents, oceans, seas, and other major geographical features 2. Read a map 3. Connects the events and patterns of history to the world as it is today. 3. Describe the core beliefs and cultural developments of the various cultures we study. 4. Comprehend the origins of the world's major religions and their core beliefs 5. Understand the foundations of modern Western governments and society in the civilization of Greece and Rome.
COURSE OUTLINE: 1. Geography and map reading 2. Early man: the change from nomadic existence to permanent settlements 3. Mesopotamian cultures 4. Ancient Egypt 5. Ancient Harrapa and Ancient China 6. Development and central beliefs of major world religions 7. Ancient Greece 8. Ancient Rome
COURSE ACITIVITIES: 1. Modeling the city-state 2. Diagramming a pyramid 3. Mapping the world 4. Citizenship campaign 5. Silk Route Time Travel (possible travel brochure) 6. Comparing religions
COURSE REQUIREMENTS: 1. Keep a notebook that contains all materials pertinent to the chapter/unit being studied. 2. Completion of assignments in a timely manner. 3. Class participation 4. Regular attendance 5. Come to class prepared with text, notebook, laptop, writing tool, and assignment book. 6. Completion of a variety of activities 7. quizzes 8. tests 9. Attitude, work ethic, and participation 10. Common District Assessments COMMON ACADEMIC VOCABULARY: 1. AD 2. Barter 3. BC 4. BCE 5. Bibliography 6. Campaign 7. Captions 8. CE 9. Century 10. circles 11. citizenship 12. city-state 13. civilization 14. climate 15. complex culture 16. concentrated settlement 17. controversial 18. credibility 19. culture 20. custom 21. diverse 22. economy 23. elements 24. evolution of government 25. geography 26. hemisphere 27. insets 28. Isthmus 29. landmark 30. latitude 31. longitude 32. meridians 33. parallels 34. peninsular 35. perspective 36. physical force 37. primary source 38. region 39. resource 40. river system 41. secondary source 42. society 43. specialization of labor 44. strait 45. terrain 46. trade 47. topics 48. ziggurats Maine Learning Results that will be met in both the 7th and 8th Grade: A1: Researching and Developing Positions on Current Social Studies Issues: Students research, select, and present a positiion on a current social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources. A2: Making Decisions Using Social Studies Knowledge and Skills: students make individual and collaborative decisions on matters related to social studies using research and discussion skills. A3: Taking Action Using Social Studies Knowledge and Skills: Students select, plan, and implement a civic action or service learning project based on a school, community, or state asset or need and anaylze the project's effectiveness and civic contribution B1: Knowledge, concepts, themes, and patterns of civics/government: Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world. B2: Rights, duties, responsibilities, and citizen participation in government: Students understand constitutional and legal rights, civic duties and responsibilities, and roles of citizens in a constitutional democracy. B3: Individual, Cultural, International, and Global Connections in Civics and Government: Students understand political and civic aspects of unity and diversity in Maine, the United States, and various world cultures including Maine Native Americans. C1: Economic Knowledge, Concepts, Themes, and Patterns: Students understand the nature of economics as well as key foundation ideas C2: Individual, cultural, international, and global connections in Economics: Students understand economic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans D1: Geographic knowledge, concepts, themes, and patterns: Students understand the nature and basic ideas of geography D2: Individual, cultural, international, and global connections in Geography: Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans. E1: Historical Knowledge, Concepts, Themes, and Patterns: Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. E2: Individual, cultural, international, and global connections in history: Students understand historical aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans. |
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Lawrence Junior High School |
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