Mrs. Kroll

History and Business Teacher- Grades 9-12

lkroll@weehawken.k12.nj.us

201-422-6140 (school); 973-951-7240 (cell)


ABOUT MRS. KROLL

Pace University, MBA, Taxation

Gettysburg College, BA, Economics and Management

Professor of Ikenobo Ikebana

CONTACTING MRS. KROLL

The best way to reach the teacher is via email or calling the school’s office at 201-422-6140. Emails will be answered within 24 hours during school days.

In an emergency, after school, Mrs. Kroll can be reached on her cell phone 973-951-7240.

ANNOUNCEMENTS, ASSIGNMENTS AND ONLINE RESOURCES ARE ALL PLACED ON THE GOOGLE CLASSROOM SITE FOR THE CLASS

EXPECTATIONS

Supplies- Notebook for taking notes, writing implements (pens and pencils), 3 ring binder for handouts

Homework/ Assignments- Students should be anticipating due dates and reading on a daily basis to stay ahead of the work assigned. For whatever students are reading, they should always be taking notes (20% retention only without notes).

Class Participation-All students are expected to participate in class discussions and ask questions. Each marking period the student can earn up to 100 points for this work.

Due Dates- Assigned work should always be handed in on the due date and by the time our class starts, not by the end of the day.

LINKS

    • District Site

https://whs.weehawkenschools.net/

    • Realtime Parent Portal (principal will share it soon)
    • Student/Parent Handbook (principal will share it soon)

SCHEDULE 2018-9 - All classes in room 121

PERIOD 1- World History

PERIOD 2- United States History 1

PERIOD 3-United States History 1 Honors

PERIOD 4- World History

PERIOD 5- Prep

PERIOD 6-United States History 1 Honors

PERIOD 7-World History

PERIOD 8-Prep

Extra Help- Lunchtime, by appointment only in room 121

COURSE DESCRIPTIONS

World History General is a year-long required survey course that explores the key events and global historical developments since 1350 A.C.E. that have shaped the world we live in today. The scope of Modern World History provides the latitude to range widely across all aspects of human experience: economics, science, religion, philosophy, politics & law, military conflict, literature & the arts. The course will illuminate connections between our lives and those of our ancestors around the world. Students will uncover patterns of behavior, identify historical trends and themes, explore historical movements and concepts, and test theories. Students will refine their ability to read for comprehension and critical analysis; summarize, categorize, compare, and evaluate information; write clearly and convincingly; express facts and opinions orally; and use technology appropriately to present information.

U.S. HISTORY I General is the first year of a two-year requirement in New Jersey for U.S. History. Course content begins with the Colonial Period and concludes with the social, economic, and cultural changes accompanying the industrialization of America. Current affairs and geographical study are integrated into the coursework. Additional readings and position papers are also characteristic of this course.

U.S. HISTORY I Honors covers American history from the Colonial Period through the Reconstruction Era and fulfills one year of the New Jersey state requirement. More detailed coverage of the course material, a college-level text, and wide supplementary readings characterize the approach. Outside assignments will include a book review, research reports, and advanced essays. Admission is limited to qualified students. The course is designed to enable students to study the first half of U.S. History at a pace commensurate with the abilities of high-interest students. Following this class, students generally take the Advanced Placement United States History class which merges two years of information towards a national exam at the end of their two years of United States History

WHY STUDY HISTORY

Historical study serves at least three important functions:

1. To endow students with the knowledge and skills needed to participate effectively in public affairs;

2. To prepare students for the world of work;

3. To enrich students’ lives by fostering personal morale, dignity, and a commitment to others.

A society without a collective memory of its past cannot make informed decisions about its future. Historical study teaches students to take a “long view” of the problems that plague our society and the world, and to arrive at a more sophisticated understanding of the means by which such problems might be solved. In a democratic society, such as the United States of America, governmental efficiency depends in large part on the ability of citizens to weigh policy options against the experience of the past. Historical study also provides students with knowledge and skills that are indispensable in the workplace. Careers such as journalism, law, politics, international affairs, and business require some level of historical knowledge. Historical thinking skills, such as the ability to use a variety of data sources to form conclusions, are also applicable to the modern workplace, where employers now seek individuals who can engage in systematic modes of thinking.

Perhaps the most important function of historical study is the enrichment of the students’ understanding of the present in light of the past. History presents the compelling story of the human experience and provides students with many opportunities to identify with the struggles of past peoples. History enables students to see their place in the flow of time, their connection to the past, and their responsibility to future generations. This sense of belonging promotes personal morale, integrity, and dignity-qualities that contribute to productive work and responsible citizenship.

In New Jersey, high school students begin a more intensive study of history, practicing and learning to use the six cognitive skills referenced. All students must complete a legally required two-year course in United States and New Jersey History, including African-American history (NJSA 18A:35-12).

1. Learning Chronological Thinking

2. Developing Historical Comprehension

3. Learning to Do Historical Analysis and Interpretation

4. Developing Historical Research Capabilities

5. Developing the Capacity for Empathic Thinking

6. Learning to Analyze Historical Issues and Decision-Making

GRADING PROCEDURES

Each marking period has approximately 500-600 available points for you to earn.

They are distributed roughly as follows:

TESTS (Multiple choice on two chapters) ---300

(about 6 major chapter assessments per marking period)

(40-50 questions each with emphasis on multiple choice and short answers)

ESSAYS AND PROJECTS (approximately 1-2)--- 75

Quizzes, assignments and notes---25-50

(5-10 points each)

Daily class participation/ citizenship ---100

(including, but not limited to, reader response sheets;

film or television response logs, et al---this is primarily assessed

at the end of the marking period )

Note: Merits (+) and demerits (-) can be assessed for rewards which students

choose to receive and consequences students choose to accept.

History research project will be during marking period 2 or 3 and will be worth 200 points.

The total points are divided by a factor to get a grade on the scale of 100.

Scaling may take place at the total discretion of the teachers.