Union County High School
Advanced Placement® United States History
If one could make alive again for other people some cobwebbed skein of old
dead intrigues and breathe breath and character into dead names and stiff
portraits. That is history to me!
- George Macaulay Trevelyan
Instructor: Mrs. Abigail A. Wheaton
Room: 207
Phone: 270-389-1454 ext. 6221
E-Mail: abigail.wheaton@union.kyschools.us
Course Description:
The Advanced Placement® United States History course is designed to provide
students with a college level survey course of United States History. The
course emphasizes relevant factual knowledge of American history from Pre
Columbian civilizations to present. Students will study and examine the events
and chronology of this time period using the themes of American Diversity,
American Identity, culture, demographic changes, economic transformations
environment, globalization, politics and citizenship, reform, religion, slavery
and it’s legacy, and war and diplomacy.
This course looks at United States history both as an academic content and
also as a methodology. Students will discover that history is much more than
a list of facts and dates to memorize. Rather, students will encounter that
history is constantly changing as a result of new discoveries. Students will
develop and fine tune academic skills such as effective note taking, map
reading, primary source analysis, research and citations, and essay writing.
Required Course Textbook:
Kennedy, David M, Lizabeth Cohen, Thomas A. Baily. The American Pageant: A
History of the Republic. 13rd Ed. Boston: Houghton Mifflin Company, 2006.
Required Course Novels:
Crane, Stephen. The Red Badge of Courage. New York: Dodd, Mead, 1957.
Hersey, John. Hiroshima, New York: 1946.
Paine, Thomas. Common Sense. Philadelphia: William and Thomas Bradford,
1776.
Sinclair, Upton. The Jungle. New York: 1906.
Steinbeck, John. The Grapes of Wrath. New York: Penguin Putnam Inc. 1939
Stowe, Harriet Beecher. Uncle Tom’s Cabin. Boston: John P Jewett & Company,
1852.
Supplemental Text
Kennedy, David M. and Thomas A. Bailey. American Spirit, Volumes I and II.
11th ed. Boston, Massachusetts.: Houghton Mifflin Co., 2006.
McNally, Rand. Historical Atlas of the World 1st Ed. Soike, Ill: Rand McNally and
Company, 2005.
Supplemental Materials
America: The Story of Us video series
Required Novels
It is up to the student to secure copies of the required novels and read them in
the required time frame. Students will be required to read the novels on their
own as in class time will not be provided. Union County High School copies
will be made available three weeks prior to the due date of the specific novel
project to allow students time to read. If students feel three weeks is not
enough time, arrangements can be made with the instructor. So as not to
compromise valuable class time, students must come before school or after
school to pick up a copy of the books. UCHS books need to be turned in the
day the student turns in their project. Students who do not return their books
promptly will be placed on the hold list. Books can also be located at the
school library and Union County Public library.
Common Sense is available for purchase through Amazon for $2.50. Kindle
edition is free through Amazon and the Nook edition is $0.99 through Barnes
and Noble. Students can also read the full text online through the Guttenberg
project using the following link:
http://www.gutenberg.org/files/147/147-h/147-h.htm
Uncle Tom’s Cabin is available for purchase through Amazon for $5. Kindle
edition is free through Amazon and the Nook edition is $0.99 through Barnes
and Noble. Students can also read the full text online through the Guttenberg
project using the following link:
http://www.gutenberg.org/files/203/203-h/203-h.htm
The Red Badge of Courage is available for purchase through Amazon for $6.50.
Kindle edition is free through Amazon and the Nook edition is $0.99 through
Barnes and Noble. Union County High School owns copies of these books.
Copies will be distributed to students who need them three weeks prior to the
due date of the assignment per guidelines above.
The Jungle is available for purchase through Amazon for $3.00. Kindle edition
is free through Amazon and the Nook edition is $1.00 through Barnes and
Noble. Union County High School owns copies of these books. Copies will be
distributed to students who need them three weeks prior to the due date of the
assignment per guidelines above.
The Grapes of Wrath is available for purchase through Amazon for $10.88.
Kindle edition is $12.99 through Amazon and the Nook edition is $12.99
through Barnes and Noble. Union County High School owns copies of these
books. Copies will be distributed to students who need them three weeks prior
to the due date of the assignment per guidelines above.
Hiroshima is available for purchase through Amazon for $19.50. Kindle edition
is $17.20 through Amazon. This title is not available on the Nook.
Union County High School owns copies of these books. Copies will be
distributed to students who need them three weeks prior to the due date of the
assignment per guidelines above.
Required Materials which must be brought to EVERY CLASS:
 Textbook
 Pen or pencil
 Notebook or binder
 Paper
 Completed assignments or projects due
Classroom Procedures:
 Students will enter the classroom, immediately find their seat, and begin
working on the bell work assignment.
 Any assignment that is due will be collected at the beginning of class
after the completion of the bell work. Homework not turned in at that
time will be considered to be considered late. Please see late work
section.
 Students will be attentive during all instruction and will actively
participate during all group activities
 Students will be dismissed by the teacher and not by the bell.
Classroom Expectations:
 Students are expected to be prepared for class with all required materials
and assignments.
 Students are expected to be prompt for class
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Students are expected to complete all work independently of others
unless a group assignment is given. CHEATING WILL NOT BE
TOLERATED!
Students are expected to properly cite ALL sources and research
materials when working on a research project. PLAGIARISM WILL NOT
BE TOLERATED!
a. Cheating a plagiarism are two violations which the instructor
considers to be quite serious. In order to teach the students the
severity of the issue and prepare the student better for college and
the workforce cheating and plagiarism will be dealt with in the
following manner:
i. 1st offense will result in the student getting a zero on the
assignment, student/ teacher conference and a phone call
home
ii. 2nd offense will result in the student getting zero on the
assignment, student/ teacher conference, a phone call home
and an office referral
iii. 3rd offense will result in a zero on the assignment, an office
referral and a parent/ teacher conference
Students are expected to treat me, other students, and the subject
matter with respect and dignity.
Students are expected to prepare for and take the AP exam in May.
The AP Exam
 The AP exam is a three hour exam which is scored on a scale of 1-5. The
exam consists of eighty multiple choice questions completed in fifty-five
minutes, two free response essay questions, and one document based
question completed in 130 minutes.
 Colleges and universities generally require a score of three or higher in
order for college credit to be awarded however this can vary depending on
the institution.
 The AP US History Exam will take place on Wednesday May 15, 2013 at
8 a.m.
o Students MUST attend school on this date as there is an additional
fee to take the exam on an alternative date. Please speak with the
instructor IMMEDIATELY if you have a conflict with this date
 AP scores will be available to students in July and will be mailed directly
to the student from the College Board.
 Since scores are not available until July, a student’s performance on the
AP is exam does NOT impact their grade in the course.
 The cost of the AP exam is $87 payable to the guidance office as soon as
possible. If finances are an issue please speak with the guidance office
privately as scholarships may be available.
 Review sessions for the exam will take place in class the week leading up
to the exam as well as before and after school sessions. Before school
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and after school sessions are STRONGLY RECOMMENDED, but not
required.
Students will have the opportunity take one complete AP practice exam
per semester during Saturday sessions. These sessions are STRONGLY
RECOMMENDED, but not required
Grading and Assessment:
Students will be assessed using a variety of methods such as review questions,
in class or take home assignments, projects, quizzes, and exams. All questions
used have appeared on passed AP exams or are AP level questions from College
Board approved text books. Students will also be required to write one essay a
week based on the reading of the text, supplemental reading, and class
discussion. Students will write a minimum of two DBQs per quarter. All DBQ
and essay questions will have appeared on past AP exams and be scored using
the rubrics set forth by the College Board.
Students’ grades will be weighted with homework and in class work making up
40% of their grade and tests and large projects making up 60% of their grade.
With these weights, one assignment can impact a grade significantly. It is
crucial that students turn in all assignments and try their best on all projects
and exams
***In Kentucky, US History is a state tested subject. This means that all
students will take a state created end of course exam in May. This exam will
count for 20% of their final grade in the course.***
To keep students informed on their grades, the instructor will print section
summaries of each class every other week to keep students up to date on their
grade in the course. Students may ask to see their grade at any time. Student
ID numbers will be used and class rosters will be randomized to ensure
privacy. Students who have questions regarding their grade in the course or a
grade on an assignment should see the instructor before school, after school or
lunch. Since a student’s grade is a private matter all grades will be discussed
one on one and not during class time.
Parents are able to check grades at any time using the Infinite Campus Portal.
For log on information for the parent portal please contact the guidance office.
Homework: Due to the academic level and quantity of material that needs to
be covered for a student to be successful on the AP exam, home is necessary.
Students should expect to have some type of assignment every evening and
possibly on breaks from school. Students will be made aware of assignments
in advance with ample time to complete the assignments. All homework
should be labeled in the top right hand corner as follows:
 Name
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Date
Period and Class
Assignment page number or description
Assignments which have no name will not be graded.
Missed Assignments:
If a student is absent they are required to check the absentee folder for their
class period PRIOR to speaking with the instructor about what was missed.
The absentee folder will be located on the table next to the window. Any
assignments that were missed will there labeled with the student’s name. It is
the responsibility of the student to get any notes that may have been missed
from another student in the class. All make up tests will be done before school
or after school within one week of the exam.
Late Assignments: Due to the rigorous nature and fast pace of this course
students are both expected and required to complete all work by the due date.
NO LATE WORK WILL BE ACCEPTED! IT IS CRITICAL THAT YOU NOT
FALL BEHIND!
Tutoring (ESS):
Union County High School provides after school tutoring known as ESS for
students in their core subjects twice a week from 3:15-5:00 p.m. Tutoring for
math and science is available every Tuesday and tutoring for English and
social studies is available every Thursday. Students do not need to sign up, but
rather need to come on the specific day. Transportation is provided to the
students at 5:00 p.m. If a student misses a day or is falling behind students
are strongly encouraged to come to tutoring. If a student is not able to come
on tutoring days for assistance he or she should speak privately with the
instructor and alternative arrangements can be made. All missed exams will
be made up after school in ESS.
Flashbacks: At the beginning of each class students will be given four multiple
choice questions for a flashback. Students will use the given flashback sheet.
Flashbacks not done on their flashback sheet will not be counted. Students
who are out with an excused absence will not be required to make up the
missed flashback. Unexcused absences or ISS will result in a zero for the day.
The flashbacks are graded assignments and worth four points per day (twenty
points a week).
Restroom Policy: Students will not be permitted to leave the classroom the
first ten minutes or last ten minutes of class per Union County High School
policy. Students must ask to leave the room and must sign out, taking
appropriate pass and sign back in upon their return. Additionally the
instructor will not permit leaving the classroom in the middle of the lesson.
Students must wait until a transition in the class period to ask to use the
restroom.
Classroom Tardiness:
A student will be considered tardy if they have not crossed the threshold of the
door by the time the tardy bell rings. Per UCHS policy students will be required
to sign a tardy slip which will then be turned into the office. Please refer to the
student handbook for the High School tardy policy.
Course Outline and Topics
Topics and readings will include but are not limited to those listed below
Unit 1 Pre Columbian Era, European Colonization and Colonial America
Date 33,000 B.C.-1750
 Pre Columbian Cultures
 Post Columbian Cultures
 Exploration of Spain, France and Great Britain
 Establishment of the thirteen original colonies
o Reasons for Colonization
o Daily life in the colonies
o Religion in the Colonies
 The Great Awaken
 Bacon’s Rebellion
 Slavery within the colonies and the influence of African Americans
 Salem Witch Trials
 Economics within the Colonies and the system of Mercantilism
Primary Source
Sinners in the Hands of an Angry God, Bartolomé de Las Casa Defends the
Indians (1552), Hernando de Soto Encounters Indians of the South East ( 15391542), The Intolerant Acts of Toleration (1649), Persecutions of the Catholics
(1656), letters and contracts of indentured servants, The Salem Witchcraft
Hysteria (1692)
Secondary
The Devil in Salem by Peggy Robbins, God Would Destroy Them, and Give Their
Country to Another People by Alfred W. Crosby Jr., Englishmen and Africans by
Winthrop Jordan, Treatment of Slaves by Alexander Falconbridge, The Crucible
by Arthur Miller
Visual Sources
Maps of various pre-Columbian groups, maps of the 13 original colonies,
colonial art, graphs of population growth during the colonial era, charts dealing
with the Salem Witch Trials
Unit 2 The American Revolution
Date 1750-1789
 The French and Indian War
 The Treaty of Paris
 Stamp Act
 Townshend Act
 Boston Tea Party
 Boston Massacre
 Intolerable Acts
 Common Sense
 The Declaration of Independence
 Patriots vs. Loyalists
 French Alliances
 Battles of the Revolution
 Treaty of Paris
Primary Sources
Common Sense by Thomas Paine, Declaration of Independence, The Treaty of
Paris, The Stamp Act, Adam Smith’s Balance Sheet (1776), Ben Franklin
Testifies Against the Stamp Act (1766), Philadelphia Threatens Tea Men (1773),
New York Abuses Tories (1775), First Continental Congress States Colonial
Rights and Grievances (1774), The Boston Gazette Describes the Boston
Massacre (1770), Deborah Sampson Gannett Recounts Her Wartime Experiences
(1802), Abigail and John Adams Exchange Sentiments on Women’s Rights (1776)
Secondary
Founding Mother: Abigail Adams by Phyllis Lee Levin, America the Story of Us
Revolution episode,
Visual Sources
Political Cartoons, Images of the Boston Massacre, colonial art, maps of the
French and Indian War battles
Unit 3 The Early Republic
Date 1789-1824
 Pros and Cons of the Articles of Confederation
 Pros and Cons of the United States Constitution
 North West Ordinance
 Constitutional Convention
 Federalists vs. Antifederalist
 Presidencies of Washington, Adams, Jefferson, Madison
 Hamilton and his financial plan
 Federalists vs. Democratic Republicans
 Revolution of 1800
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Louisiana Purchase
Lewis and Clark Expedition
Trade Embargo
War of 1812
Nationalism
Panic of 1819
Missouri Compromise
Marshall Court
Monroe Doctrine
Primary Sources
Articles of Confederation, United States Constitution, Bill of Rights, Select
Federalist and Anti Federalist Papers, Marbury v. Madison Supreme Court
Case, McCulloch v. Maryland Supreme Court Case, Marshall Asserts the
Supremacy of the Constitution (1803), Napoleon Decides to Dispose of Louisiana
(1803), Jefferson Stretches the Constitution to Buy Louisiana (1803), Louis and
Clark Meet a Grizzly (1805),
Secondary Sources
Commentaries on noted Supreme Court Cases, biographies of Washington,
Adams, Jefferson, Madison, and Hamilton, A Leap in the Dark: The Struggle to
Create the American Republic by John Ferling
Visual Sources
Images sent back by Lewis and Clark, Maps of Lewis and Clark Expedition,
Maps of the Louisiana Purchase
Unit 4 The Jacksonian Era and the formulation of the New Economy
Date 1824-1860
 Presidency of John Quincy Adams
 Jacksonian Democracy and the spoils system
 Bank of the United States
 Trail of Tears
 Immigration vs. Nativism
 Commercial Agriculture
 Women in the Economy and the Lowell Girls
 Second Great Awakening and Reform
 Art
 Transcendentalism
Primary Sources
Accounts from Lowell girls, Jackson Vetoes the Bank Recharter (1832), Jackson
Endorses Indian Removal (1829), Accounts of the Trail of Tears, The Utopian
Lowell Looms (1844), Slavers for the New England Girls (1846), The Coming of
the Irish (1836), Chattel Slavery vs Wage Slavery (1840), The Impact of the Erie
Canal (1853), The Seneca Falls Manifesto (1848)
Secondary Sources
The Cult of True Womanhood: 1820-1860 by Barbara Welter, Forgotten FortyNiners by Joan Levy, The Choice: The Jackson-Dickinson Duel, biographies of
Ralph Waldo Emerson and Henry David Thoreau
Visual Sources
Transcendental art, map of the Trail of Tears, charts dealing with immigration
statistics and population growth
Unit 5 The Nation Tears Apart: Sectionalism, Compromises, and the Eve
of the Civil War
Date 1800-1861
 Southern Culture
 Slavery Culture
 Northern Culture
 Abolition Movement
 Manifest Destiny
 Mexican American War
 Underground Railroad
 Compromise of 1850
 Bleeding Kansas
 Dred Scott Case
 Succession
Primary Sources
Uncle Tom’s Cabin by Harriet Beecher Stow, Ain’t I a Woman? By Sojourner
Truth, Dred Scott vs Sanford Supreme Court Case, A Former Slaver Exposes
Slavery (1850), Manifesto of the Anti-Slavery Society (1833), Abraham Lincoln
Appraises Abolitionism (1854), Two Pioneers Describe Oregon (1847), President
Polk Justifies the Texas Coup (1854), A British View of the Mexican American
War (1847), The South Scorns Mrs. Stowe (1852), Mrs. Stowe Inflames the
Southern Imagination (1853)
Secondary Sources
Commentaries on the Dred Scott Case, Representative Americans: The Civil War
Generation by Norman Risjord
Visual Sources
Political cartoons, maps of the Underground Railroad, maps showing slave and
free states, maps showing the order of succession, maps showing manifest
destiny, population charts of whites vs. blacks in various parts of the count
Unit 6 The Civil War and Reconstructing the Union
Date 1861-1877
 Causes of the Civil War
 Fort Sumter
 Antietam
 Gettysburg
 Sherman’s March to Sea
 Emancipation Proclamation
 African American and Women’s contributions to the Civil War
 Election of 1864
 Lincoln Assassination
 Social, Economic, and political consequences of the war
 Freedman’s Bureau
 Johnson’s leadership and personal qualities
 KKK
 13th, 14th, 15th amendments
 Black Codes
Primary Sources
13th, 14th, and 15th amendments of the US Constitution, Gettysburg Address,
Fort Sumter Inflames the North (1861), Fort Sumter Inspires the South (1861),
Jefferson Davis Deplores Emancipation (1863), The Hell of Andersonville Prison
(1864), General William T Sherman Dooms Atlanta (1864), Maria Carter
Describes an Encounter if the Klan (1871)
Secondary Sources: The Red Badge of Courage by Stephen Crane, Gettysburg
by Joseph Glathaar, John Wilkes Booth and the Politics of Assassination by
James W. Clarke, The Former Slave Confronts Freedom (1901), Biographies of
WEB Du Bois and Booker to Washington, Representative Americans: The Civil
War Generation by Norman Risjord
Visual Sources
Maps of battle strategies and movements, photos by Matthew Brady, political
cartoons, photos of the KKK, photos of African American life in the south,
photos of Sherman’s March to Sea, photos of the south before and after to
show levels of destruction
Unit 7 Go West Young Man: Westward Expansion and Frontier Life
Date 1865-1909
 American and Native American relations
 Daily life on the Frontier
 Dawes Act
 Eugene v. Debs
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Impact of Western Expansion
Free land and Fraud
Farmers Protests
The Hawaii Question
Acquiring Puerto Rico and the Philippines
Open Door in China
Panama Canal
Primary Sources
Across the Plains by Robert Louis Stevenson, first-hand accounts of the Battle
of Little Big Horn, A Pioneer Woman Describes the Overland Trail (1862),
Sodbusters (1877),
Secondary Sources
The Way to the West: Essays on the Central Plains by Elliot West
Visual Sources
Maps of the travel westward, images of life on the frontier, political cartoons
dealing with expansion
Unit 8 The Gilded Age and Industrialization
Date 1869-1900
 Big Business
 Robber Barons of the Age
o Vanderbilt
o Carnegie
o Rockefeller
o Morgan
o Gould
 Society and culture rich vs. poor
 Environmental impacts of industrialization
 Labor Unions
 Socialism
 Immigration and Urbanization
 Politics of Democrats and Republicans
 Boss Politics and the big City
 Imperialism and the Spanish American War
Primary Sources: United States vs. E.C. Knight Supreme Court Case, Pollock
v. Farmers Loan and Trust Company Supreme Court Case, Holden vs. Hardy
Supreme Court Case, Plessy vs. Ferguson Supreme Court Case, Andrew
Carnegie’s Gospel of Wealth, John D. Rockefeller Justifies Rebates (1909), Life of
a Sweatshop Girl (1902), documents on the Pullman Strike, White Man’s
Burden, Black Man’s Burden
Secondary Sources
Biographies of the Robber Barons
Visual Sources
Political cartoons, Clips from America’s Castles,
Unit 9 The Progressive Era
Date 1901-1916
 Progressivism
 Socialism
 Progressive policies of Roosevelt, Taft, and Wilson
 Conservation
 Wilson’s Diplomacy in Latin America
 War in Europe and American Neutrality
 Triangle Shirtwaist Fire
 Women’s Suffrage
 Muckrakers
Primary Sources
The Jungle by Upton Sinclair, Pure Food and Drug Act of 1906, writings of Ida
Tarbell and other Muckrakers, The Story of the R.M.S. Titanic As Told By Its
Survivors, documents of various accounts of the Triangle Shirtwaist Fire,
Secondary Sources: The Wizard of Oz: Parable on Populism by Henry M.
Littlefield,
Visual Sources: Photos by Jacob Riis, photos of Chicago stockyards and meat
packing industry, political cartoons, Advertisements for various products
Unit 10 The Great War and the Roaring Twenties
Date 1914-1929
 Causes of WWI
 Isolationism and the entrance of the USA into the war
 Women during WWI
 Treaty of Versailles
 The League of Nations
 Culture clashes during the 1920s
 Birth of Consumerism
 Red Scare
 Immigration Restrictions
 Prohibition
 Gangsterism
 Sacco and Vanzetti Trial
 Jazz Age
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Changing role of women in the 1920s
Harding Scandal
Coolidge foreign policy
Primary Sources
The Zimmerman Note, the Treaty of Versailles, Wilson’s Fourteen Points, The
Great Gatsby by F. Scott Fitzgerald, first-hand accounts from soldiers during
WWI,
Secondary Sources: Organized Crime in Urban Society: Chicago in the
Twentieth Century by Mark Haller
Visual Sources: Propaganda posters, news reels, and photos of soldiers and
the home front, maps of key locations in WWI
Unit 11 The Presidential Election of 1928, the Great Depression and the
New Deal
Date 1928-1933
Presidential election of 1928
The Great Crash of 1929
Economic impacts of the crash both on the United States and the world
Social and Cultural life in the Great Depression
Dust Bowl
Environmental effects of the Dust Bowl
Migration west
Franklin Delano Roosevelt election and plan for success
The New Deal (causes, course, and consequences)
Primary Sources
The Grapes of Wrath by John Steinbeck, Schechter Poultry Corporation vs.
United States Supreme Court Case, FDR Fireside Chats
Secondary Sources: Black Blizzards Role In by Donald Worster, Hooverville
song from the Broadway musical Annie
Visual Sources
Photos of daily life during the Depression and Dust Bowl, maps of migration
and weather patterns
Unit 12 The Presidency of Franklin Roosevelt and WWII
Date 1933-1945
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Hundred Days Congress – 1933
Court Packing Scheme
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Rise of dictators in Europe and their effects on United States diplomacy
Bombing of Pearl Harbor
US Strategies during War
Women in WWII
African Americans and Native Americans in WWII
Home Front during WWII
Japanese Interment
Manhattan Project and the use of the Atomic Bomb
Primary Sources
Hiroshima by John Hersey, Speeches given by FDR, accounts of soldiers on the
War front
Visual Sources: WWII propaganda posters, newsreels of the bombing of Pearl
Harbor, photographs of soldiers and the home front, political cartoons
Unit 13 The Cold War and Eisenhower
Date 1945-1960
 Yalta conference
 American diplomacy in war torn Europe
o Truman Doctrine
o Marshall Plan
o NATO
 Origins of the Cold War
 Women in the Postwar era – Back to the kitchen
 The Great White Flight
 Beginnings of Suburbia and cultural impacts
 Post War prosperity
 McCarthyism
 Presidencies of Truman and Eisenhower
 Korean conflict
 Desegregation
 Space Race
Primary Sources
Little Boxes by Malvina Reynolds, Select articles from Ladies Home Journal,
Good Housekeeping, McCalls and Mademoiselle, Brown vs. Board of Education
of Topeka Supreme Court Case, clips from the McCarthy hearings, The Crucible
by Arthur Miller,
Visual Sources
Duck and Cover video
Unit 14 The 1960s and 1970s
Date 1960-1979
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Space Exploration
The Civil Rights Movement
Kent State and the Student Movement
Anti-War Movement
Equal Rights amendment
Counter Culture
Vietnam
Watergate
Continuation of the Cold War
Cuban Missile Crisis
Assassination of JFK
Primary Sources The Feminine Mystique by Betty Freidan, United States vs
Nixon Supreme Court Case, Roe vs. Wade Supreme Court Case, I have a Dream
by Dr. Martin Luther King Jr., Vietnam Protest songs
Secondary Sources
The Hippies and American Values by Timothy Miller
Visual Sources
VH1 I Love the 70s, clips from Forrest Gump and Full Metal Jacket, photographs
for Vietnam and various protest, news clips from the period
Unit 15 The 1980s to present
Date 1980-present
 Presidencies of Ronald Reagan, George H.W. Bush, and Bill Clinton, and
George W Bush
 Economics of the 1980s
 Fall of communism around the world and US diplomacy
 Persian Gulf War
 Society and Culture in the 80s and 90s
 Election of 2000
 Terrorism at home and abroad
 American involvement in Iraq
Primary Sources
News and video clips from elections of the presidents and the current events
Visual Sources
Clips from VH1 I Love the 80s and I love the 90s series
Union County High School
Student/Guardian Syllabus Acknowledgement Sheet
AP US History
I, ______________________ (Student) have read and understand the AP US
History course syllabus and the course expectations. I understand that I am
expected to prepare and take the AP exam in May.
I, ______________________ (Parent/Guardian), have read and understand the AP
US History course syllabus and the course expectations.
Student Signature:______________________________
Parent/Guardian:_______________________________
Contact Number or Email Address:
_____________________________________________