Williams Field High School
Advanced Placement United States History
Mrs. Carrie Mollenkopf
Carrie.mollenkopf@husd.org
Course Syllabus
Office Hours: Mondays 6:00am-6:30am. Wednesdays 2:15pm-3:15pm
**please note I may not be available on certain dates due to meetings, so be sure to schedule an
appointment with me. 480-279-8000 R125
AP U.S. History is a challenging course that is meant to be the equivalent of a freshman level
college course. It is a two-semester survey of American history from the age of exploration and
discovery to the present. Solid reading and writing skills, along with a willingness to devote
considerable time to homework and study, are necessary to succeed. Emphasis is placed on
critical and evaluative thinking skills, essay writing, interpretation of original documents, and
historiography.
Course Themes:
While the course follows a narrative structure supported by the textbook and audiovisual
materials, the following seven themes described in the AP U.S. History Course and Exam
description are woven throughout each unit of study.
1. Identity (ID)
2. Work, Exchange, and Technology (WXT)
3. Peopling (PEO)
4. Politics and Power (POL)
5. America and the World (WOR)
6. Environment and Geography (ENV)
7. Ideas, Beliefs and Culture (CUL)
Historical Thinking Skills
These skills reflect the tasks of professional historians. While learning to master these tasks, AP
U.S. History students act as “apprentice historians.”
Chronological Reasoning
 Historical Causation
 Patterns of Continuity and Change over Time
 Periodization
Comparison and Contextualization
 Comparison
 Contextualization
Crafting Historical Arguments from Historical Evidence
 Historical Argumentation
 Appropriate Use of Historical Evidence
Historical Interpretation and Synthesis
 Interpretation
 Synthesis
Grading Scale
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90-100 = A
80-90 = B
70-80 = C
60-70 = D
59 and below = Failing
Tests/Projects=40%
Quizzes=20%
Class work/Homework=20%
Semester Exam=20%
Re-Testing Policy
If a student performs poorly on a test, they have the opportunity to re-take any unit exam up to 1
week after the original exam was given. However, the student must make an appointment with
me to take the re-take exam and the questions may not be the same. The highest grade will be
taken.
Primary Text:
Brinkley, Alan American History: A Survey w/PSI CD, 12th ed., McGraw Hill, 2008
Primary and Secondary Sources:
Dudley, William and Thomson Gale, Opposing Viewpoints, Vol. 1 &2, 2007
Oates, Stephen, Portrait of America, Vol. 1 & 2, Eighth Edition, Houghton Mifflin, 2002
Schweikart, Larry and Michael Allen. A Patriot’s History of the United States, New York, Sentinel,
2004
Shi, David and Holly Mayer, For the Record, Vol. 2, 4th ed. W. W. Norton, 2002
Ward, Kyle. History in the Making. New York: The New Press, 2007
Zinn, Howard. A People’s History of the United States: 1492-Present. New York, NY:
Harper Perennial, 2005.
Required Materials
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Students are required to be prepared each day with the following items:
Spiral Notebook
index cards
Pens that write blue or black only
Classroom Decorum
Advanced Placement U.S. History is a voluntary college-level course; therefore, you are
expected to conduct yourself in a manner consistent with college students. It is imperative that
students demonstrate maturity and respect in the way in which they address the teacher and
other students. Failure to conduct your self in such a manner will result in a decrease in your
participation grade and possible withdrawal from the class.
 Attendance in class and punctuality is extremely important. Cutting and excessive
lateness will not be tolerated.
 Students are expected to do all required readings and be ready to actively contribute to
class discussions and seminars. Quizzes will be given to ensure students are keeping up
with the required reading and work outside of class.
 If you are absent for an exam, you must make an appointment the day you return to
make up the exam within five days. Failure to do so will result in a zero on the exam.
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If you are absent, it is your responsibility to get the missed assignments and notes.
If you can foresee and absence (ie. School related absences) you are not excused from
the class work or homework assigned that day.
Plagiarism will not be tolerated. Plagiarized work will be given a zero and may result in
withdrawal from the course. Please consult your student handbook for the school’s policy
on plagiarism.
All projects and other work done outside of class are to be typed in Times New Roman,
12 pt font, with standard margins and double spaced. All work should have your name
and period number in the upper left hand corner.
Often times when projects are due, a mysterious virus attacks all of the computers and
printers throughout the valley. It is therefore your responsibility to either get your work
done early to avoid the mysterious virus, or make use of the school or public library to
print out your work. Always back your work up!
My teacher page will be used extensively. It is your responsibility to make sure you can
login, and have access to it. If you foresee any problems with gaining access to your
blackboard account, please see me within the first week of school so we can find
solutions.
Grading Procedures
This year you will have the ability to check your grade online anytime via Synergy. I keep
my grade book up to date so what you see is what you have.
Your grades will be categorized as follows:
Tests/Projects:
40%
Class work/Homework:
20%
Quizzes:
20%
Midterm/Final:
20%
 The primary means of student evaluation will be through Unit tests given at the end of
each unit. Tests will consist of AP style multiple-choice questions, short answer, free
response Questions, and/or document based questions.
 Quizzes on required readings may occur at any time. One quiz may be dropped per
semester in case of absence or any other of life’s circumstances.
 Short analysis papers and projects will be given throughout the year.
 Participation: It is required that students be prepared for class by having done the
required readings, volunteering information, and asking knowledgeable questions. Often
times the class will be conducted in a seminar setting and students are expected to
participate well and often. Participation is a cumulative grade and will play a role in
determining the semester average.
 It is expected that all students will take the AP exam in May.
Teaching Method
The class will follow an alternating pattern of survey and seminar. At the beginning of
each new topic, the instructor will use lecture and discussion to introduce the new material based
around the broad AP themes prevalent throughout the course. Each night, students will continue
reading and taking their own notes on the chapter and supplementary readings. This
lecture/discussion will usually take 2 days out of the week, reserving the final three days for
student seminars and other activities that will require the students to discuss the topics. In these
seminars, I am looking for your analysis of the topic and readings; not a regurgitation of what we
did in the previous lectures. Students will be given particular assignments during seminar
activities to ensure all students can be evaluated on their performance.
While the task at hand may seem arduous, I can assure you that you will be amazed at
what you can accomplish and I hope that your mind will open to new thoughts and ideas. The
skills you will learn in this class will be with you long after you leave my classroom. While there is
a lot expected of you, I also hope that we will be able to have a sense of levity and enjoy the time
we all spend together each day.
Helpful Hints
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DO YOUR HOMEWORK AND CLASSWORK. Your grade in this class will depend
on all of the work you do. Too often students have good test grades and complain
when their grade drops significantly due to missing assignments, homework, and lack
of participation.
SPEAK YOUR MIND. My goal is to create an environment in which every student
feels free to give their ideas and discuss their views. While debates are encouraged,
always remember that respect for other students is imperative. We live in a country
where you have the freedom to speak your mind. Don’t take it for granted.
HELP MAKE THIS FUN. As your teacher, I promise to do my best to make this class
both interesting and fun. However, misbehaving or zoning out makes it difficult for
me to conduct the class in a manner that will be engaging. I can assure you that the
time will fly if you pay attention and contribute to the class.
RESPECT and DIGNITY: I promise to treat you with the utmost respect and dignity.
As long as we both adhere to this, it is going to be a wonderful year.
KNOW THE LINES, AND DON’T CROSS THEM: I like to have fun, but I will never
let it get in the way of my goals and objectives for each day. Follow my lead, and
we’ll do fine.
YOU ARE RESPONSIBLE FOR YOU: I will do my best to help you keep your
grades up, but in the end, only you are responsible for yourself. You are
responsible for making sure that you get work when you are absent. You are
responsible for setting times to make up exams. This is a college level course, and I
will treat you like a responsible adult.
DO YOUR BEST. All I ask of you is that you do your personal best. If you give this
and every class your best effort, you will do well.
Assignments/Make-ups
Assignments are due on the designated day, however late work will be accepted for half credit
UNTIL THE END OF THAT UNIT when the unit test is given. Late work will not be accepted once
the unit of study has passed. Students who do not complete their homework on time will be given
ASD (After School Detention).
Notebooks will be accepted up to two days after the test day. However, a letter grade deduction
will be applied for each day after the due date. It is the student’s responsibility to collect and
make-up any missed work if the absence is excused.
Students have five school days to make up missed tests or quizzes after school by appointment
only.
Tardies/Absences
Unexcused tardies and absences are not allowed. Tardy students who do not have a pass from
the office or another teacher will not be allowed to make up bell work, or any other activities that
are missed due to tardiness. Unexcused absences will result in a grade of 0 for any classwork,
homework, projects and/or tests given that day.
Classroom Discipline Plan
To assist in the pursuit of a quality education, the district and school have established guidelines
for student behavior. The following steps will be taken if an infraction occurs.
1st offense = Conference with student/possible seat change
2nd offense =Parent Communication
3rd offense =Parent Conference
4th offense = Administrative Referral
Class Expectations
1. Follow all school rules and policies.
2. Be respectful of all persons and their belongings in this classroom.
3. Only bottled water is permitted in class and must have a sealed cap.
4. School policy dictates NO CELL PHONES OR IPODS DURING CLASS!
5. Quiet during tests! If you have questions raise your hand. Anyone talking during a test
or caught cheating will be given a 0.
6. Profanity will not be tolerated.
**All individuals have a right to an educational environment free from bias, prejudice and bigotry.
As members of the Williams Field High School educational community, students are expected to
refrain from participating in acts of harassment that are designed to demean another student’s
race, gender, ethnicity, religious preference, disability or sexual orientation.
ASD (After School Detention)
Timeliness and preparedness are vital to ensuring student academic success. To this end, ASD
is an intervention designed to encourage and reinforce student academic success. Throughout
the day, students may be assigned ASD by their teachers for the following reasons: tardy,
missing homework, and unpreparedness for class.
Students assigned ASD will serve it the
following day to provide for parent notification. ASD begins during at 2:10 PM and ends at
3:10PM.
Class Website
Parents can access their child’s grades and assignments by going to the school’s website and
clicking on ParentVue/StudentVue on the quick links bar (right side of the page). Teachers may
include digital documents, classroom assignments, points and percentages, and individual
feedback and comments. Students’ information is only accessible by using an individualized
password assigned by the school. Parents may contact office personnel/counselor for their
child’s password at 480-279-8000.
THINGS PARENTS CAN DO TO HELP STUDENTS AT HOME
1. Check grades weekly on Synergy with student.
2. Check student’s binder for work completion.
3. Check student’s homework weekly to insure understanding.
4. Discuss academic concerns with student.
5. Discuss current historical events and ask students to compare them with historical events
learned in class.
Units will consist of one or more of the following repeated activities in addition to essays,
formal assessments and other supplemental activities:
Lecture and discussion of topics: Students will participate in discussion based on course
topics. Reading quiz content is imbedded in class discussions.
Opposing viewpoints Socratic Discussions: Students will be given opposing viewpoints
provided in both primary and secondary sources. In Socratic format they must discuss the
following:
The main argument of the authors.
The supporting evidence as interpreted by the authors.
What points are strongly made and well documented?
What do the sources add to student understanding?
What makes one source more convincing and why?
DBQ Deconstruction: Students will read the sources from and debate the question posed by the
DBQ.
History in the Making: Students will compare how the issues they are studying were covered by
American history textbooks in the past. They will then assess the extent to which earlier
interpretations differ from that presented in their text.
Six Degrees of Separation: Students will be provided with two events spanning decades, but
related by theme. They will select six events in chronological order that link the first event to the
last. The students must research and support their choices with emphasis on cause, effect and
change or continuity over time.
Chronological Reasoning: Students are provided with ten events, which they will place in
chronological order, naming the decade in which they occurred.
Students will also identify the period in which they occur, the theme in which the events can be
categorized, and the continuity and change over time demonstrated by the events.
Advanced Placement U.S. History Course Outline
Unit 1: 1491-1607
American History Chapters 1
Content: Geography and environment: Native American diversity in the Americas; Spain in the
Americas; conflict and exchange; English, French, and Dutch settlements; the Atlantic economy.
Activities:
Students will write an essay in which they evaluate the impact of the Columbian Exchange on
Native North Americans in North America during the 16th century.
Students will complete a Society Comparison Chart analyzing similarities and differences
between the Pueblo, Great Lakes, and Iroquois societies. The chart includes a section on the
relationship between physical geography and societal development. (PEO-1) (ENV-2)
After receiving primary source analysis instruction using SOAPSTone (Subject, Occasion, Author,
Speaker, and Tone), the students will analyze the following primary source: Christopher
Columbus: Letter to Ferdinand and Isabella of Spain. (CUL-1)
Opposing viewpoints Socratic: students will read and excerpt from “1491” by Charles C. Mann, an
excerpt from Howard Zinn’s A People’s History of the United States, and an excerpt from William
Bennett’s America: The Last Best Hope. Using evidence from these materials, students will
debate the question, “Were the conquistadores immoral?”
Students will analyze the causes and effects of the development of different labor systems in the
British settlements of New England, Chesapeake, West Indies and the Southernmost American
Atlantic coast.
Students will analyze historical scholarship of David E. Stannard “The American Holocaust:
Columbus and the Conquest of the New World” from Portrait of America, Vol. 1 Ed. Stephen
Oates. Students will analyze Stannard’s argument, evaluate his thesis, evidence, reasoning and
respond in writing with a focus on the demographic and economic changes among Native
American populations as a result of European colonization. Students will discuss their responses
to the article. (WXT-1) (WXT-4) (WOR-1) (POL-1) (CUL-1)
History in the Making: Kyle Ward’s History in the Making Chapter 1 “Native American Relations
with the New Colonists” and Chapter 5 “Captain John Smith and Pocahontas”.
Six Degrees of Separation: From 1491 to Jamestown
Unit 2: 1607-1754
American History Chapters 2-3
Content: Growing trade; unfree labor; political differences across the colonies; conflict with
Native Americans; immigration; early cites; role of women, education, religion and culture;
growing tensions with the British.
Activities:
History in the Making: Kyle Ward’s History in the Making, Chapter 8 “Witchcraft in the Colonies”
Students will document the key facts of the witchcraft trials and analyze how the trials were
covered in student textbooks throughout U.S. History. Students will write an argumentative essay
and explain how the trials help us understand the nature, knowledge, gender roles and patriarch
in the colonial era.
Opposing Viewpoints: Students will discuss “A defense of the Salem Witch Trials” (1692) Cotton
Mather and “An attack on the Salem Witch Trials” (1692) Thomas Brattle
Students will write an essay from the 2008 AP history exam addressing: The early encounters
between American Indians and European colonists led to a variety of relationships among the
different cultures. Analyze how the actions taken by BOTH American Indians and European
Colonists shaped those relationships in TWO of the following regions in the 1600’s: New England,
Chesapeake, Spanish Southwest, New York and New France. (ID-4) (PEO-4) (POL-1)
Using a chart and class discussion, students will compare and contrast the ideas and effects of
Enlightenment and the Great Awakening. (ID-1) (WOR-2) (CUL-4)
Six degrees of Separation: Jamestown to the French and Indian War
Unit 3: 1754-1800
American History Chapters 4-7
Content: Colonial Society before the war for independence; colonial rivalries; the Seven Years
War; pirates and other democrats; role of women bef12ore, during and after 1776; Articles and a
Constitution; early political rights and exclusions.
Activities:
Students will write an essay with a thesis statement for the DBQ from the 2005 AP U.S. History
exam: To what extent did the American Revolution fundamentally change American Society?
Using SOAPSTone, students will analyze the following primary sources:
Image: Paul Revere’s version of the Boston Massacre
Image: John Trumbull: The Battle of Bunker Hill
Document: John Andres to William Barrell: Letter Regarding the Boston Tea Party
Document: George Alsop: The Importance of Tobacco
Opposing Viewpoints: Using primary and secondary sources from American and British historians
students will debate the question “Who really won the War of 1812?”
Opposing Viewpoints: Using primary sources students will debate the question “Did the
Revolution assert British rights or did it create an American national identity?” (ID-1)
History in the Making: Ch. 12 Lexington and Concord and Ch. 14 Women in the Revolutionary
War.
Chronological Reasoning: Students will create a timeline of the events leading to the
Revolutionary war and support their significance to war.
Unit 4: 1800-1848
American History Chapters 8-11
Content: Politics in the early republic; parties and votes; reforms and social movements; culture
and religion; market capitalism and slavery; growth of immigration and cities; women and Seneca
Falls; Territorial expansion and Mexican War.
Activities:
DBQ Deconstruction: 2005 AP U.S. History DBQ on Republican Motherhood and the Cult of
Domesticity. (CUL-2)
Students will map how different social groups were affected by the Louisiana Purchase before
1860 by using region, race, and class for analysis. (PEO-3) (WOR-5) (ENV-3) (ENV-4)
Students will interpret the evolving historiography of the Trail of Tears presented in History in the
Making, by Kyle Ward.(PEO-4) (PEO-5) (CUL-5)
Students will analyze goals and accomplishments of Frederick Douglass by completing and
Impact of the Individual Chart. (POL-3) (CUL-5)
Students will research one antebellum reform movement and explain how it fits into broader
patterns of antebellum reform. (POL-3)
Using SOAPSTone, students will analyze the following primary sources:
Document: Memoirs of a Monticello Slave (1847)
Document; the Harbinger: The Female Workers of Lowell (WXT-5)
Document: Polk’s War Message
Unit 5: 1844-1877
American History Chapters 12-14
Content: Tensions over slavery, reform movements; politics and the economy; cultural trends;
Transcendentalism and Utopianism; the Civil War, rights of freedmen and women,
Reconstruction, and freedmen’s bureau; KKK.
Activities:
The students will interpret the changing historiography of the start of the Mexican War presented
in History in the Making, by Kyle Ward and Chapter 8 of Howard Zinn’s A People’s History of the
United States. They will also research the effect of the war on the lives of Spanish Americans.
(ID-6) (PEO-3) (PEO-5) (WOR-5) (WOR-6) (ENV-4)
Students analyze factors that led to Abraham Lincoln’s issuance of the Emancipation
Proclamation and its resulting impacts on the Union’s war effort.
DBQ Deconstruction: Students will debate President Polk’s motives for entering the MexicanAmerican War based on primary source documents. (WOR-5)
Opposing Viewpoints: Students will read and debate the persuasive styles and major arguments
found in “Popular Sovereignty Should Settle the Slavery Question” by Stephen Douglass and
“Slavery Should not be Allowed to Spread” by Abraham Lincoln. Analysis should address at least
three elements of SOAPSTone.
Chronological Reasoning: Student will look at the evolution of public policies related to slavery
and racial inequality to 1877. After making a list, students will write an essay to explain the
evolution and movements when change occurred and why.
Unit 6: 1865-1900
American History Chapters 15-19
Content: The rights of Freedmen and women, Reconstruction, The 1877 Railroad strike, rise of
labor unions, the Populist Party, industrialization, immigration, American Imperialism, Indian
Wars, Spanish-American War, conquests in the Pacific.
Activities:
Students will write an essay comparing and contrasting progressive era reform with the
antebellum reform movements. (WXT- 7) (WXT- 8) (PEO- 6) (CUL- 6)
Students will analyze a map of major Indian battles and Indian reservations (1860-1900) and
compose a thesis paragraph analyzing the effects of westward expansion on Native American
peoples. (ID- 6)
Students will analyze Elizabeth Cady Stanton’s role in U.S. History by completing an Impact of
the Individual Chart (POL- 3)
Students will write an FRQ on the role the acquisition of natural resources has played in U.S.
foreign policy decisions since the late 19th century. Were resources the driving force for
expansion? (ENV-5)
Students will write an essay on the following: In the post-Civil War United States, corporations
grew significantly in number, size and influence. Analyze the impact of big business on the
economy and politics and the responses of Americans to these changes. Confine answers to the
period of 1870-1900.
History in the Making: History in the Making Ch. 29 (Eugene V. Debs and the Pullman strike) and
Ch. 30 on Immigration.
DBQ Deconstruction: 2009 AP DBQ on African Americans in the Civil War.
Six Degrees of Separation: From the Homestead Act to the Battle of Wounded Knee.
Unit 7: 1890-1945
American History Chapters 20-28
Content: Industrialization and technology, mass production and consumerism, Radio and film,
Harlem Renaissance, Native American Culture and Boarding schools, New Deal liberalism,
WWII, demographic shifts, the role of women and non-whites.
Activities:
Students will interpret the changing historiography of Japanese interment presented in Kyle
Ward’s History in the Making. Students will investigate a variety of primary source documents to
address the question: “why were the Japanese-Americans interned during the Second World
War? (POL-6)
Students will write an essay comparing and contrasting progressive era reform with the
antebellum reform movements. (WXT-7) (WXT-8) (PEO-6) (CUL-6)
Opposing Viewpoints: Students will examine primary and secondary source materials from
Native American Helen Sekaquaptewa’s Me and Mine in the Indian Boarding Schools with Ward
Churchill’s Kill the Indian, Save the Man.
DBQ Deconstruction: DBQ on how the different policies of FDR and Hoover toward the proper
role of government reflected five decades of debates about citizenship, economic rights, and the
public good. Responses must address how specific policies reflect the global economic crisis of
the 1930’s.
Students will write an essay in response to the following FRQ: Analyze the roles that women
played in the Progressive Era reforms from the 1880’s through 1920. Focus your essay on TWO
of the following: Politics, social conditions, labor and working conditions.
Students will examine historical evidence of the Triangle Shirtwaist Fire by comparing and
contrasting the obituary of fire survivor Bessie Cohen by Michael Kaufman to the Ken Burns PBS
Film New York, New York- Episode 4: The Power and the People 1898- 1918. (WXT-7)
Students will write an essay on the following FRQ: To what extent were the policies of the New
Deal a distinct turning point in U.S. History, and to what extent were they merely an extension of
Progressive Era policy goals? Answers must be confined to programs/policies that addressed the
specific needs of American workers.
SOAPSTone: Students will analyze various Dorothea Lange Depression Era photos.
Six Degrees of Separation: The sinking of the Maine to Hiroshima
Unit 8: 1945-1989
American History Chapters 29-32
Content: The atomic age, discrimination, the “other America”, African American Civil Rights
movement, Vietnam, U.S. imperial policies in Latin America and Africa, counterculture, antiwar,
women’s, Chicano, American Indian, and gay and lesbian movements, LBJ’s Great Society and
the rise of the New Right, Ronald Reagan and the rise of poverty, the Cold War and the U.S. role
in the world.
Activities:
Students write an essay that compares the women’s movement of the 1960’s with the women’s
movement at the turn of the 20th century. Students must make an argument about the nature of
ideas, strategies, and accomplishments of women from both eras and consider the changes in
class identity and gender roles as well as their impact on American politics and society. (ID-7)
Students will compare and contrast public criticism of the Vietnam War with criticism of the war
efforts in WWI and WWII. Drawing on Young Americans for Freedom, folk music and NY Times
editorials they will write a response that argues which of the sources best represents U.S. values.
(POL-6) (WOR-7) (CUL- 6)
Students will compose poems or songs expressing the changes brought about by the energy
crisis and inflation of the 1970’s. (ENV-5)
Students will analyze the Presidency of Ronald Reagan by completing a presidential profile chart.
Students will complete a compare and contrast chart on Cold War and Post 9/11 national security
policies. (WOR-8)
Opposing Viewpoints: Using various primary and secondary sources, students will debate the
scholarship over the Cold War’s potential beginnings during the Russian Revolution as opposed
to post WWII. “Did the Cold War start in 1945 or 1917?”
Students will research and present findings on why the American Indian movement emerged in
the 1960’s and not the 1930’s
Students will debate the role of popular music in affecting public attitudes toward the Vietnam
War. (CUL-6)
Students will examine various primary sources and debate the global implications of the Atomic
Age.
Six Degrees of Separation: Containment to “Tear Down This Wall”. Students will construct an
annotated timeline of events. (POL-7)
History in the Making: Ch. 44 McCarthyism and Ch. 45 Desegregation and the Civil Rights
Movement
Unit 9: 1980-Present
American History Chapters 33-34
Content: The domestic and foreign policies of Reagan, Bush Sr., and Clinton, economic bubbles
and recessions, technology, race relations and the role of women, war on drugs, 9/11, changing
demographics, Obamacare
Activities:
Students will analyze the presidency of Ronald Reagan by completing a presidential profile chart.
Students will complete a compare and contrast chart on Cold War and Post 9-11 national security
policies. (WOR-8)
Students will use a graphic organizer to compare and contrast the goals and causes of the
Immigration Acts of 1924, 1965 and 1990. Students will debate the effects of these acts with
current events in immigration. (PEO-7)
Using Political cartoons spanning U.S. History from 1800 to present, students will evaluate how
they have changed over time in regards to the following:
Depiction of people in relation to race, class, gender and political affiliation.
What groups are the primary focuses and who is conspicuously absent.
How specifically do political cartoons reflect the public opinion?
Students will write a mock op-ed article for or against drilling for oil in the Arctic National Wildlife
Refuge that cites precedents in the U.S. law and history to justify their position. (ENV-5)
Six Degrees of Separation: Reagan Revolution to Obama Election.
Post AP Exam Period
The Course concludes with a historical film and novel festival in which the students compare
feature films and novels about historical events. They will formulate a thesis and research one
historical aspect found in their chosen film/novel and write a concise 1000 word paper that
includes at least 3 additional scholarly sources.
(This page must be signed and returned to the instructor by Monday, August 11, 2015)
This will be your first assignment in the Gradebook, worth 10 points.
Agreement and Understanding/ Parent Contact
I have read and understand the syllabus for AP United States History and agree to abide by all of
the course requirements classroom rules and classroom procedures as stated above.
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Should the occasion arise that parent contact is needed please provide contact information.
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Note to Parents: I update grades at least once per week on Synergy, and I also update my
teacher webpage on the HUSD website weekly. You can set up ParentVue to send you emails
when grades are updated. The timeliest way to reach me is via email since typically I only have
access to phones before or after school. Feel free to send me an email at any time at
carrie.mollenkopf@husd.org