Sandra Day O’Connor High School
25250 N. 35th Avenue Phoenix, Arizona 85083
623.445.7100 623.445.7180 (fax) sdohs.dvusd.org
Course: AP United States History
Teacher: Mrs. Wooton
Room: 632
Web Page: www.dvusd.org/so-Wooton
E-mail: Suzanne.wooton@dvusd.org
Voice Mail: 623-445-7393
Prep Hour: 12:20-1:15
Mission Statement: The mission of the O’Connor social studies department is to prepare our students for the
world today and its demands for a broader set of skills in order for our students to be economically
competitive and productive citizens in a democratic society.
Course Target Learning Goals: This course teaches students to analyze evidence and interpretations
presented in historical scholarship in a college level experience. Rather than seeing history as a concrete set of
facts and beliefs, students will seek to discover new evidence to support or challenge what is known about the
past. Through content, increasing knowledge of U.S. history, and practice in critical thinking and writing,
students will be preparing for and learning skills necessary to pass the AP Exam and prepare for college.
Course Description:
Advanced Placement United States History surveys the period beginning with pre Columbian Native American
societies and ending with international affairs and domestic changes in the post 1945 period to approximately
1980. The College Board determines the course content outline. The course is designed to provide a
comprehensive overview of U.S. history and to provide students with the analytical skills and factual
knowledge to deal critically with the problems and materials in United States history. For the most part, the
course will follow a chronological path, however some topics such as the status and rights of women, the civil
rights of African Americans and Native Americans, American political parties, and U.S. foreign policy will bridge
and overlap chronological time periods.
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Course Objectives:
Demonstrate an understanding of historical data and use that data to support a position.
The study skills necessary to read and understand historical scholarship and to draw conclusions and
inferences from this study. Apply chronological and spatial thinking to understand the meaning, implications,
and importance of historical and current events.
The development of the skills necessary to reach conclusions on the basis of informed judgment and to
present reasons and evidence clearly in essay formats.
Students will learn to assess historical materials-their relevance to a given problem, their reliability and their
importance-and to weigh the evidence and interpretations presented in historical scholarship. Use geographic
knowledge, skills, and perspectives to explain the past, present, and future issues.
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The ability to successfully address multiple choice questions of the type found on the AP exam. These
questions usually demand that students pull together knowledge and understandings learned from several
sources in order to make a reasoned selection for the answer.
The course is designed to compare with a similar level college course. The class will revolve around
several major themes. One or more of the following themes will be tied into every lesson. Among the themes
discussed will be:
*American identity (ID)
*work, exchange and technology (WXT)
*peopling of the United States (PEO)
*politics and power (POL)
*America’s role in the world (WOR)
*environment and geography (ENV)
*ideas, beliefs and culture. (CUL)
Students will learn to think like a historian! The APUSH course develops the skills necessary to reach this
outcome.
Grading Policy: This is a 5.0 class. The purpose of a grade is communication between instructor, student, and
parent the progress of the student towards the learning goals and objectives as defined in the College Board
Standards. Percentage Breakdown of Letter Grades:
A = 90-100%
B =
80-90%
C =
70-79%
D = 60-69%
F =
below 60%
Grades are cumulative for each semester. The grade book categories (which comprise 80% of your overall
course grade) are as follows:
Unit assessments, essays, projects, presentations. . . . . . . . . . . . . 70%
Classwork, Homework, Study Guides/ Reading Notes. . . . . . . . . . . . 10%
Final Exams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20%
100%
**No extra credit will be accepted.
Course Reading Materials:
The course’s basic text is The American Pageant, written by David M. Kennedy, Lizabeth Cohen, and Thomas
Bailey 13th Edition Houghton Mifflin 2006. Other primary and secondary sources will be used.
The class will be structured to give you the skills required for success on the exam and for life-long learning.
Multiple choice questions will be chosen from past AP exams, newly released questions, or written in the
language or style of typical AP questions and time will be spent in learning how address these types of
questions. Time in class will also be devoted to learning how to write a response to a Document Based
Question (DBQ), as well as to short essays of the type found on the exam. As mentioned earlier, much time
will be devoted to learning how to think like a historian might think about events, issues, people, etc.
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In addition to reading the textbook and taking notes about the reading, assignments include supplementary
readings, research projects, oral presentations, group discussion, quizzes, objective and essay tests, critiques
of documentary programs and others. Major assignments will be given with specific due dates assigned in
advance to allow students to organize their time. You will also have at least one weeks notice before a major
examination. Most quizzes will be announced ahead of time.
Course Procedures:
Reading/Notes: In order to complete the curriculum, students will be required to read 1-2 chapters per week
as well as a variety of outside readings of historical documents and articles provided by the instructor. Students
will be acquiring information from the textbook chapters throughout the year in different formats including:
outlines, Cornell notes, study questions, and identifications. All outlines/notes must be handwritten, may be
used on the chapter quizzes and will be graded as a portion of the chapter quizzes. Students will need a large
binder to keep chapter notes and additional assignments. A section of a binder will NOT be enough for this very
in-depth course.
Discussion/Lecture Notes: Students are ALWAYS expected to take notes during classroom discussions and
lectures and add these notes to their provided study guides. Discussions/lectures will expand upon the
information provided in the text.
Writing: Since 50% of the APUSH Exam is free response format, students will be writing essays throughout the
course of the year. DBQs and FRQs will be written by hand, in blue or black ink only – no pencil allowed. As the
year progresses, these essays will be timed. Essays will not always be graded in their entirety.
Chapter Reading Quizzes: Students will take a quiz on each chapter on the date it is due. Chapter
outlines/Cornell notes may generally be used on the quizzes for up to two bonus points; however, all quizzes
will be timed.
Discussion Notes: Students are expected to take notes during discussions to add to their understanding of the
information.
Multi-Chapter Tests: Tests will generally cover 3-5 chapters of material. These multiple choice tests will contain
AP exam style questions, and will always be timed in accordance with the timing of the national APUSH exam.
Late Work/Test Retakes: Assigned work is critical to student understanding of the material. Therefore, students
will be allowed to turn in late assignments with penalty of either an additional component or reduced grade.
Students who receive a D or F on a test/quiz may retest (it will be a different test) within 2 weeks of the
original test date. A test analysis is required, as is e No re-testing will be done during class time. A student who
is absent the day before a test will still be required to take the test on the assigned day.
The Flipped Classroom: In order to free up class time for activities, simulations, and debates, occasionally you
will be required to watch lectures and/or presentations online outside of class as part of your homework.
Completion of these will be necessary for participation in unit activities. Alternative assignments will be given
as needed.
Types of Classroom Activity:
Classroom Activity consists of a variety of activities that are either individual, group or teacher-directed. The
activities used are designed to help students to develop high-level analytical skills that will facilitate analysis of
primary source documents, secondary scholarship and global historical content. Typical activities may include
but are not limited to the following:
Socratic discussions: students read an article of historical scholarship on a given topic and come to the
discussion prepared to discuss the issue. They are graded on their participation rate and the quality of their
answers while the teacher’s role is one of facilitator.
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Primary Source Analysis: students are asked to read and analyze primary source material. Accountability may
be in the form of discussion, answering analytical questions, reporting to the class or in the context of a more
extensive assignment.
Projects on a historical topic; students may be asked to present information in the form of a PowerPoint or
slide show involving use of primary sources or use of other technological mediums that will facilitate the
delivery of the information.
Simulations: students will be asked to simulate a variety of situations including but not limited to press
conferences, cabinet meetings, symposiums, role-playing, and interaction of historical figures.
Lectures: students will develop note-taking techniques required for success at the college level. Lectures will
be power lectures that involve analytical questions in which student participation is required.
Analysis of released examples of student writing on previous AP tests. Students will be asked to design a
rubric, develop a list of content expectations, and grade student sample essays and DBQs. Students will often
compare released examples to their own writing samples.
DBQs and In-Class Essays: Students will be asked to participate in timed writings to simulate the requirement
on the AP test. They will not be allowed to reference any material during the writings and will be graded on
rubrics similar to those used by the College Board.
National History Day Project: Students will be asked to complete a National History Day Project on a topic of
their choice which is consistent with the current year’s theme. High-level research using both primary and
secondary sources and synthesis of historical information is required. Students will be given in class time for
primary research.
Social History: Students are expected to read and evaluate selections on the Social History of groups across
historical time periods. Groups examined include but are not limited to women, African Americans, Native
Americans, Hispanics, and selected immigrant groups. Activities focused on the changes experienced by these
social groups are designed to emphasize the changing roles over time.
Analysis of Court cases: Students will be asked to read and analyze a variety of court cases to understand the
issues and decisions inherent in the cases. Emphasis will be on minority and majority opinions as well as longterm significance of the cases.
Course Plan: **Subject to Change
Unit 1: 1491-1607
Pre-Colombian America, Discovery, Colonization and Tri-Cultural interactions
Indian empires of America: Maya, Inca, Aztec, and Indians of American Southwest, Northeast, Pacific
Northwest and Mississippi Valley
Columbus, Age of Discovery and Columbian Exchange
Early European explorers
Spanish and Portuguese colonies in Latin America
Unit 2: 1607-1754
Colonization: Compare Spain, Portugal, England, France, Netherlands
Interaction of three cultures including introduction of slavery, disease, and environmental response
Spanish Southwest, Junipero Serra and Father Kino, Pueblo Revolt
Roanoke and Jamestown – Failure and Success
Role of Puritans in colonies, Great Awakening, Salem Witch Trials, Puritan effects on American culture
today
Early dissent: Roger Williams, Anne Hutchinson, Paxton Boys and Nathaniel Bacon
Labor systems and polarization of regions
Tobacco, corn, lumber and beaver
Massacre at Mystic River? – Who decides if it is a massacre or a battle?
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Mercantilism, Salutary Neglect and formation of early representative bodies in Virginia and
Massachusetts
Unit 3: 1754-1800
American Revolution and formation of American government
French and Indian War and Proclamation of 1763
Common Sense and growth of independence movement
Declaration of Independence
Role of Ben Franklin and shaping of American character
Revolutionary War and role of George Washington
Failure of Articles of Confederation and Shay’s Rebellion
Constitution, Federalists and Anti-Federalists, Bill of Rights - compare to other world political systems
Early American Republic and Jeffersonian America
Role of Alexander Hamilton and formation of early US economic system
Washington’s Farewell Address and formation of political parties
Adams and Alien and Sedition Acts – Constitutional infringement? – tie into current treatment on the
same issues
Expansion beyond the Appalachians into Ohio River valley, changing demographics
Marbury v. Madison
Revolution (or Evolution?) of 1800
Unit 4: 1800-1848:
Louisiana Purchase
Diplomatic issues with neutrality and Virginia and Kentucky Resolutions – tie into later issues of “States’
Rights” and the American Civil War
Changes in transportation – Eerie Canal and turnpikes
War of 1812 and Treaty of Ghent
Conflicts with Native American Indians – Pontiac, Tecumseh and Little Turtle
Corrupt Bargain and challenge to Electoral College
Diplomatic implications of Monroe Doctrine – tie in with current relations with Latin America
Reform movements: temperance, women’s rights, abolition, education, and jails
Transcendentalism, Emerson, Thoreau and Utopian societies
Cult of Domesticity
Market Revolution
Jackson’s rise of “democratic” America
Discussion on Jackson and “Imperial Presidency”
Bank War and shaping of US economic policies
Cherokee removal and Worchester v. Georgia
Manifest Destiny and Mexican-American War
Polk vs. Mexico and Canada
William Walker’s sojourn into Central America - Filibustering
Texas and War with Mexico, Treaty of Guadalupe Hidalgo
Joseph Smith and founding of Mormon Church
Unit 5: 1844-77
Gold Rush – impacts of demographics, economics, immigration and environment
Diplomatic overtures to Japan and Matthew Perry
Abolition, John Brown, Missouri Compromise, Compromise of 1850, Bloody Kansas, and Dred Scott
Impact of cotton gin
Lincoln-Douglas Debates and elections of 1858 and 1860
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Realities of slavery
Underground Railroad - tie in asylum movement for immigrants in the 1980’s
Justification of secession
American Civil War and Reconstruction
Goals of North and South
Major battles, campaigns and leaders
Lincoln vs. Davis as political leader and military leader
Copperheads and Clement Valldingham
Economic, demographic and environmental impacts of Civil War
Emancipation Proclamation and 14-16th Amendments to Constitution
Homestead Act, Westward movement and immigration
Red Cloud’s War
Goals and failures of reconstruction
Freedman’s Bureau
Political challenge of radical Republicans
Dawes Act, reservations, and conclusion of Indian Wars – tie in reservations in America today
sharecropping
The “new” South, disenfranchisement and rise of hate groups
Economic consequences in South
Carpetbaggers and scalawags
Plessy v. Fergusson
19th century American art
Unit 6: 1865-1900
Westward Expansion
Conflicts with Native American Indians
Chief Joseph’s race to freedom
Geronimo’s stand
Farmers vs. cattlemen
Impact of barbed wire and wind mills
Reservation System
Industrial Revolution and Gilded Age in America
Changes brought by transcontinental railroad, and transatlantic cable
Inventions that changed America including light bulb, baseball, dynamite and Singer sewing machine
Creation of unions
Immigration and urbanization – formation of American identity (melting pot vs. salad bowl analogies)
Ellis Island and Angel Island
Environmental impact of factories and industrial age
Rise of Social Darwinism and Social Gospel
Political machines, bosses and corruption
Business tycoons and monopolies
Populists, free silver, and third party movements in American politics
Conflicts with segregation and Jim Crow Laws
Unit 7: 1890-1945
American empire and Progressivism
Imperialism
Spanish American War and Philippine American War
Hawaii
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W.E.B. Dubois vs. Booker T. Washington and role of African Americans
Anarchy and social discontent
Assassination of McKinley – rise of T.R. – examine impact of other presidential
assassinations and attempted assassinations
Progressivism and social change including changes in business, consumer protection, worker’s rights,
and conservationism
Jane Addams and Hull House, Jacob Riis and city slums, Upton Sinclair
Women’s Rights
Projecting America’s power globally
Roosevelt, Taft and Wilson – political conflict and change
Neutrality
World War I
America’s reluctant entrance into war
America’s diplomacy in Latin America
Changes to US Constitution
Schenk v. United States, Abrams v. United States
Anti-immigrant sentiment
Edith Galt Wilson – first woman president?
Treaty of Versailles and League of Nations – Congress vs. president
Roaring 20’s
Economic changes after WWI
Great Migration
Tariffs and isolationism
Prohibition – social change in Constitution
Rise of Mafia
Social changes: nativism, racism, women’s rights, fundamentalism, mass media
Scopes Trial
Jazz and Harlem Renaissance
Red Scare
Latin American intervention
Great Depression
Role of stock market in American business and economy
Causes of Depression
Dust Bowl and environmental consequences
Hoover vs. Roosevelt economic and social policies
New Deal: stretching the Constitution?
A coming war in Europe
Internal migrations North and West
Strengthening of unions, major strikes
Dissent: Huey Long, Dr. Townsend and Father Coughlin
Court packing
World at War
Fascism and communism
Poland, China and Pearl Harbor
Fighting a war on two fronts
Significant battles and leaders of WWII
Japanese internment, Bracero program and Rosie the Riveter
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Consequences: bipolar world, projection of American power, nuclear world, cold war and rebuilding of
Europe and Asia
Unit 8: 1945-1980
Cold War and 1950’s
Soviet Union vs. United States
Truman Doctrine and Marshall Plans for peace
GI Bill
McCarthyism and a new witch hunt
Containment
Eisenhower Doctrine
Korean War
Culture of the 1950’s: music, literature (Beat), art, housing, transportation, TV, women’s rights, birth
control
Birth of NASA and space program
Civil Rights and Vietnam
Challenges to segregation
Brown v. Board of Education and Loving v. Virginia
Integration
Dr. King and nonviolence
Kennedy’s Camelot and dealing with foreign affairs in Cuba and Vietnam
Social changes of 60’s: Peace Corps, hippies, protests, and the counterculture
Johnson’s Great Society
Vietnam War and expansion to Cambodia
New immigrants and new migrations
American Indian Movement and Latino Civil Rights
Stonewall and Watts Riots
Bilingual Education Act and Lau v. Nichols
Nixon to Carter
New conservatism
End of Vietnam War
Foreign relations with Soviet Union and China, Détente
Watergate
A new isolationism
Stagflation
Environmental movement, environmental disasters and Silent Spring
OPEC and oil crisis
America’s diplomacy in the Middle East – tie in current issues in Middle East
Unit 9: 1980-Present
Cultural changes of the 1980’s
Reaganomics
Migration to the Sunbelt, death of the rustbelt
End of Communism
War on Drugs, Operation Just Cause and Operation Urgent Fury
America’s role as the world’s policeman (Lebanon, Bosnia, Rwanda, Somalia)
New environmental challenges
Increasing influence of media and Internet
Persian Gulf War
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Immigration changes
Clinton’s economic stimulus
Clinton’s impeachment (compare to A. Johnson)
Bush v. Gore
September 11 and America’s War on Terror
Domestic terrorism of Timothy McVeigh and the Boston Marathon
Election of Obama
PowerSchool Access:
The PowerSchools site allows parents/guardians and students to access the student’s grades, attendance, and
other information. If you need your access information, please stop by the front desk during business hours.
You will need a photo I.D. The web address is: ps.dvusd.org/public
Make-Up Work:
Upon return to class after an absence, a student has one school day for each day missed to make up work/test
assigned during his/her absence regardless of the number of days absent. For example, if a student is absent
on Thursday and Friday, he/she will have Monday and Tuesday of the following week to make up work and
must turn in the work that was assigned during the days absent on Wednesday. It is the student’s reponsibility
to check with teachers immediately upon return for work missed. Teachers may choose to schedule an
appointment with the student to formulate a plan for the completion of make-up work.
Coursework and assessments assigned prior to the absence(s) may still be due on the date assigned or due on
the first day that the student returns to class.
Make-up work for extended absences may be requested through the Counseling Office and picked up there.
Please see the agenda board in the room or my calendar page on my website.
Note: No revised work and/or retakes will be permitted during the last two weeks of a semester.
Late Work Policy:
All assignments are designed to enhance student learning of objectives. For full credit and maximum
effectiveness, assignments must be turned in when due. Late work will accepted with a reduction in points
and/or additional requirements, but if it becomes the norm rather than the exception I will be calling for a
conference to discuss solutions. No late work will be accepted after the end of the unit without prior
discussion, nor is it accepted the last two weeks of the semester.
Long Term Project Policy:
Long term projects are due on the date and time assigned, as defined in writing in advance by the teacher. NO
EXCEPTIONS. THIS SUPERSEDES THE MAKE-UP POLICY. If the student is absent or the class does not meet that
day, the PROJECT IS STILL DUE ON THE DAY ASSIGNED.
Classroom Behavior Expectations and Consequences:
 Be in class, prepared and ready to work when the bell rings.
 Be respectful and considerate of other people’s feelings, rights, and possessions.
 Give each speaker your full attention.
 Use appropriate language.
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All O’Connor High School rules will be enforced. Any issues disrupting the learning environment of this
classroom will be dealt with quickly and effectively. Our goal is to make this class not only full of
learning, but also an enjoyable learning environment.
o 1st Disruption: Teacher/Student Conference
o 2nd Disruption: Call home to Parent/Guardian
o 3rd Disruption: Referral to Office
Electronic Device Use:
Technology (cell phones, iPods, hand-held devices, etc.) use in the classroom is intended to enhance the
learning environment for all students; however, any use of technology that substantially degrades the learning
environment, promotes dishonesty or illegal activities, is prohibited. If the instructor determines that the use
of technology is a distraction to the learning process, either of the student using the technology or to those
around him/her, the student may, at the discretion of the teacher, be asked to discontinue the use of
technology in the classroom.
Personal Electronic Device Use:
Personal Electronic Devices include cell phones, iPods, other mp3 players and similar technology devices used
for entertainment and communication/social media. Students are expected to refrain from the use of
electronic devices for personal entertainment and/or communication (i.e email, instagram, facebook, etc.)
during instructional time (as determined by the teacher or classroom designee). While students may freely use
these devices before and after school, during passing period, and at lunch- the teacher will limit the use of
personal devices and for which purposes during class to ensure that all students are focused and ready to
learn.
Bring Your Own Device and Use of Electronic Devices to Facilitate Learning:
Sandra Day O’Connor High School will begin to integrate the use of tablets, laptops and smart phones as a
learning tool in the classroom. Once the technology tools are added to the classroom for learning, the
classroom teacher will inform students as to when they may use their device and for which purposes. Students
must adhere to their teacher’s guidelines for use and appropriate times for use. Any student who violates the
teacher’s guidelines will be subject to disciplinary action.
Please note- students may not access their personal devices, whether for entertainment or learning, if the
teacher has stated that the classroom activities at that time do not warrant use. For example, during testing or
assessments.
AP Exam Testing (For all AP Classes):
All students will take a complete practice exam. This practice exam will be scheduled in advance and
participation is mandatory as this is part of your final exam for the course.
All students, whether testing for Advanced Placement College Board credit or not, will sit for a full board exam
on Friday, May 8, 2015. Students testing for college credit will test with the appropriate facilitator. Students
testing as their final exam will test with Suzanne Wooton. Exam check-in for all students is at 7:40 am and
students will miss their 1-3 hour classes that day (as an excused internal school absence that will not count as
an absence for school attendance policy purposes {code 8}). Participation in this exam date is not optional.
Academic Integrity Statement in the Course Syllabus:
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Adherence to the O’Connor Academic Integrity Code
All students enrolled in AP United States History will adhere to the framework and guidelines set forth in the
O’Connor High School Academic Integrity Code. Cheating and Plagiarism will not be tolerated. The purpose of
this code is to promote a positive learning environment for all involved. As humans, we will make mistakes
as we grow. It is understood that we can learn from those mistakes and become better individuals in the
future. Any student who violates this code will be referred to the Students Rights and Responsibilities
handbook and assignment of appropriate consequences.
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Plagiarism and Cheating:
Cheating: In cheating, a student is taking the work of another, on any assignment, and claiming it as his/her
own. At SDOHS cheating includes but is not limited to:
Copying and/or offering homework verbally, in written form, or by electronic means from/to another student.
Copying and/or offering questions and/or answers on tests or quizzes verbally, in written form, or by
electronic means from/to another student.
Pressuring other students to copy and/or offer homework, answers and/or questions on tests or quizzes
verbally, in written form or by electronic means.
Bringing in and using unauthorized information during class time, including information stored in any
electronic device.
Offering or receiving information under circumstances in which information is not to be shared.
Having anyone, including parents or tutors, complete assignments and submitting the work as one’s own.
Presenting collaborative work as independent work and independent work as collaborative. (In group work,
one person should not and will not bear the burden for the entire group assignment.)
Copying answers from answer guides in texts.
Fabricating data, information, or sources. Presenting made up material as authentic.
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Plagiarism: The act of plagiarism may include direct copying, but it may also be more complex than verbatim
repetition. A student, in preparing a project for a class, will have plagiarized if he/she has taken information
from sources without citing the sources that have been used. Plagiarized material may appear in a student’s
paper as word-for-word copying, a summation, or a paraphrase of another’s ideas. A student has plagiarized
whether the material from another source has been taken in whole or in part. In effect, by not naming the
source, the student is claiming the work of another as his/hers. At SDOHS plagiarism includes but is not
limited to:
Submitting images and/or documents in whole or in part from the Internet without citation of the source(s).
Copying another’s work.
Using another’s ideas without proper citations.
Incorporating portions of another’s writing within the context of your own work.
Failing to acknowledge a source of information.
Using “unique” phrases without citations.
Using graphics, charts, diagrams, or illustrations without citations.
Using a translator (either in-person or on-line) without proper citations
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Plagiarism and/or Cheating will result in disciplinary actions and a 0%, with no option to redo/retake. - no
exceptions.
Loss of Credit Due to Absences:
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Upon reaching 5 unexcused absences or a combination of 12 unexcused and/or excused absences, a student
may lose credit in any given class.
Any student may be placed on an Attendance Contract upon accumulating multiple excused and unexcused
absences. Any student with excessive absences may:
1. Lose credit in one or more classes.
2. Lose parking privileges.
Communication:
Please contact the teacher for any student concerns. It is crucial that teachers, parents, and students maintain
open lines of communication in order to ensure the best support for student success. Contact information is
provided at the top of the first page of this syllabus.
The Deer Valley Unified School District does not discriminate on the basis of race, color, national
origin, sex, disability, or age in its programs and activities. For any inquiries regarding
nondiscrimination policies contact the Superintendent's Department, 20402 N. 15th Avenue, Phoenix,
AZ 85027. 623.445.5000.
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Student Name:__________________________________________
Per. _______
Academy of American Studies AP U.S. History
First Assignment
Dear Parents/Guardians:
It is my pleasure to introduce myself to you. My name is Mrs. Wooton, and I will be your student’s AP U.S.
History teacher this year at O’Connor High School. It is my goal to make this an enjoyable class for your sons
and daughters, and I will do my best to help them excel in this class.
On my website I have posted a copy of the course syllabus for the parents/guardians to read over. It is
available at www.dvusd.org/so-Wooton. It is designed to let you know how the class will be conducted and
what is expected of the students. Please read over this syllabus and the student planner; furthermore, you
may want to discuss the items/procedures with your child. If there are any questions, please contact me as
soon as possible.
Parents, please initial beside each of the following statements, as well as sign and date at the bottom.
_____ I understand that Mrs. Wooton has a teacher website that will be updated weekly. This is the best way
to keep track of assignments, tests, due dates, and events.
_____ I understand that student progress will be monitored electronically and consistently. It is the student’s
responsibility to be aware of their progress, and that parents will be contacted when there is a deficiency or is
failing the class.
_____ I authorize my child to view video clips with the rating of G, PG, or PG13.
_____ I understand what defines cheating. I understand that if my child is cheating he/she will receive a zero
for the assignment and a discipline referral.
_____ I understand that occasionally my student will be required to watch lectures and/or presentations
online outside of class as part of their homework. Completion of these will be necessary for participation in
unit activities. Alternative assignments will be given as needed.
_____ I understand the electronic device policy, and to keep learning time focused and productive, students
using electronics at inappropriate times are subject to discipline.
Once you have read over the syllabus and discussed it with your student, please sign, have your student sign
and return this page to me. Your student’s first assignment is to return this paper signed by Friday, August 15,
2014 and to complete the Welcome to APUSH quiz online. This assignment is mandatory; it is important that
this is returned to ensure there are no problems in the future. Please verify that your email on PowerSchools
is correct or provide a contact email. Thank you- I am excited to share this year with your student!
Thank you,
Mrs. Wooton
Academy of American Studies Advanced Placement U.S. History
O’Connor High School
I have read the syllabus, the information on plagiarism, and understand the information enclosed.
Student’s
Signature:______________________________________________________________Date:_________
Please print name: ______________________________________________________________
Parent/Guardian’s
Signature:_______________________________________________________Date:_________
Please print name: _______________________________________________________
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