AP World History: Modern (Sem 2)
Course Description:
This is the second course in a two-course sequence. AP Modern World History is a college-level survey course that covers the major global trends, events, changes, and systems from 1200 to the present day. This course consists of seven distinct units that unfold specific topics in specific regions and time within the scope of the following six themes identified by the College Board:
- Humans and the Environment
- Cultural Development and Interactions
- Governance
- Economic Systems
- Social Interactions and Organization
- Technology and Innovation
The goal of this course is for students to understand the significant factors that have shaped our world today and why/how global societies developed in the manner that they did. Students will be assigned to read varied reading materials, including textbook chapters, and watch instructional videos, and have discussions with their classmates.
Additionally, the course orients students to the AP Exam terminology and the AP Exam styled essay writing. The AP historical thinking skills are integrated into the learning activities so that students can develop these skills consistently and apply them when taking the AP Exam. Throughout the course, students will be challenged to write short and long argumentative essays, analyze sources, compare historical events, make historical connections, and provide historically valid evidence.
The course will also utilize the AP Classroom practice activities at the College Board site to maximize the AP Exam preparation experience.
Course Details:
| Course Title (District): |
AP World History: Modern (Sem 2) |
| Course Title (NCES SCED) : |
AP World History: Modern |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Michigan Virtual |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
Michigan Merit Curriculum, National Collegiate Athletic Association, CollegeBoard |
| Alignment Document : |
https://docs.google.com/document/d/1fA12DQfWNu9MeoriMqTpPPnxyPOglBj-LA9oUp0xYw8/edit?usp=drive_link |
| Academic Terms : |
Semester |
| NCES SCED Code : 04067 |
| Subject Area : |
Social Sciences and History |
| Course Identifier : |
AP World History: Modern |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
2 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost: $55.0
Additional Cost Description:
Students are responsible for acquiring the required textbook, available in print or digital (e-textbook) formats: Hansen, V. and K. Curtis. (2016). Voyages in World History, 3rd Edition. Belmont, CA: Wadsworth Publishing. ISBN-10: 1-305-58300-0 ISBN-13: 978-1-305-58300-9
Upon completion of this course, students will be able to...
- Identify the development, success and failure of major global systems and ideologies of governance.
- Understand the factors that created and impacted the global economic system, and identify the major events and societies that have historically and currently greatly contributed to the system.
- Explain the historical development of global cultures, and the events that have shaped them.
- Examine the importance of the interaction between cultures and clashes that have ensued between different cultures with different goals, customs, and ideologies.
- Identify the various environmental factors that lead to and shape human and societal behavior in different parts of the world.
- Examine the major technological advances that have occurred during the time period and explain their world-changing impacts.
- Identify truth’s about the nature of humanity or society through the study of historical data and examples.
- Understand the factors that led to the development of different global societies and how different groups of people interacted with and fit into their respective societies.
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| Course, Unit and Lesson Design |
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| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
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| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
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| Resources and Materials |
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Comments |
| Students have access to resources that enrich the course content. |
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| Evaluation Strategies |
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| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
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| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
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| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
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| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
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| Grading rubrics are provided to the instructor and may be shared with students. |
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| The grading policy and practices are easy to understand. |
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| Course Architecture |
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| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
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| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
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| User Interface |
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Comments |
| Clear and consistent navigation is present throughout the course. |
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| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
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| Technology Requirements and Interoperability |
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| All technology requirements (including hardware, browser, software, etc...) are specified. |
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| Prerequisite skills in the use of technology are identified. |
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| The course uses content-specific tools and software appropriately. |
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| Accessibility |
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Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
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| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
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Review Conducted By: Quality Matters
Date of Review:
08/07/2020
NSQ National Standards for Quality Online Courses
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Rating
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Comments |
| A1. A course overview and syllabus are included in the online course |
Fully Met
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| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* |
Fully Met
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| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. |
Fully Met
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| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
Fully Met
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| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* |
Fully Met
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| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. |
Fully Met
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| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* |
Fully Met
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| A8. Learners are offered an orientation prior to the start of the online course. |
Fully Met
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Rating
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Comments |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* |
Fully Met
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| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. |
Fully Met
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| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* |
Fully Met
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| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* |
Fully Met
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| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* |
Fully Met
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| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* |
Fully Met
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| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. |
Fully Met
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| B8. The online course is free of adult content and avoids unnecessary advertisements.* |
Fully Met
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| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. |
Fully Met
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| B10. Documentation and other support materials are available to support effective online course facilitation.* |
Fully Met
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Rating
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Comments |
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
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Fully Met
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| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
Fully Met
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| C3. The online course is organized by units and lessons that fall into a logical sequence. |
Fully Met
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| C4. The online course content is appropriate to the reading level of the intended learners.* |
Fully Met
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| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. |
Fully Met
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| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. |
Fully Met
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| C7. The online course provides regular opportunities for learner-learner interaction. |
Fully Met
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| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* |
Fully Met
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| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* |
Fully Met
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Rating
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Comments |
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. |
Fully Met
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| D2. Valid course assessments measure learner progress toward mastery of content. |
Fully Met
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| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* |
Fully Met
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| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* |
Fully Met
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| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* |
Fully Met
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Rating
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Comments |
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* |
Fully Met
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| E2. The online course design facilitates readability.* |
Fully Met
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| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* |
Fully Met
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| E4. Course multimedia facilitate ease of use.* |
Fully Met
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| E5. Vendor accessibility statements are provided for all technologies required in the course.* |
Fully Met
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Rating
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Comments |
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. |
Fully Met
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| F2. The online course tools support the learning objectives or competencies.* |
Fully Met
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| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* |
Fully Met
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| F4. The course allows instructors to control the release of content.* |
Fully Met
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| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* |
Fully Met
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Rating
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Comments |
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. |
Fully Met
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| G2. The online course is reviewed to ensure that the course is current. |
Fully Met
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| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Fully Met
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Review Conducted By: Quality Matters
Unit 8: Imperialism (1750-1900)
Unit 9: World War I (1900-Present)
Unit 10: World War II (1900-Present)
Unit 11: The Cold War (1900-Present)
Unit 12: Decolonization (1900-Present)
Unit 13: The Global Age (1900-Present)
Unit 14: Review and AP Test Prep
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Semester |
03/29/2024 |
02/07/2025 |
07/01/2024 |
01/31/2025 |
01/17/2025 |
06/06/2025 |
100 |
$440 |
$55 |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
02/07/2025 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
