African American History

Course Description:

How have African Americans shaped the culture of the United States throughout history? Tracing the accomplishments and obstacles of African Americans from the slave trade through emancipation, and to the modern African diaspora, you will learn about the political, economic, social, religious, and cultural factors that have influenced African American life. In African American History, you’ll come face to face with individuals who changed the course of history and learn more about slavery, racism, and the Civil Rights Movement. You will also explore how the history of African Americans influences current events today.

This course is being offered in a pilot phase and has not been through a full review against the online course standards. Any course that has not yet been reviewed is marked as ‘Pilot: Review Pending’ to alert schools, parents, and students to this fact. Because of this, a school may choose to, but is not required to, deny a pupil enrollment request in this course out of concern over rigor or quality.

Course Details:

Course Title (District): African American History
Course Title (NCES SCED) : U.S. Ethnic Studies
Course Provider : Michigan Virtual
Content Provided By : eDynamic Learning
Online Instructor Provided By : Michigan Virtual
Standards Addressed : Michigan K-12 Social Studies Standards (2019)
Alignment Document : https://learn.michiganvirtual.org/alignment-document-coming-soon
Academic Terms : Accelerated, Semester, Trimester
NCES SCED Code :
Subject Area : Social Sciences and History
Course Identifier : U.S. Ethnic Studies
Course Level : High School (Secondary)
Available Credit : 0.5
Sequence : 1 of 1

How To Enroll:

Enrollment Website : https://slp.michiganvirtual.org/
Email : [email protected]
Phone : (888) 889-2840

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:

Additional Cost Description:

None

Upon completion of this course, students will be able to...

  • Describe the eight major physical regions of Africa, as well as its relationship to the major bodies of water that surround it
  • Recognize the scientific evidence of Africa as the cradle of civilization
  • Explain the contributions and major characteristics of Egyptian society to Africa’s place as the origin of modern civilization
  • Discuss how the West African kingdoms of Ghana and Mali established themselves and contributed to the economic and cultural development of the region
  • Describe the development of the slave trade within Africa and the beginnings of the transatlantic slave trade
  • Discuss how slavery developed in the different geographic areas of the North American colonies
  • Identify how the Revolutionary activities happening in the colonies affected African Americans
  • Discuss how Black Americans participated in the Revolutionary War and how that participation affected them
  • Analyze how revolutionary ideals affected the anti-slavery movement
  • Explain how slavery changed in the Northern and Southern states after the Revolutionary War
  • Describe the emergence of the cotton culture in the South, including how it fueled the economy of the United States
  • Analyze the environment in which free blacks were living, including where they settled and the difficulties they encountered
  • Describe the role of black women in the abolitionist causes, as well as three influential male abolitionists
  • Explain four key factors that led the United States to civil war
  • Describe Abraham Lincoln’s attitude toward slavery and emancipation and how that changed over the course of the 1860s
  • Explain how the Fugitive Slave Laws, Underground Railroad, and the Dred Scott decision fueled the tension between the North and South about slavery
  • Describe the role of black Americans generally, as well as key African-American leaders, before and during the Civil War
  • Identify the ways that freed African Americans dealt with economic and social change during the Reconstruction period, including employment and education
  • Explain the role of the black church in the creation of community and political leaders
  • Describe the reaction of white Americans to the end of the war, including violence and imposition of black codes
  • Explain how the Reconstructions Acts and the Thirteenth and Fourteenth amendments affected the African-American community
  • Describe segregation and how the Plessy v. Ferguson decision contributed to preserving it
  • Explain the role that violence played in the lives of African Americans, including race riots and lynching, during this period
  • Analyze the reasons behind the migration of African Americans to Africa, the western United States, and Southern cities, and the effects of these migrations
  • Express how the justice system was applied to African Americans, especially in the South
  • Compare and contrast the two philosophies of African-American progress, represented by Booker T. Washington and W.E.B. DuBois
  • Describe the reasons behind the Great Migration
  • Identify the reasons behind the race riots between 1906-1923
  • Analyze the differences between the mission of the NAACP and the UNIA
  • Explain the roots of the Harlem Renaissance and the Jazz Age and identify a few of the major artists associated with it
  • Describe the reasons behind the resurrection of the Ku Klux Klan and the changes in the organization during the 1920s
  • Explain some of the causes of the Great Depression and why African Americans were heavily impacted
  • Analyze how President Franklin D. Roosevelt’s First and Second New Deal affected African Americans
  • Describe the state of segregation in the military at the beginning of World War II and what steps were taken during the war to integrate the military
  • Describe the steps the NAACP took during the 1930s to challenge racial inequality in schools, and explain how Brown vs. the Board of Education of Topeka, Kansas, impacted segregation in the 1950s
  • Describe what nonviolent resistance is and how African Americans used it in the Montgomery Bus Boycott, including the role of Rosa Parks and Martin Luther King, Jr.
  • Describe a few of the grassroots efforts toward progress, including sit-ins, freedom rides, and the Student Nonviolent Coordinating Committee (SNCC)
  • Analyze the Little Rock desegregation challenge and how it reflected the white backlash to the progress of African Americans
  • Discuss how the legal changes in the 1960s offered more opportunities for African Americans
  • Analyze how the black power and black nationalism grew out of the civil rights movement and the reasons behind inner city violence during the late 1960s
  • Trace the development of an increased political voice of African Americans from the local to the national level, including those who ran for president
  • Identify how No Child Left Behind, the Welfare Reform Act, and affirmative action affects the lives of African Americans
  • Analyze the ways in which African Americans have not yet reached economic equality with white Americans
  • Explain how incarceration and police brutality continue to be an important issue in the
  • African-American community and the nation at large
  • Discuss the challenges and divisions exposed by the 2016 election, along with the protests and reactions that occurred afterward

NSQ National Standards for Quality Online Courses

Rating Comments
A1. A course overview and syllabus are included in the online course Pilot: Review Pending
A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* Pilot: Review Pending
A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. Pilot: Review Pending
A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. Pilot: Review Pending
A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* Pilot: Review Pending
A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. Pilot: Review Pending
A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* Pilot: Review Pending
A8. Learners are offered an orientation prior to the start of the online course. Pilot: Review Pending
Rating 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.* Pilot: Review Pending
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. Pilot: Review Pending
B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* Pilot: Review Pending
B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* Pilot: Review Pending
B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* Pilot: Review Pending
B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* Pilot: Review Pending
B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. Pilot: Review Pending
B8. The online course is free of adult content and avoids unnecessary advertisements.* Pilot: Review Pending
B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. Pilot: Review Pending
B10. Documentation and other support materials are available to support effective online course facilitation.* Pilot: Review Pending
Rating Comments
C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. Pilot: Review Pending
C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. Pilot: Review Pending
C3. The online course is organized by units and lessons that fall into a logical sequence. Pilot: Review Pending
C4. The online course content is appropriate to the reading level of the intended learners.* Pilot: Review Pending
C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. Pilot: Review Pending
C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. Pilot: Review Pending
C7. The online course provides regular opportunities for learner-learner interaction. Pilot: Review Pending
C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* Pilot: Review Pending
C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* Pilot: Review Pending
Rating Comments
D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. Pilot: Review Pending
D2. Valid course assessments measure learner progress toward mastery of content. Pilot: Review Pending
D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* Pilot: Review Pending
D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* Pilot: Review Pending
D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* Pilot: Review Pending
Rating Comments
E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* Pilot: Review Pending
E2. The online course design facilitates readability.* Pilot: Review Pending
E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* Pilot: Review Pending
E4. Course multimedia facilitate ease of use.* Pilot: Review Pending
E5. Vendor accessibility statements are provided for all technologies required in the course.* Pilot: Review Pending
Rating Comments
F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. Pilot: Review Pending
F2. The online course tools support the learning objectives or competencies.* Pilot: Review Pending
F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* Pilot: Review Pending
F4. The course allows instructors to control the release of content.* Pilot: Review Pending
F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* Pilot: Review Pending
Rating Comments
G1. The online course uses multiple methods and sources of input for assessing course effectiveness. Pilot: Review Pending
G2. The online course is reviewed to ensure that the course is current. Pilot: Review Pending
G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. Pilot: Review Pending

Review Conducted By: Michigan Virtual
Date of Review: 08/13/2021

Unit 1: Africa
Unit 2: Slavery in America from Early Colonies to Independence
Unit 3: The Expansion of Slavery
Unit 4: African Americans and the Civil War
Unit 5: Freedom and Reconstruction
Midterm Exam
Unit 6: The Jim Crow Era
Unit 7: African Americans in the Early Twentieth Century
Unit 8: The Great Depression and World War II
Unit 9: Protest and Struggle in the Civil Rights Era
Unit 10: To the Present
Final Exam

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 04/19/2021 08/27/2021 08/09/2021 09/21/2021 08/13/2021 12/17/2021 100 $325
Semester 04/19/2021 10/29/2021 08/09/2021 11/23/2021 09/13/2021 01/28/2022 100 $325
Semester 04/19/2021 09/17/2021 08/09/2021 09/14/2021 08/20/2021 01/07/2022 100 $325
Semester 04/19/2021 09/17/2021 08/09/2021 09/21/2021 08/27/2021 01/14/2022 100 $325
Semester 04/19/2021 09/17/2021 08/09/2021 10/05/2021 09/03/2021 01/21/2022 100 $325
Semester 04/19/2021 09/17/2021 08/09/2021 10/05/2021 09/10/2021 01/28/2022 100 $325
Trimester 04/19/2021 10/22/2021 08/09/2021 09/07/2021 08/13/2021 11/12/2021 100 $325
Trimester 04/19/2021 10/22/2021 08/09/2021 09/14/2021 08/20/2021 11/19/2021 100 $325
Trimester 04/19/2021 10/22/2021 08/09/2021 09/28/2021 09/03/2021 12/03/2021 100 $325
Trimester 04/19/2021 10/22/2021 08/09/2021 10/05/2021 09/10/2021 12/10/2021 100 $325
Trimester 04/19/2021 10/22/2021 08/09/2021 10/12/2021 09/17/2021 12/17/2021 100 $325
Trimester 04/19/2021 10/22/2021 08/09/2021 11/02/2021 10/08/2021 01/07/2022 100 $325
Trimester 04/19/2021 10/22/2021 08/09/2021 11/09/2021 10/15/2021 01/14/2022 100 $325
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Students have 25 days to drop from their enrollment start date. 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 04/19/2021 08/27/2021
Students have 25 days to drop from their enrollment start date. 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 04/19/2021 10/29/2021
Students have 25 days to drop from their enrollment start date. 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 04/19/2021 09/17/2021
Students have 25 days to drop from their enrollment start date. 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 04/19/2021 09/17/2021
Students have 25 days to drop from their enrollment start date. 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 04/19/2021 09/17/2021
Students have 25 days to drop from their enrollment start date. 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 04/19/2021 09/17/2021
Students have 25 days to drop from their enrollment start date. 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. Trimester 04/19/2021 10/22/2021
Students have 25 days to drop from their enrollment start date. 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. Trimester 04/19/2021 10/22/2021
Students have 25 days to drop from their enrollment start date. 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. Trimester 04/19/2021 10/22/2021
Students have 25 days to drop from their enrollment start date. 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. Trimester 04/19/2021 10/22/2021
Students have 25 days to drop from their enrollment start date. 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. Trimester 04/19/2021 10/22/2021
Students have 25 days to drop from their enrollment start date. 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. Trimester 04/19/2021 10/22/2021
Students have 25 days to drop from their enrollment start date. 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. Trimester 04/19/2021 10/22/2021
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.

Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.

Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/

Lightweight devices such as Apple iPads, Google Chromebooks, and tablets have limited support for Java which still appears in a small percentage of FLVS courses. FLVS has worked to de-Flash its courses. Students may need extra work-around steps or alternate browsers to engage with some portions of select courses or may be required to utilize text-alternatives for some interactive objects. FLVS recommends students have a Windows or Mac based computer available to complete coursework in the event that your selected mobile device does not meet the needs of the course. Fully supported Operating Systems for FLVS courses include Windows (7 or higher), Mac OS X (10.8 or higher), and MacOS (10.12 or higher). Supported Browsers include the most recent versions of Microsoft Edge, Mozilla Firefox, Google Chrome, and Apple Safari on devices that support Java and HTML5. Browsers need to be up to date, and some FLVS courses may require installation or enabling of the following Plug-ins: JavaScript enabled, Cookies enabled, Java installed. https://www.flvs.net/student-resources/system-requirements