AP Human Geography (Sem 2)
Course Description:
This is the second semester of a two semester course sequence. AP Human Geography introduces high school students to college-level introductory human geography or cultural geography. The content is presented thematically rather than regionally and is organized around the discipline’s main subfields: economic geography, cultural geography, political geography, and urban geography. The approach is spatial and problem oriented. Case studies are drawn from all world regions, with an emphasis on understanding the world in which we live today. Historical information serves to enrich analysis of the impacts of phenomena such as globalization, colonialism, and human–environment relationships on places, regions, cultural landscapes, and patterns of interaction. Students also learn about the methods and tools geographers use in their research and applications. The curriculum reflects the goals of the National Geography Standards (2012). There are no prerequisites for AP Human Geography; however, students should be able to read college level texts and write grammatically correct, complete sentences. The AP Human Geography Course and Exam Description from the College Board includes a content outline in the form of Unit Guides which is structured around, from most general to most specific, big ideas, enduring understandings, learning objectives, and essential knowledge pieces as per Understanding by Design® pedagogy. This leads to a thematic orientation of the course.
Course Details:
| Course Title (District): |
AP Human Geography (Sem 2) |
| Course Title (NCES SCED) : |
AP Human Geography |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
National Collegiate Athletic Association, CollegeBoard |
| Alignment Document : |
https://drive.google.com/file/d/1yUQ_cUvDpJVPB8nuTXAGjNQ0COOD_lEe/view?usp=sharing |
| Academic Terms : |
Semester |
| NCES SCED Code : 04004 |
| Subject Area : |
Social Sciences and History |
| Course Identifier : |
AP Human Geography |
| 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 Description:
None. The course contains all required content and materials to prepare for the AP subject area exam. If you are interested in supplemental texts, the following are appropriate college-level resources that support the College Board Course and Exam Description for AP Human Geography:
- Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. Upper Saddle River, NJ: Pearson.
- Bjelland, Mark, Daniel R. Montello, Jerome Fellman, Arthur Getis, and Judith Getis. Human Geography: Landscapes of Human Activities. New York: McGraw-Hill.
Upon completion of this course, students will be able to...
- Analyze geographic theories, approaches, concepts, processes, or models in theoretical and applied contexts
- Analyze geographic patterns, relationships, and outcomes in applied contexts
- Analyze and interpret quantitative geographic data represented in maps, tables, charts, graphs, satellite images, and infographics
- Analyze and interpret qualitative geographic information represented in maps, images (e.g., satellite, photographs, cartoons), and landscapes
- Analyze geographic theories, approaches, concepts, processes, and models across geographic scales to explain spatial relationships
- Demonstrate geoliteracy and engagement with contemporary global issues, informed by awareness of multicultural viewpoints
NSQ National Standards for Quality Online Courses
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| A1. A course overview and syllabus are included in the online course |
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| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* |
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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. |
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| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
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| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* |
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| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. |
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| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* |
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| A8. Learners are offered an orientation prior to the start of the online course. |
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| 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.* |
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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. |
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| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* |
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| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* |
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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.* |
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| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* |
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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. |
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| B8. The online course is free of adult content and avoids unnecessary advertisements.* |
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| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. |
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| B10. Documentation and other support materials are available to support effective online course facilitation.* |
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| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
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| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
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| C3. The online course is organized by units and lessons that fall into a logical sequence. |
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| C4. The online course content is appropriate to the reading level of the intended learners.* |
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| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. |
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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. |
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| C7. The online course provides regular opportunities for learner-learner interaction. |
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| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* |
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| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* |
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| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. |
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| D2. Valid course assessments measure learner progress toward mastery of content. |
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| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* |
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| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* |
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| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* |
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| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* |
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| E2. The online course design facilitates readability.* |
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| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* |
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| E4. Course multimedia facilitate ease of use.* |
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| E5. Vendor accessibility statements are provided for all technologies required in the course.* |
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| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. |
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| F2. The online course tools support the learning objectives or competencies.* |
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| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* |
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| F4. The course allows instructors to control the release of content.* |
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| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* |
Pilot: Review Pending
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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. |
Pilot: Review Pending
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| G2. The online course is reviewed to ensure that the course is current. |
Pilot: Review Pending
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| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Pilot: Review Pending
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Review Conducted By: Michigan Virtual
Date of Review:
10/01/2021
Module 5: Agriculture and Rural Land Use Patterns and Processes
Module 6: Cities and Urban Land Use Patterns and Processes
Module 7: Industrial and Economic Development Patterns and Processes
| 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 |
|
| 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.
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 or Flash which still appear in a small percentage of our catalog. While FLVS does not offer technical support for these devices, FLVS is working to remove Flash from their remaining course content. Students will need extra work-around steps or alternate browsers to engage with some portions of those courses. 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 (10 or higher) and MacOS (11 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-parent-resources/more/system-requirements
