AP European History (Sem 2)
Course Description:
This is the second course in a two-course sequence. This AP study of European history since 1300 introduces students to economic, cultural, social and political developments. These developments played a fundamental role in shaping the world in which they live. The Advanced Placement course in European History is designed to provide students with the factual knowledge and analytical skills necessary to understand and evaluate the evolution of European history from approximately 1450 to the present.
The course is divided into 8 modules that focus on the intellectual and cultural, political and diplomatic, and social and economic developments in Europe, examining these themes as they interconnect and show changes over time in European history. Analysis of primary source material, including readings, maps, art, cartoons, graphs, and charts, is a vital aspect of the course. The significance of varying viewpoints and interpretations of a variety of episodes and issues will introduce students to historiography and the evaluation of historical evidence. Statistical analysis is included as appropriate. Each module will provide students the opportunity to prepare for the AP exam at the end of the course. Students will participate in class discussion that includes thought-provoking questions that will prepare students for the short answer section of the exam. Students will also complete document-based questions (DBQs) and free-response questions in each module. Each assignment is designed to have students think deeply about the topics discussed and analyze primary and secondary documents thoughtfully and analytically.
The course will also utilize the AP Classroom practice activities at the College Board site to maximize the AP Exam preparation experience. Course does not include the AP Exam; students can contact their school’s AP Coordinator or the College Board to sign up to take the Exam. There are required due dates in AP courses. The pacing of due dates in AP courses aligns to the completion of all lessons and required assignments and assessments prior to the national AP exam date related to this course title. This course requires purchase of a textbook.
Course Details:
| Course Title (District): | AP European History (Sem 2) | ||||||||||
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| Course Title (NCES SCED) : | AP European History | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Accelerate Education | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | National Collegiate Athletic Association, CollegeBoard | ||||||||||
| Alignment Document : | https://drive.google.com/file/d/1GE-il1-VPzNmHYej4bVUKLPfJ0J_91TH/view?usp=sharing | ||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 04056 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
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| 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.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Analyze events based on various points of view
- Examine historical themes as they interconnect and show changes over time in European history
- Identify and explain historical developments and processes
- Analyze sourcing and situation of primary and secondary sources
- Analyze arguments in primary and secondary sources
- Analyze the context of historical events, developments, or processes
- Use historical reasoning processes (comparison, causation, continuity and change) analyze patterns and connections between and among historical developments and processes.
- Develop an argument that supports an historically defensible claim with specific and relevant evidence, as well as historical reasoning to explain relationships among select evidence
- Compose academic writing in conformance with AP Exam scoring criteria
Additional Cost Description:
Michigan Virtual prepares students for the AP exam but does not offer the AP exam. It is the responsibility of the school or parent to register for a local administration of the AP exam. AP courses often require students purchase a College Board approved textbook. See required textbook information below.
Western Heritage, since 1300 (12th edition, Pearson), by Donald Kagan. ISBN-13: 9780135260432; ISBN-10: 0135260434
Princeton Review AP European History Premium Prep, 2023 ISBN-13: 9780593450796; ISBN-10: 0593450795
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met |
| 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.* | Partially Met | All learning objectives are measurable, but not all learning objectives are assessed. |
| 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 | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Partially Met | All learning objectives are measurable, but not all learning objectives are assessed. |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | |
| 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 | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Fully Met | |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | There are a variety of interactive options throughout the course. Videos and practice questions/activities to check knowledge of lesson content are included. |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | Course navigation is simple and easy to follow although there are lots of buttons to click on for additional information. All external links appear to be working correctly. |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | Course is presents AP level material and reads as age approriate. |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Not Met | Only one learning path is provided for students. |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Fully Met | |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Partially Met | The lessons have practice questions routinely, but practice opportunities and opportunities for self-relfection are not varied by type. |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | |
| E2. The online course design facilitates readability.* | Fully Met | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Not Met | Videos are not Close Captioned and no alternative activities are included for flashcards. |
| E4. Course multimedia facilitate ease of use.* | Partially Met | The course has limited multimedia; course relies heavily on readings from the textbook. |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met |
| 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. | Fully Met | |
| F2. The online course tools support the learning objectives or competencies.* | Fully Met | |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Partially Met | Instructor role permissions within Michigan Virtual's learning management system permit instructors to add supplemental content and external resources both within lessons and announcements. Additionally, the learning management system permits online accommodations including text-to-speech tools, extended testing time, provision of multiple attempts, and scoring exemptions for extenuating circumstances. Course content is desgined, however, to meet state and national content standards alignment and provide a guaranteed and viable curriculum to all enrolled learners, and therefore there are restrictions on instructor permissions to modify the scope and sequence of course assessments. |
| F4. The course allows instructors to control the release of content.* | Partially Met | Michigan Virtual provides for flexible pacing and asynchronous delivery of its online course offerings. In order to maximize these opportunities for personalized learner preferences and flexibility concerning frequency or timing of individual learner availability or participation in courses during academic terms, with few exceptions, all course content is made available at all times throughout the term, and generally only midterm or final exams are password protected. Conditional release of content is intentionally avoided or used sparingly within Michigan Virtual course design and instructional delivery models. |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met |
Review Conducted By: Michigan Virtual
Date of Review:
08/18/2023
Unit 5: European Supremacy, Birth of Modern Political Thought, and the Great War (AP Units 5, 6, 7)
Unit 6: 1920s, The Great Depression, and World War II (AP Unit 8)
Unit 7: Cold War to the Collapse of Communism (AP Unit 9)
Unit 8: Dawn of the 21st Century (AP Unit 9)
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 | 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 |
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 23-24 | 17 | 16 | 94.12% |
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/