U.S. History A
Course Description:
The United States began as an experiment in freedom and democracy. Since its establishment, the country and its people have endured social, political and economic revolutions. In this course, students will investigate the people, events and ideas that have shaped the United States from the end of the Civil War through today. Students are asked to analyze and evaluate decisions made by political, business and military leaders. Emphasis is placed on connections between events of the past and present. This course also gives students the opportunity to conduct research and apply their learning to current, real-world problems.
Course Details:
| Course Title (District): | U.S. History A | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | U.S. History—Comprehensive | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Florida Virtual School | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | None | ||||||||||
| Alignment Document : | http://media.mivu.org/mivhs/alignchart/ss/USHistA.pdf | ||||||||||
| Academic Terms : | Semester, Trimester, Accelerated | ||||||||||
| NCES SCED Code : 04101 |
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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.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- History
- Geography
- Economics
- Political processes
- Religion
- Ethics
- Diverse cultures
- Humanities to solve problems in academic
- Civic
- Social
- Employment settings
Additional Cost: $0.0
Additional Cost Description: NA
The purpose of this course is to enable students to understand the development of the United States within the context of history with a major focus on the post-Reconstruction period.
Students will use knowledge pertaining to:
Students will use knowledge pertaining to:
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Fully Met | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met | This information is provided once the teacher posts an announcement and sends a welcome email. |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Fully Met | Points of view on some subjects may vary. |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | MVS Acceptable Use Policy |
| Privacy policies are clearly stated. | Fully Met | MVS Policy |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | |
| Assessment and assignment answers and explanations are included. | Fully Met |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met | All MVS instructors are State certified and "highly qualified". |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met | Students are provided with an orientation video. |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Fully Met |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| 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. | Fully Met |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Fully Met | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Fully Met | This course provides students with a wide variety of learning methods. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met | Some resources require students to create accounts to access content. |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Fully Met | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Fully Met |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | |
| The grading policy and practices are easy to understand. | Fully Met |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Fully Met | |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Fully Met | Some media may not be compatible with all PCs or MACs. |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | |
| Prerequisite skills in the use of technology are identified. | Fully Met | |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | MVS Policy |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met | MVS Policy |
| Accessibility | Rating | 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). | Fully Met | MVS Policy |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met |
Review Conducted By: Michigan Virtual
Date of Review:
03/19/2014
Module 1: Reconstruction
01.00 Module One Pretest
01.01 Geography
01.02 Set the Stage
01.03 Civil War
01.04 Rebuilding the Government
01.05 A New South
01.06 Face of Freedom
01.07 Westward Expansion
01.08 Review and Discussion-based Assessment
01.09 Module One Exam
Collaboration Project
Collaboration Assessment Guide
Module 2: Industrial Revolution
02.00 Module Two Pretest
02.01 Industrialization Changes America
02.02 Innovation Nation
02.03 Populism
02.04 Coming to America
02.05 Rise of the Political Machine
02.06 Labor Movements
02.07 Social Change
02.08 Testing Tips: Analyzing Maps and Images
02.09 Review and Discussion-Based Assessment
02.10 Module Two Exam
Collaboration Project
Collaboration Assessment Guide
Module 3: Enter the World Stage
03.00 Module Three Pretest
03.01 Isolationism, Intervention, and Imperialism
03.02 U.S. Territorial Expansion
03.03 The Great War
03.04 Preparing for War
03.05 New Kind of War
03.06 War at Home
03.06 War at Home: Honors
03.07 Peace, Demobilization, and Next Steps
03.08 Testing Tips: Understanding Complexity
03.09 Review and Discussion-Based Assessment
03.10 Module Three Exam
Collaboration Project
Collaboration Assessment Guide
Module 4: Between the Wars
04.00 Module Four Pretest
04.01 Isolationism
04.02 The Roaring Twenties
04.03 Cultural Changes of the 1920s
04.04 Challenges to Civil Rights
04.05 The Great Depression
04.06 The New Deal
04.06 The New Deal: Honors
04.07 Review and Discussion-Based Assessment
04.08 Testing Tips: Analyzing Documents
04.09 Segment One Exam: Regular
04.09 Segment One Exam: Honors
Collaboration Project
Collaboration Assessment Guide
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|
Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 14-15 | 150 | 111 | 74.0% | Enrollment data includes all enrollments (21f and non-21f) for the 2014-15 school year. |
| 13-14 | 99 | 72 | 72.73% | Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year. |