AP U.S. History (Sem 2) (2025-2026)
Course Description:
This course is the second semester of a two-semester sequence and is aligned to the College Board Advanced Placement U.S. History course and exam description. Advanced Placement U.S. History I is a college-level introductory course which examines the nation’s political, diplomatic, intellectual, cultural, social, and economic history from 1491 to 1877. Students are challenged to see American history through a variety of historical themes while developing thinking skills that will help them contextualize specific periods of American history. A college level textbook is supplemented by primary and secondary sources throughout this course. This course does not include the AP exam; students can contact their school’s AP coordinator or guidance counselor to sign up for the exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.
Course Details:
Course Title (District): | AP U.S. History (Sem 2) (2025-2026) | ||||||||||
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Course Title (NCES SCED) : | AP U.S. History | ||||||||||
Course Provider : | Michigan Virtual | ||||||||||
Content Provided By : | Michigan Virtual | ||||||||||
Online Instructor Provided By : | Michigan Virtual | ||||||||||
Standards Addressed : | National Collegiate Athletic Association, CollegeBoard | ||||||||||
Alignment Document : | https://docs.google.com/document/d/1MFjjR7WdxzixFU3JmIfa5k9VfdwHLhgvlZg8WqT1fno/edit?usp=sharing | ||||||||||
Academic Terms : | Semester | ||||||||||
NCES SCED Code : 04104 |
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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
- Examine and evaluate the continuity and change in Native American societies, European exploration, and cultural interactions from 1491 to 1607
- Identify causal relationships and patterns while constructing historically defensible claims supported by evidence from diverse sources
- Analyze the influence of environmental, economic, and social factors on the development and expansion of British colonies between 1607 and 1754, highlighting regional differences and key drivers of growth
- Examine the causes and consequences of transatlantic trade, with a focus on its impact on colonial society, regional economies, and the broader development of British colonies in North America
- Analyze the historical context of the colonization of North America from 1607 to 1754, examining the motivations behind European colonization, the responses of enslaved individuals to slavery, and the varying goals and interests of European leaders and colonists, and how these factors influenced their identities and perceptions of their relationship with Britain
- Analyze the causes and effects of the Seven Years’ War (the French and Indian War), including its impact on British colonial policies and the subsequent tensions that led to the Revolutionary War
- Examine how changing colonial attitudes about government, individual rights, and national identity influenced the push for independence and the development of different forms of government during the Revolutionary Period
- Evaluate the differing ideological positions on the structure and function of the federal government, and assess how political ideas, institutions, and party systems evolved in the new republic
- Analyze the context and development of the American republic from 1800 to 1848, including the evolution of American identity, the emergence of a national culture, and the influence of regional interests on debates about the role of the federal government
- Examine the causes and effects of key social and political movements during this period, including the Second Great Awakening, various reform movements, and the impact of technological, agricultural, and commercial innovations on American society
- Evaluate the interplay of politics, economics, and foreign policy in shaping American identity from 1800 to 1848, including the effects of geographic and environmental factors, ongoing policy debates, and the development of American foreign policy leading up to events such as the Mexican-American War and westward expansion
- Analyze the continuity and change in American society and values from the Civil War to the rise of industrial capitalism, including the effects of Reconstruction, the implications of Lincoln's leadership, and the impact of regional differences related to slavery
- Examine the causes and effects of key historical events and movements, including the Mexican-American War, westward expansion, and industrialization, and how these events shaped American identity and government policy from 1844 to 1898
- Evaluate the effects of immigration and government policies during Reconstruction on American culture and society, focusing on the tensions and transformations that emerged as a result of these dynamics
- Analyze the continuities and changes in the role of government in the U.S. economy from the Gilded Age to World War II, including the responses to industrial capitalism, reform movements, and shifts in attitudes toward natural resources
- Examine the impact of competition, migration patterns, and technological advances on American society and its evolution as a world power, emphasizing the social and economic factors that contributed to these dynamics from 1865 to 1898
- Evaluate the responses to immigration and the socioeconomic changes associated with the growth of industrial capitalism, considering how these factors shaped American identity and societal values over time
- Analyze the impact of significant events, including the Great Depression, the New Deal, and U.S. involvement in both World Wars, on American political, social, and economic life, examining how these events shaped the nation's identity and role in the world
- Examine the causes and effects of cultural and technological developments in the United States, including shifts in popular culture, innovations in communication, and the responses to migration patterns over time
- Evaluate the historical context of America's rise as a world power, focusing on key events such as the Spanish-American War and the consequences of global conflicts, as well as the varied attitudes toward the nation’s role in international affairs
- Analyze the evolution of civil rights movements and the responses to calls for civil rights expansion from 1945 to 1980, including the development of opposition to existing policies, changes in mass culture, and the federal government's role in these movements
- Examine the causes and effects of significant policy developments related to the environment, immigration, and economic growth in the post-World War II era, focusing on how these changes reshaped American society and national identity
- Evaluate the impact of international developments and Cold War policies on American domestic life, including the Red Scare, societal changes, and the continuing debates about the role of the federal government throughout the 20th century
- Analyze the causes and effects of significant policy debates regarding the role of the federal government and the challenges faced by the United States in both domestic and international contexts since 1980
- Examine the impact of migration patterns—both domestic and international—along with economic and technological changes on American society and national identity over time
- Evaluate the legacy of the Cold War and the growth of religious movements, assessing how these factors have shaped contemporary American culture and the challenges the nation faces in the 21st century
Additional Cost Description:
Brinkley, A. American History: Connecting with the Past, 16th AP Edition, 2023. Mcgraw Hill. Hardcover (ISBN: 9781266018893); Online Student Edition (ISBN: 9781266238604); Print & Digital Bundle (ISBN: 9781266382987).
In addition to purchasing a textbook, students are required to sign up for a free online account for the following supplemental resource: The Gilder Lehrman Institute of American History. This resource will be used throughout the course.
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses: Third Edition (2019)
Rating | Comments | |
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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 | |
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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.* | 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 | |
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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 | |
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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 | |
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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 | |
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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. | 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 | |
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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: Quality Matters
Date of Review:
12/31/2025
Unit 6 1865 - 1898
Unit 7 1890 - 1945
Unit 8 1945 - 1980
Unit 9 1980 - Present
Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
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Semester | 04/01/2025 | 02/06/2026 | 07/01/2025 | 01/30/2026 | 01/16/2026 | 06/05/2026 | 100 | $440 |
Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
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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. | Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. | Semester | 04/01/2025 | 02/06/2026 |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Ensure that your school or district network and device administrator whitelists online resources relevant to the course in which you are choosing to enroll. Ref., Michigan Virtual Course Whitelist
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/