AP World History (Sem 1)
Course Description:
This is the first semester of a year-long AP World History course.
This course spans the Neolithic age to the present in a rigorous academic format organized by chronological periods and viewed through fundamental concepts and course themes. Students analyze the causes and processes of continuity and change across historical periods. Themes include human-environment interaction, cultures, expansion and conflict, political and social structures, and economic systems. In addition to mastering historical content, students cultivate historical thinking skills that involve crafting arguments based on evidence, identifying causation, comparing and supplying context for events and phenomenon, and developing historical interpretation.
Course Details:
| Course Title (District): | AP World History (Sem 1) | ||||||||||
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| Course Title (NCES SCED) : | AP World History: Modern | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Fuel Education LLC | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | CollegeBoard, National Collegiate Athletic Association | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/1J2eYtsahawnU9MW9eX29V1AJbKjgzDNX4oOqrV-fv30/edit?usp=sharing | ||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 04067 |
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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
Additional Cost: $0.0
Additional Cost Description:
Siddhartha by Herman Hesse,
King Leopold’s Ghost: A Story of Greed, Terror, and Heroism in Colonial Africa by Adam Hochschild
Upon completing this course students will be able to:
• Analyze the causes and processes of continuity and change across historical periods
• Cultivate historical thinking skills
• Craft arguments based on evidence
• Compare and supply context for events and phenomenon
• Develop historical interpretation
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 | Goals are found in Course Info and provide the College Board web address. Lesson goals appear in each lesson module. |
| 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 | The "Orientation" link contains all applicable information. |
| 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 |
| 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 | |
| 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 | Answer keys are included in the Teacher Guide of each unit module. |
| 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 |
| 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 |
| 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 | This is a particularly rich component of the course. |
| 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 | Multiple learning paths are present in a variety of assignments. AP student needs are generally homogenous. |
| 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 | While the course content is not modifiable, assignments and assessments can be modified to meet learners' diverse needs. |
| 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 | Within each unit, a wide variety of resources are offered. |
| 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 |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | In the Blackboard shell, and the syllabus |
| Prerequisite skills in the use of technology are identified. | Fully Met | In the Blackboard shell, and the syllabus |
| 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:
03/11/2014
SEMESTER ONE
Unit 1: Human Transformations
• An Introduction to World History, • The Dawn of History • Early Humans on the Move • The Neolithic Revolution • The Birth of Civilization • Social and Economic Structures in Early Civilizations • Early Civilizations in the Middle East • Early Civilizations in the Asia and the Americas • The Early Heritage of Gender, Art, and Trade • The Comparative Essay
Unit 2: Organization of Human Societies
• Religion in the Vedic Age • The Rise of Buddhism • Confucianism and Daoism • Zoroastrianism and Judaism • Christianity • Classical Greece • Greek and Hellenistic Culture • The Development of the Roman Empire • Imperial Expansion and Domestic Problems • The Decline of Rome • The Early Byzantine Empire • Qin and Han China • Early Japan and India • Hesse’s Siddhartha • Trade Routes of the Hellenistic Era • The Impact of Long-Distance Trade
Unit 3: Writing the Document-Based Essay
• Document-Based Question Essays and Point of View
Unit 4: Regional and Transregional Interactions
• Overview, c. 600 CE to c. 1450 CE • The Trading Network • The Genesis of Islam • The Rise and Spread of Islam • Religious Tensions • Centralized Imperial Rule In China • The Song and Tang Dynasties in China • The Making of the Mongol Empire • Genghis Khan on Trial • The Ming Dynasty in China • Religion and Feudalism in Japan • Transformations in India • India and Southeast Asia • The Rise of the West • Religious Divisions in Europe • African Societies • The Spread of Islam in Africa • Central and South Africa • African Cultural Traditions • Paths to Power in Europe • Medieval Europe • The Peoples to the North • Civilization in Mesoamerica and Andean Regions • Civilizations in the Pacific
Unit 5: Writing the Change-Over-Time Essay
• Change-Over-Time Essays and Chronology
Unit 6: Global Interactions
• Trends from 1450 to 1750 and Exploration • The New World • Cultures in North and South America • The Columbian Exchange • North America and the Pacific • Economics and Religious Controversies • A Lesson in Absolutism • A World in Flux • Enlightenment Salon
Unit 7: Semester Review and Test
• Semester Review • Semester Test
| 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 |
|---|
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 18-19 | 73 | 51 | 69.86% | |
| 17-18 | 61 | 55 | 90.16% | Enrollment data includes all enrollments (21f and non-21f) for the 2017-18 school year. |
| 16-17 | 57 | 47 | 82.46% | Enrollment data include all enrollments (21f and non-21f) for the 2016-17 school year. |
| 15-16 | 41 | 38 | 92.68% | None |
| 14-15 | 27 | 20 | 74.07% | Enrollment data includes all enrollments (21f and non-21f) for the 2014-15 school year. |