AP Human Geography (Sem 2)
Course Description:
This is the second course in a two-course sequence. In this college level course, students will systematically study the patterns and processes that have shaped our understanding, use, and alteration of Earth’s surface. Students will employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences, and will also learn about the methods and tools geographers use in their science and practice. Students will prepare to take the College Board Advanced Placement Human Geography Examination and possibly receive college course credit. This course is rigorous, fast paced, and requires extensive reading and writing. Students will learn how to approach both the multiple-choice questions and the free-response questions on the AP Exam. In addition, students will engage in class discussions and apply concepts learned to aspects of the real world. 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 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/open?id=1xvhe1sZn7hRlnRpKAVDyirHUTcLTeE91 |
| Academic Terms : |
Semester |
| NCES SCED Code : |
| 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: $0.0
Additional Cost Description: NA
Use and think about maps and spatial data.
Understand and interpret the implications of associations among phenomena in places.
Recognize and interpret at different scales the relationships among patterns and processes.
Define regions and evaluate the regionalization process.
Characterize and analyze changing interconnections among places
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. |
Partially Met
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Some objectives are not clearly measurable. "Understand" is used throughout the modules. |
| 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
|
Assignments and assessments align with AP expectations |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
|
Assignments and assessments align with AP expectations |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
|
Throughout the modules, students are taught to navigate and consider the importance of various forms of information. Discussion boards are present throughout the course to assess understanding and the students ability to communicate ideas and share in academic discussions. DBAs also emphasize these skills. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
|
There is a getting started page that provides a tutorial overview of course navigation, identifies the course icons, materials and requirements for the course as well as tips for success, pacing and academic integrity |
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
|
Course syllabus is provided in the Welcome area under Course Information. Syllabus contains a list of major topics and concepts as well as a course description. |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
|
Requirements are clearly outlined for each assignment and assessment and are aligned with stated objectives and AP standards |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
|
Provided in the Michigan Virtual School (MVS) Blackboard learning management system (LMS). |
| 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
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Various cultures and populations are studied throughout the course. This is one of the main focuses of the course. |
| 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
|
Provided in the MVS Blackboard LMS. |
| Privacy policies are clearly stated. |
Fully Met
|
Provided in the MVS Blackboard LMS. |
| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Fully Met
|
|
| Assessment and assignment answers and explanations are included. |
Partially Met
|
Rubrics would need to be modified and inserted in Blackboard to meet our needs. |
| Accessing Course Effectiveness |
Rating
|
Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
|
Students have the ability to rate the lesson as completed as well as a student evaluation at end of course. MVU also has access to additional data regarding student success and satisfaction with courses. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
|
Content is controlled by FLVS |
| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Partially Met
|
Content is controlled by FLVS. Copyright date of 2017, references to 2010. |
| 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
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All MVS instructors are certified in the state of Michigan, endorsed within their assigned content areas and grade levels, and highly qualified under state and federal guidelines. |
| 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
|
MVS instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
|
MVS instructors have access to the MVU Knowledge Base with tutorials to assist them as well as the Course Issue Tracker to request additional support for technical issues in a course. Students also have a Customer Care center that offers technical support and course management assistance. |
| 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
|
PD and training are required of all MVS instructors. |
| 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
|
PD and training are required of all MVS instructors. |
| 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
|
PD, training, monitoring, and coaching is provided to all MVS instructors |
| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
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Students are offered MVS-specific orientation lessons and activities within all courses in addition to the Online Learning Orientation Tool (OLOT) located on the LMS homepage for students with no prior experience in taking an online course. |
| 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. |
Partially Met
|
Text is approached in an engaging manner (tone), but interactives are still text-based opportunities that simply reveal more text upon "clicking". Discussion boards and Discussion-based Assessments allow students to incorporate collaboration and discussion, but few strategies other than reading are employed to present information. Text heavy with little audio or video. |
| 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
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There there are modules and lessons set up in logical sequence. Each Module starts with a checklist of lessons. Each lesson contains objectives that are present along with activities, assignments and assessments. There is also a "Here's the Point" set of questions listed at the beginning of a lesson help to focus their reading before they start. |
| Instructional Strategies and Activities |
Rating
|
Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
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Yes a variety of activities such as reading and practice opportunities like self checks that allow students to click or drag and drop. Lacking audio / videos |
| 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
|
Graphics, interactives, and self-check activities are present throughout each lesson. However, almost all activities are text based. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
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The eTeacher guide identifies the lessons and activities that are challenging. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Partially Met
|
Instructors cannot alter content provided by the course vendor, but MVS instructors are permitted to add supplemental materials as needed via the Blackboard LMS. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
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All material presented is appropriate for both the course content and reading/language level of an 11th or 12th grader. |
| 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
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Michigan Virtual School (MVS) instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| 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
|
Discussion boards allow for both teacher-student and student-student interaction. DBAs allow for teacher-student interaction. Collaboration assignments are required in each module. |
| 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. |
Partially Met
|
Interactives are present, but are primarily text-based click to reveal text or drag and drop activities. Lacks audio and video 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
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Evaluation methods require students to identify, analyze, interpret, etc - align with course objectives and goals |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
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A variety of assessments are provided in each module to assess student mastery. Blackboard (LMS) allows students to monitor scores and grades at any time. |
| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
|
At the start of each segment, students take a pretest to determine what they already know. Throughout the modules there are assessment materials (Module quizzes and tests), guided practice opportunities such as interactives, simulations, Geo-Journals, assignments, multiple choice questions, free response questions and DBA's are also available throughout the lessons for teacher feedback opportunities. The lessons also include a practice AP exam question at the end of the lesson and a Segment Exam in the final modules of each part. There is a collaboration assessment tool where students work with other peers in the course |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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Students have access to the Blackboard gradebook at all times. Four progress checks are scheduled each semester to provide students and mentors with student progress data. |
| Assessment Resources and Materials |
Rating
|
Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
|
The varied tests and assignments allow for a variety of assessment tools. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Partially Met
|
Rubric are provided, but are not included in Blackboard assignment/grading area |
| The grading policy and practices are easy to understand. |
Fully Met
|
Assignment/assessment values are communicated to students at the beginning of each module in the form of a checklist. MVS uses a points based system that is clear and easy to understand. |
| Course Architecture |
Rating
|
Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Partially Met
|
Instructors cannot alter content provided by the course vendor, but MVS instructors are permitted to add supplemental materials as needed via the Blackboard LMS. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
|
The calendar within the learning management system permits adjustments to the pacing guides, though MVS has established start and end dates for fall, spring, summer, and trimester enrollment terms. |
| User Interface |
Rating
|
Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
|
Yes, there is clear navigation present. The getting started video and helpful tutorial gives an overview of how to navigate the course. In addition, each module begins with a checklist to help students track their progress in the module. The checklist notes each lesson, the possible points you can earn per each lesson's assessment, and an estimate of the time it may take to complete each lesson. |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Partially Met
|
There are several practice quizzes and “drag and drop” self checks. However, there are very few videos and/or audio elements. |
| Technology Requirements and Interoperability |
Rating
|
Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| Prerequisite skills in the use of technology are identified. |
Fully Met
|
Necessary technology skills are identified in the teacher guide as well as the Welcome tab under Course Information. |
| The course uses content-specific tools and software appropriately. |
Fully Met
|
The Course Information tab (Found in the Welcome area) provides this information. |
| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
|
|
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
|
Communicated within the MVU Acceptable Use Policy (AUP) through the website and the LMS. |
| 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). |
Not Met
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Text versions of audio content are available, but images are not visible when accessed. No video content included. |
| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
|
Course is password protected; the privacy policy is communicated in the Blackboard LMS. |
Review Conducted By: Michigan Virtual
Date of Review:
03/23/2017
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| Term Type |
Enrollment Opens |
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Random Draw Date |
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Course Starts |
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# of Seats |
Course Fee |
Potential Additional Costs |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
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Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
