American History (Semester 2)
This course is designed to provide the student with a basic understanding of American History. The content will focus on the origins of the nation’s democratic principles and continue through present day domestic and foreign issues that affect American society. There will be a particular emphasis on the individuals and groups that have not only been impacted by the nation’s development but those who have made contributions as well. Students will utilize critical thinking and problem solving skills as they participate in interactive discussions, and complete assignments establishing real-world connections.
|Course Title (District):||American History (Semester 2)|
|Course Title (NCES SCED) :||U.S. History—Other|
|Course Provider :||Genesee ISD|
|Content Provided By :||Fuel Education LLC (formerly Aventa Learning)|
|Online Instructor Provided By :||Fuel Education LLC (formerly Aventa Learning)|
|Standards Addressed :||CCSS|
|Academic Terms :||Open Entry / Open Exit|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||https://www.gennet.us|
|Email :||[email protected]|
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: 810-591-4401
Describe the causes that led to the growth and development of North America during the Pre-Columbian Era. Identify civilizations that existed within North America during the Pre-Columbian Era.
Describe the various motives that led to the foreign exploration and colonization of North America.
Analyze the role of religion within the growth and development of the United States. Identify the causes and effects of the American Revolution.
Explain the process of forming a government under the new nation.
Analyze America’s foreign policy after the War of 1812.
Explain the significance of the western frontier in American history.
Compare and contrast the geographic, political, economic, and social differences that existed between the southern and northern regions of the United States prior to the Civil War.
Identify the causes and effects of the Civil War.
Discuss the evolving role of the Presidency from George Washington through Abraham Lincoln.
Identify individuals that contributed to the growth and development of the United States within the fields of science, politics, economics, industry, literature, and society.
Identify the origins of the United States.
Analyze significant documents that have impacted the development of the nation.
Identify key events in the nation’s development.
Identify significant individuals that contributed to the nation’s development.
Describe issues that have affected, and still affect, the nation both home and abroad. Describe the causes and effects of the various wars that Americans have fought. Discuss the characteristics that define the United States as a World Power.
INACOL Online Course Quality Standards
|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.||Partially 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|
|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|
|Privacy policies are clearly stated.||Fully Met|
|Online instructor resources and notes are included.||Fully Met|
|Assessment and assignment answers and explanations are included.||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|
|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|
|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|
|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|
|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|
|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|
|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|
|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|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.||Fully Met|
|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|
|Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).||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|
|The course is updated periodically to ensure that the content is current.||Fully Met|
|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|
Review Conducted By : Fuel Education LLC (formerly Aventa Learning)
Date of Review : 06/11/2014
Unit 6: Reconstructing and Expanding America (1865–1890)
Section 1 – Reconstruction
Section 2 – U.S. Expansion Westward
Section 3 – Innovations and Industry
Section 4 – Big Business
Section 5 – Unionization
Unit 7: From the Age of Extremes to a World Power (1880–1914)
Section 1 – Immigration
Section 2 – City Growth
Section 3 – Culture and Politics
Section 4 – Imperialist Attitudes
Section 5 – World War I
Unit 8: Progressivismto Hard Time (1900–1932)
Section 1 – Government Reform and Women’s Rights
Section 2 – Moral Issues and Conflicts
Section 3 – Social and Cultural Trends
Section 4 – Business, Economy, and Government Policy
Section 5 – Depression and a New Deal
Unit 9: America: A World Leader Emerges (1933–1957)
Section 1 – The Road to War
Section 2 – The War in Europe
Section 3 – The War in the Pacific
Section 4 – World War II and the American Home Front
Section 5 – World War II and Beyond
Unit 10: Tumultuous Sixties (1957–1972)
Section 1 – Kennedy and Johnson
Section 2 – Foreign and Domestic Issues
Section 3 – The Vietnam War and the Nixon Years
Unit 11: Road to the Modern Era (1974–Present)
Section 1 – The Ford and Carter Administrations
Section 2 – The Reagan and George H.W. Bush Administrations
Section 3 – The Clinton and George W. Bush Administrations
Unit 12: Semester Exam Preparation
Section 1 – Semester Exam Preparation: Introduction
Section 2 – From the Age of Extremes to a World Power (1880-1914) Terms Section 3 – From the Age of Extremes to a World Power (1880-1914) Terms Section 4 – Progressivism to Hard Times (1900–1932) Terms
Section 5 – The Tumultuous Sixties (1957–1972) Terms
Section 6 – The Road to the Modern Era (1974–Present) Terms
Semester 2 Exam
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Open Entry / Open Exit||07/01/2019||12/31/2019||100||$270.0000||0.0000|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Courses dropped within 2 weeks of enrollment will receive 100% refund||Enrollments earning 60% or more of the total course points are considered course completions and will be charged the final 20% payment.||Open Entry / Open Exit||07/01/2019||12/31/2019|
Students can contact their online instructor as needed. Online instructors have posted office hours, and provide contact information.
|School Year||Enrollment Count||Pass Count||Completion Rate||Notes|
|13-14||58||45||77.6%||Enrollment data include all enrollments (21f and non-21f) for the Spring and Summer 2013-14 school year.|