AP World History - Semester 1
AP World History focuses on developing students’ abilities to think conceptually about world history from approximately 8000 BCE to the present and apply historical thinking skills as they learn about the past. Five themes of equal importance – focusing on the environment, cultures, state-building, economic systems, and social structures – provide areas of historical inquiry for investigation throughout the course. AP World History encompasses the history of the five major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania, with special focus on historical developments and processes that cross multiple regions some of which will include the comprehensive topics of Ancient Greece and Rome, the impact of religions and art on different cultures, as well as the development of modern political structures.
This course is designed to fulfill the world history graduation requirement and can be taken either as a succession to freshmen world history or as an independent course for sophomores, juniors, or seniors. This course prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Summer reading packets and activities are required for all grades.
***Please note that the teacher will provide all primary documents needed for the course. However, it is suggested that students purchase the books as having supplemental materials to help prepare for the AP World History exam will be beneficial.
Course texts include:
* Bulliet. The Earth and its People. Cengage Learning. 2014. ISBN# 978-1285436838
* Andrea, Overfield. The Human Record, Vols I & II. Cengage Learning. 2012. ISBN #’s 978-0495913078 and 978-0618042470
|Course Title (District):||AP World History - Semester 1|
|Course Title (NCES SCED) :||AP World History|
|Course Provider :||Grand Blanc Community Schools|
|Content Provided By :||Grand Blanc Community Schools|
|Online Instructor Provided By :||Grand Blanc Community Schools|
|Standards Addressed :||AP|
|Academic Terms :||Semester|
|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
Recognize the relationship of geography and climate to human migration, settlement, and interaction, and to list some causes and
effects of that relationship.
Connect environmental and climatic effects on modes of economic organization, such as foraging, fishing, agricultural, and pastoral economies.
Identify the environmental effects of the transition to agriculture on the environment around villages and urban centers in river valley and non-river valley societies.
Use evidence to show social and cultural consequences of early agricultural and pastoral life.
Link the increasing complexity of political and religious structures with the development and transformation of social and gender structures in early agricultural, pastoral, and urban societies.
Compare the emergence of the first states within the core civilizations
Identify and explain the continuance, emergence, diffusion, and adaptation of old and new religious and cultural traditions.
Compare the processes that supported the formation of classical empires and the factors that led to their decline.
Identify the correct order of the emergence of early civilizations and key states and empires in Afro-Eurasia.
Compare the processes that supported the formation of classical empires and the factors that led to their decline.
Explain the causes and effects of the transregional networks of communication and exchange.
Demonstrate knowledge of historiographical and periodization issues.
Explain the continuities and changes in the expansion and intensification of communication and exchange networks.
Explain the causes of continuity and innovation in the forms and structures of states around the world as well as analyze the short and
long-term effects of the interactions between states in this period.
Explain the causes and effects of increased economic productive capacity and its consequences.
Determine the causes and consequences of the Ming Treasure Ship voyages.
Trace the effects of the intensification of trade networks, including the centuries of information sharing between the Muslim world and Europe on the development of Italian Renaissance art and corruption in the Roman Catholic Church.
Explain and map the expanding globalized nature of trade networks and the effects of the exchanges that resulted from the new trade networks.
Analyze the short- and long term causes and effects of changes in social structures.
Explain the causes and effects of changes in the sizes and practices of states.
Explain the connections between nationalism, revolutions, and reform movements.
Connect the process of industrialization with the growth in global capitalism.
Explain the causes and effects of imperialism and the increase in nation-states.
Explain the causes and effects of global migrations in the 19th century.
Identify how advances in science and technology altered humans’ interactions with the environment in the 20th century.
Explain the causes and effects of military and economic global conflicts in the 20th century.
Explain the causes and effects of the transformations in old and new empires, as well as the formation of new nations in the 20th century.
Trace the reasons for new global processes and institutions and then to analyze the short- and longterm effects of those global processes and institutions on new forms of cultural production.
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.||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.||Partially 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.||Partially 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.||Partially 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.||Partially 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 : Grand Blanc Community Schools
Date of Review : 07/25/2016
KC 1.1. Big Geography and the Peopling of the Earth
KC 1.2. The Neolithic Revolution and Early Agricultural Societies
KC 1.3. The Development and Interaction of Early Agricultural, Pastoral, and Urban Societies
KC 2.1. The Development and Codification of Religious and Cultural Traditions
KC 2.2. The Development of States and Empires
KC 2.3. Emergence of Transregional Networks of Communication and Exchange
KC 3.1. Expansion and Intensification of Communication and Exchange Networks
KC 3.2. Continuity and Innovation of State Forms and Their Interactions
KC 3.3. Increased Economic Productive Capacity and Its Consequences
KC 4.1. Globalizing Networks of Communication and Exchange
KC 4.2. New Forms of Social Organization and Modes of Production
KC 4.3. State Consolidation and Imperial Expansion
KC 5.1. Industrialization and Global Capitalism
KC 5.2. Imperialism and Nation-State Formation
KC 5.3. Nationalism, Revolution, and Reform
KC 5.4. Global Migration
KC 6.1. Science and the Environment
KC 6.2. Global Conflicts and Their Consequences
KC 6.3. New Conceptualizations of Global Economy, Society, and Culture
|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|
|Courses dropped by the drop date will be subject to a $50 fee. Students who drop the course after the drop date will be charged the full fee for the course.||Course must be completed by the course semester end date.||Semester||08/19/2019||09/17/2019|
|Courses dropped by the drop date will be subject to a $50 fee. Students who drop the course after the drop date will be charged the full fee for the course.||Course must be completed by the course semester end date.||Semester||01/06/2020||02/10/2020|
Instructors are available through Schoology messaging at any time and will respond within 72 hours.
|School Year||Enrollment Count||Pass Count||Completion Rate||Notes|
Students must have a Google Drive Account and a Jupiter/Juno Account (this will be provided by the instructor)