AP World History - Semester 2

Course Description:

Advanced Placement World History develops an understanding of the evolution of global processes and contacts including interactions over time. This non-traditional approach looks at the common threads of humanity—trade, religion, politics, society, and technology—and investigates how each have changed and continued over time. The course traces the human experience from the emergence of Neolithic cultures to the 21st Century, C.E., emphasizing the historical thinking skills, writing skills, and content knowledge characteristic of a college-level world history course. Students will devote considerable time to the critical evaluation of primary and secondary sources, as they write essays, engage in class discussions, and participate in Socratic seminars.

After a concentrated study of the foundations of world history, the course focuses primarily on the past thousand years of world history. AP World History offers a balanced coverage of Africa, Asia, Europe, and the Americas. There are five over-arching themes that receive approximately equal coverage:

1. Interaction between humans and the environment (demography and disease, migration, patterns of settlement, technology)
2. Development and interaction of cultures (religions, belief systems, philosophies and ideologies, science and technology, the arts and architecture)
3. State-building, expansion, and conflict (political structures and forms of governance, empires, nations and nationalism, revolts and revolution, regional, trans-regional, and global structures and organizations)
4. Creation, expansion, and interaction of economic systems (agricultural and pastoral production, trade and commerce, labor systems, industrialization, capitalism and socialism)
5. Development and transformation of social structures (gender roles and relations, family and kinship, racial and ethnic constructions, social and economic classes)

The focus is on thematic development, rather than strict memorization of names, dates and places. Students should use the framework above as a “unifying thread” to help make comparisons over time throughout the course.

Course Details:

Course Title (District): AP World History - Semester 2
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 :
Subject Area : Social Sciences and History
Course Identifier : AP World History
Course Level : (E) Enriched or Advanced
Available Credit : 1
Sequence : 2 of 2

How To Enroll:

Enrollment Website : https://www.gennet.us
Email : [email protected]
Phone : 810-591-4401

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.

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Additional Course Information:

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. 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
Instructor Resources Rating Comments
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
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
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
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
Data Security Rating Comments
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
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

Review Conducted By : Grand Blanc Community Schools
Date of Review : 01/06/2017

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
Semester 08/19/2019 09/17/2019 10/01/2019 09/03/2019 01/24/2020 30 $250.0000 0.0000
Semester 01/06/2020 02/10/2020 02/24/2020 01/27/2020 06/12/2020 30 $250.0000 0.0000
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
16-17 3 3 100.0%
17-18 4 4 100.0%
18-19 9 9 100.0%

Students must have a Google Drive Account and a Jupiter/Juno Account (this will be provided by the instructor)