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PLATO® Courses Teacher’s Guide—World History Before 1815

© 2013 EDMENTUM, INC.

PLATO® Course

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Teacher’s Guide

PLATO® Courses World Literature, Semester A

ContentsWorld Literature, Semester A

Course Components........................................................................................................3

World Literature, Semester A, Overview..........................................................................5

World Literature, Semester A, Curriculum Contents and Pacing Guide...........................6

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Course ComponentsLesson Activities and Assessments

Lesson Tutorials. Tutorials provide direct instruction on the lesson topic. Students explore the content through the tutorial and then apply their knowledge in the lesson quiz and lesson submission.

Lesson Quizzes. Lesson quizzes are assessments designed to measure students’ mastery of lesson objectives. A lesson quiz consists of a set of multiple-choice items that are graded by the system.

Lesson Submissions. Lesson submissions are designed to measure students’ mastery of lesson objectives. Submissions consist of a set of subjective questions. Students submit these essay-type questions for grading through the Digital Drop Box. Teachers score submissions based on the subjective assessment rubric provided below.

Course-Level Activities and Assessments Midterms. Midterms are designed to ensure that students are retaining what

they have learned. Midterms consists of a set of multiple-choice items that are graded by the system.

Final Exams. Final exams are designed to ensure that students have learned and retained the critical course content. Final exams consist of a set of multiple-choice items that are graded by the system.

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Subjective AssessmentSubjective assessment activities (such as lesson submissions) are designed to address higher-level thinking skills and operations. Subjective assessment activities employ the Digital Drop Box, which enables students to submit work in a variety of electronic formats. This feature allows for a wide range of authentic learning and assessment opportunities for courses.

Instructors can score students’ work on either a 4-point rubric or a scale of 0 to 100. A sample rubric is provided here for your reference.

Subjective Assessment Rubric (Sample)D/F 0–69

Below Expectations

C 70–79Basic

B 80–89Proficient

A 90–100Outstanding

Relevance of Response

The response does not relate to the topic or is inappropriate or irrelevant.

The response is not on topic or is too brief or low level. The response may be of little value (e.g., a yes or no answer).

The response is generally related to the topic.

The response is consistently on topic and shows insightful thought about the content.

Content of Response

Ideas are not presented in a coherent or logical manner. There are many grammar or spelling errors.

Presentation of ideas is unclear, with little evidence to back up ideas. There are grammar or spelling errors.

Ideas are presented coherently, although there is some lack of connection to the topic. There are few grammar or spelling errors.

Ideas are expressed clearly, with an obvious connection to the topic. There are rare instances of grammar or spelling errors.

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World Literature, Semester A, OverviewEach of the 12 lessons in this semester of the World Literature includes objectives, reading assignments, lesson notes, literary concepts, and vocabulary terms. This semester includes one writing assignment: the Senior Paper. The teacher will determine the due date for this assignment and the way in which the student will submit it (paper, disk, or email).

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World Literature, Semester A, Curriculum Contents and Pacing GuideThis semester of the course is based on a selection of some of the world’s greatest literature. Throughout this course, the emphasis is on the common themes found across cultures and historical timelines. The main textbook for the literature portion of this course is called World Literature Revised Edition (Holt, Rinehart, Winston, 1998). For the writing portion, student may use Writers Inc.: School to Work (D.C. Heath and Co., 1996) or any other composition text provided by the teacher.

This course contains 12 lessons, a midterm, and a final exam. The lessons vary in length and become slightly longer and more complicated as the semester progresses. A suggested pacing guide is provided here.

Day Activity/Objective Common Core State Standard Type1 day:

1Syllabus and Plato Student OrientationReview the Plato Student Orientation and Course Syllabus at the beginning of this course

Course Orientatio

n

7 days:2–8

World Myths and Folktales Infer different cultural

values from creation myths.

Determine the purpose of creation myths.

Identify words borrowed from other cultures.

Analyze symbols of good and evil.

Recognize the literary devices imagery, repetition, allegory, and personification.

Compare and contrast creation myths.

Write a paper to elaborate and demonstrate skills in composition, written expression, and usage and mechanics.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is

Lesson

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really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

L.11-12.1a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

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7 days:9–15

African Literary Tradition—Part I Gain an overview of

the traditional literatures of the African continent, including ancient Egyptian literature, and identify literary and cultural contributions of principal African civilizations.

Recognize the function and importance of the oral tradition in African literature from antiquity through modern times.

Interpret and respond to African literature.

Identify techniques for writing nonfiction.

Plan and write nonfiction introductions.

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).


RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


W.11-12.1a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from

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alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

W.11-12.1b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

W.11-12.1c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.11-12.1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.11-12.1e. Provide a concluding statement or section that follows from and supports the argument presented.

W.11-12.2a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.11-12.2f. Provide a concluding statement or section that follows

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from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.11-12.3e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

L.11-12.1a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

L.11-12.4b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

7 days:16–22

African Literary Tradition—Part II Analyze an oral epic

from Old Mali. Identify the

characteristics of the epic.

Distinguish four types of context clues that help determine word meaning.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how

Lesson

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Be able to recount the life story of a disadvantaged hero and consider the reasons for stories of such a hero to be popular.

Explore the theme of heroism.

to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)


RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.


SL.11-12.1b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

L.11-12.6. Acquire and use accurately general academic and

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domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

8 days:23–30

Ancient Middle East Gain an overview of

Mesopotamian culture, philosophy, and history.

Read excerpts from a Mesopotamian epic, and determine the epic’s themes and the characteristics of its hero.

Respond to Mesopotamian literature and culture both orally and in writing.

Analyze episodes from a Mesopotamian epic.

Recognize and analyze the qualities of an epic hero.



RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RL.11-12.9. Demonstrate

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knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

RI.11-12.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

W.11-12.1a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.



W.11-12.1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in

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which they are writing.


W.11-12.2a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.11-12.2b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.11-12.1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL.11-12.1b. Work with peers to promote civil, democratic

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discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.


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7 days:31–37

Greek Literature—Part I Gain an overview of

ancient Greek literature and thought.

Recognize the influence of ancient Greece on modern Western civilization.

Analyze the Greek Play Oedipus Rex.

Understand the composition of ancient Greek plays.

Identify dramatic irony.






RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Lesson

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RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.



W.11-12.2e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)


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W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


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7 days:38–44

Greek Literature—Part II Analyze the Greek

play Oedipus Rex. Understand the

composition of ancient Greek plays.

Identify dramatic irony.






RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises,

Lesson

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purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).




1 day:45

Midterm Assessment

8 days:46–53

Roman Literature Gain an overview of

ancient Roman literature and civilization.

Analyze examples of Roman literature.

Interpret and respond to Roman literature.

Recognize the place of Virgil in Roman literature, and distinguish the characteristics of the ancient Roman epic.

Identify and interpret



Lesson

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external and internal conflicts.

Write an essay comparing and contrasting Aeneas with another epic hero.

Analyze an epic simile.






RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of

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legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).






W.11-12.2d. Use precise language,

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domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.


7 days:54–60

Indian Literature Gain an overview of

classical Indian literature.

Appreciate the Hindu concepts of dharma, karma, the caste system, and reincarnation and their influence on Indian culture.

Interpret and respond to Indian literature.

RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Lesson

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7 days:61–67

Chinese Literature Gain an overview of

classical Chinese literature.

Analyze the structure, imagery, and themes of Chinese poetry.

Analyze the main ideas of Chinese maxims, anecdotes, and biographies.

Interpret and respond to Chinese literature.






RI.11-12.1. Cite strong and thorough textual evidence to

Lesson

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support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.





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L.11-12.5a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

7 days:68–74

Japanese Literature Gain an understanding

of Japanese literature and of the historical and cultural influences on its development.

Interpret examples of Japanese poetry, prose, and drama.

Analyze the characteristics of Japanese tanka poetry, and interpret tanka.

Analyze the qualities and elements of haiku and interpret poems.


RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or

Lesson

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beautiful. (Include Shakespeare as well as other authors.)


RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.



W.11-12.1a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically

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sequences claim(s), counterclaims, reasons, and evidence.






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7 days:75–81

Persian and Arabic Literature—Part I Gain an introduction to

Persian (Farsi) and Arabic literatures.

Recognize how Islam has shaped culture and literature in the Middle East.

Identify the oral and written traditions in Persian and Arabic literatures.

Interpret and respond to Persian and Arabic literatures.






W.11-12.1e. Provide a concluding

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statement or section that follows from and supports the argument presented.

SL.11-12.1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL.11-12.1b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.


7 days:82–88

Persian and Arabic Literature—Part II Recognize Rumi’s

place in Persian literature, and interpret a poem by Rumi.

Identify and explain analogies used in poetry.

Recognize Saadi’s place in Persian literature, and analyze anecdotes and


RI.11-12.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and

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aphorisms. Identify the literary

uses of anecdotes and aphorisms.

the connections that are drawn between them.

RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.




W.11-12.1c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and

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counterclaims.



W.11-12.2b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.



L.11-12.5a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

1 day:89

Semester Review

1 day:90

Final Exam Assessment

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