Digital Packet: 7th grade resources › wp-content › uploads › 2020 › 05 › ... · 3 4 days: 22±25 Applications of Area, Surface Area, and Volume Solve real-world and mathematical

Digital Packet: 7th grade resources We are excited for you to see all the great things in store for your 7th grader! Below are some links to videos that will help you to familiarize your family with the 7th grade curriculum and platform. If you have any questions, please reach out to [email protected].

Video Resources

Login/ Student and Parent Dashboard Navigating Courses Course Tools/ Guided Notes

Student Orientation

Getting Oriented – video #1: What’s in a course, How to get started, How to stay on track

The Learning Experience – video #2: What’s in a typical lesson, What you’ll do in a lesson, How to get the most out of each lesson.

Keys to Success – video #3 Keys to Success: Stay on pace, complete and understand your assignments, and communicate with your teacher

Courses Guide – Save a copy of this PDF file! This is a print version of things you need to know right and now throughout your course.

Curriculum

Your student will be enrolled in a maximum of five courses. You may start with fewer courses and add more as the semester progresses. Understand that the semester end date for all courses does not change if you decide to add a new course later in the semester. The following are the available 7th grade courses. Click here to view the full description of each course. The available syllabi are contained within this document on the next pages.

Core Subjects

Math 7, semester A and B

English 7, semester A and B

Science 7, semester A and B

UT History 7 – one semester (syllabus not available)

College & Career Awareness – one semester

Electives (pick 2):

Art 7 – one semester

Health 7 – one semester

PE 7 – one semester

Keyboarding – one semester (syllabus not available)

Coding – one semester (syllabus not available)

mailto:[email protected]

https://www.youtube.com/watch?v=yXvMkcip3O8

https://www.youtube.com/watch?v=jHSOXfWicvI

https://www.youtube.com/watch?v=TJB7_a_cP2Q

http://contentstore.ple.platoweb.com/content/sharedmedia/video/Student_Orientation/SSC1-GettingOriented-FINAL.html

http://contentstore.ple.platoweb.com/content/sharedmedia/video/Student_Orientation/SSC2-TheLearningExperience-FINAL.html

http://contentstore.ple.platoweb.com/content/sharedmedia/video/Student_Orientation/SSC3-KeysToSuccess-FINAL.html

http://contentstore.ple.platoweb.com/content/sharedmedia/Documents/Courses%20Guide.pdf

https://utahonline.org/about/courses/%23toggle-id-17-closed

Syllabus

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© 2016 EDMENTUM, INC.

Math 7A Course Overview Mathematics is the study of the patterns around us. Using the tools in this course, you will learn more about how to solve problems using expressions and equations. When you understand how to work with numbers in equations, and how to manipulate equations, you can more easily solve problems you encounter in everyday life. Course Goals By the end of this course, you will: Identify the constant of proportionality in tables, graphs, diagrams, and descriptions of

proportional relationships. Use equations to represent proportional relationships. Use proportional relationships to solve real-world and mathematical problems involving ratio

and percent. Apply and extend your previous understanding of operations with fractions to add, subtract,

multiply, and divide rational numbers. Convert a rational number to a decimal number using long division. Use variables to represent quantities in a real-world or mathematical problem and write

simple expressions, equations, or inequalities to solve the problem. Use properties of operations to rewrite linear expressions in different forms.

General Skills

To participate in this course, you should be able to do the following: Complete basic operations with word processing software, such as Microsoft Word and

Google Docs. Communicate through email and participate in discussion boards.

For a complete list of general skills that are required for participation in online courses, refer to the Prerequisites section of the Plato Student Orientation document, found at the beginning of this course. Credit Value Math 7A is a 0.5-credit course. Course Materials Notebook Calculator Computer with Internet connection and speakers or headphones Microsoft Excel or equivalent

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Course Pacing Guide This course description and pacing guide is intended to help you stay on schedule with your work. Note that your course instructor may modify the schedule to meet the specific needs of your class. Unit 1: Ratios and Proportional Relationships Summary In this unit, you will compute unit rates associated with ratios of fractions. You will also recognize and represent proportional relationships between quantities and identify the constant of proportionality using various methods. Using proportional relationships, you will be able solve multistep ratio and percentage problems.

Day Activity / Objective Type

1 day: 1

Syllabus and Plato Student Orientation Review the Plato Student Orientation and Course Syllabus at the beginning of this course.

Course Orientation

4 days: 2–5

Unit Rates Compute unit rates related to ratios of fractions.

Lesson

4 days: 6–9

Recognizing Proportional Relationships Decide whether two quantities are in a proportional relationship.

Lesson

4 days: 10–13

Constants of Proportionality Identify the constant of proportionality in tables, graphs, diagrams, and descriptions of proportional relationships.

Lesson

4 days: 14–17

Representing Proportional Relationships with Equations Use equations to represent proportional relationships.

Lesson

4 days: 18–21

Graphing Proportional Relationships Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation.

Lesson

4 days: 22–25

Applications of Ratio and Percent Use proportional relationships to solve ratio and percent problems.

Lesson

5 days: 26–30

Unit Activity and Threaded Discussion—Unit 1 Unit Activity Discussion

1 day: 31

Posttest—Unit 1 Assessment

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Unit 2: Rational Numbers

Summary In this unit, you will apply and extend your previous understandings of addition, subtraction, multiplication, and division to add, subtract, multiply, and divide rational numbers. You will represent addition and subtraction on a horizontal or vertical number line and convert a rational number to a decimal number using long division. Using these skills, you will solve real-world and mathematical problems involving the four operations with rational numbers.


4 days: 32–35

Adding Rational Numbers Find the sums of rational numbers.

Lesson

4 days: 36–39

Subtracting Rational Numbers Find the differences of rational numbers.

Lesson

4 days: 40–43

Multiplying Rational Numbers Find the products of rational numbers.

Lesson

4 days: 44–47

Dividing Rational Numbers Find the quotients of rational numbers.

Lesson

5 days: 48–52

Expressing Rational Numbers as Decimal Numbers Convert a rational number to a decimal number using long division.

Lesson

4 days: 53–56

Add, Subtract, Multiply, and Divide Rational Numbers to Solve Real-World Problems Use the four operations to solve real-world and mathematical problems that contain rational numbers.

Lesson

5 days: 57–61


1 day: 62


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Unit 3: Expressions and Equations Involving Rational Numbers

Summary In this unit, you will apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. You will solve multistep real-life and mathematical problems that include positive and negative rational numbers in any form. You will use variables to represent quantities in a real-world or mathematical problem and construct simple equations and inequalities to solve problems involving the quantities.


4 days: 63–66

Linear Expressions with Rational Coefficients Use properties of operations to add, subtract, factor, and expand linear expressions that have rational coefficients.

Lesson

4 days: 67–70

Equivalent Expressions Rewrite expressions in different forms to show how quantities are related.

Lesson

4 days: 71–74

Solving Real-World Problems Involving Rational Numbers Solve real-world and mathematical problems that contain positive and negative rational numbers.

Lesson

4 days: 75–78

Building Equations to Solve Real-World Problems Use variables to represent quantities in a real-world or mathematical problem and write simple equations to solve the problem.

Lesson

4 days: 79–82

Building Inequalities to Solve Real-World Problems Use variables to represent quantities in a real-world or mathematical problem and write simple inequalities to solve the problem.

Lesson

5 days: 83–87


1 day: 88


1 day: 89

Semester Review

5

1 day: 90

End-of-Semester Test Assessment

Syllabus

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Math 7B Course Overview Mathematics is the study of the patterns around us. In this course, you will learn more about geometry, statistics, and probability. Geometry is a branch of mathematics that uses formal methods of thinking to show relationships between points, lines, surfaces, and solids. Statistics and probability are closely related subjects. In statistics, you will practice collecting and analyzing numerical data to make decisions. Probability is the study of the likelihood that an event will occur. For example, what is the likelihood that you will win a spelling bee if there are 40 participants? Knowing more about these three disciplines will help you solve problems you encounter every day. Course Goals By the end of this course, you will: Solve problems that involve scale drawings of geometric figures. Construct geometric shapes with traditional tools and with technology to satisfy given

conditions. Solve real-world and mathematical problems involving angle measure, area, surface area,

and volume. Use data from a random sample to draw inferences about a population. Compare two populations using their measures of center and measures of variability. Understand that probability is a measure of the likelihood that a chance event will occur. Compare expected probability to relative frequency and explain any discrepancies. Find the probability of a compound event by identifying all the possible outcomes

surrounding the event. Design and use a simulation to generate frequencies for compound events.

General Skills To participate in this course, you should be able to do the following: Complete basic operations with word processing software, such as Microsoft Word and

Google Docs. Communicate through email and discussion boards.

For a complete list of general skills that are required for participation in online courses, refer to the Prerequisites section of the Plato Student Orientation document, found at the beginning of this course. Credit Value Math 7B is a 0.5-credit course.

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Course Materials Notebook Calculator Computer with Internet connection and speakers or headphones

Course Pacing Guide This course description and pacing guide is intended to help you stay on schedule with your work. Note that your course instructor may modify the schedule to meet the specific needs of your class.

Unit 1: Geometry Summary In this unit, you will solve problems involving scale drawings of geometric figures and draw geometric shapes from a set of given conditions. You will use formulas for area, surface area, and volume of two- and three-dimensional objects to solve real-world problems.


1 day: 1


Course Orientation

4 days: 2–5

Scale Drawings Solve problems that involve scale drawings of geometric figures.

Lesson

4 days: 6–9

Geometric Constructions Draw geometric shapes freehand with a ruler and a protractor and also with technology.

Lesson

4 days: 10–13

Cross Sections of Three-Dimensional Objects Describe two-dimensional figures that result from slicing three-dimensional figures.

Lesson

4 days: 14–17

Area and Circumference of a Circle Study the formulas for the area and circumference of a circle and use them to solve problems.

Lesson

4 days: 18–21

Angle Relationships Use facts about angles to write and solve simple equations for a figure’s unknown angle.

Lesson

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4 days: 22–25

Applications of Area, Surface Area, and Volume Solve real-world and mathematical problems that involve area, volume, and surface area of two- and three-dimensional objects.

Lesson

5 days: 26–30


1 day: 31


Unit 2: Statistics

Summary In this unit, you will explore how statistics can be used to gain information about a population by examining a sample of the population. You will also use data from a random sample to draw inferences about the characteristics of a population. Finally, you will understand and use measures of center and measures of variability to compare two populations.


4 days: 32–35

Sampling Populations Learn about a population by using statistics to study a sample of the population.

Lesson

4 days: 36–39

Making Predictions Based on Random Samples Use data from a random sample to draw conclusions about a population.

Lesson

4 days: 40–43

Comparing Data Distributions Determine the amount of overlap for two data distributions that have similar variabilities.

Lesson

4 days: 44–47

Using Measures of Center and Measures of Variability Use measures of center and measures of variability to compare two populations.

Lesson

5 days: 48–52


1 day: 53


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Unit 3: Probability

Summary In this unit, you’ll learn that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. You will compare expected probability to experimental probability, also called relative frequency. You’ll also find the probability of a compound event by identifying and organizing all the possible outcomes surrounding the event. Finally, you’ll use a simulation to generate possible outcomes for a compound event.


4 days: 54–57

Introduction to Probability Understand that the likelihood that a chance event will occur can be expressed as a number between 0 and 1.

Lesson

4 days: 58–61

Making Predictions Based on Probabilities Predict the probability of a chance event based on collected data and predict a relative frequency given the probability.

Lesson

4 days: 62–65

Simulations and Probability Use simulations to generate frequencies for real-world events.

Lesson

4 days: 66–69

Comparing Probability and Relative Frequency Compare expected probability to relative frequency and explain any discrepancies.

Lesson

4 days: 70–73

Sample Spaces for Compound Events Show possible outcomes for compound events in organized lists, tables, and tree diagrams.

Lesson

5 days: 74–78

Probability of Compound Events Understand that the probability of a compound event occurring is a fraction of all possible outcomes.

Lesson

4 days: 79–82

Simulations for Compound Events Design and use a simulation to generate frequencies for compound events.

Lesson

5 days: 83–87


5

1 day: 88


1 day: 89

Semester Review

1 day: 90


Syllabus


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English 7A Course Overview English is the study of the creation and analysis of literature written in the English language. In English 7A, you will explore different elements of fiction such as theme, characters, setting, and plot. You will also improve your writing by developing skills required for academic writing. You will evaluate how change affects society and an individual’s personal growth by analyzing various informational texts. In addition, you will conduct a group discussion on the topic of change. In the latter part of the course, you will examine various poetic devices and elements of drama. You will also compare a dramatic text to its film version. In the final unit, you will analyze elements of writing such as tone, audience, purpose, and structure in informational texts.

Course Goals This course will help you meet these goals: Explore different elements of fiction such as theme, characters, setting, and plot. Develop skills for planning, organizing, drafting, and editing academic writing. Evaluate the topic of change in informational texts. Prepare for and conduct a group discussion on the topic of change. Examine how to form and develop a main idea in academic writing. Analyze literary devices such as literal and figurative language and sound in poetry. Evaluate common forms and structural elements found in poetry. Explore the main literary characteristics of drama. Compare and contrast a dramatic text with its film adaptation. Investigate elements of writing such as tone, audience, purpose, and structure in

informational texts. Develop skills needed to present ideas to an audience.

General Skills To participate in this course, you should be able to do the following: Complete basic operations with word processing software, such as Microsoft Word or

Google Docs. Complete basic operations with presentation software, such as Microsoft PowerPoint or

Google Docs Presentation. Perform online research using various search engines and library databases. Communicate through email and participate in discussion boards.

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For a complete list of general skills that are required for participation in online courses, refer to the Prerequisites section of the Plato Student Orientation document, found at the beginning of this course.

Credit Value English 7A is a 0.5-credit course.

Course Materials Notebook Pencil Or Pen Computer With Internet Connection And Speakers Or Headphones Microsoft Word Or Equivalent Microsoft PowerPoint Or Equivalent

Course Pacing Guide The following course description and pacing guide is intended to help you stay on schedule with your work. Note that your course instructor may modify the schedule to meet the specific needs of your class.

Unit 1: What Can We Learn from Change? Summary This unit focuses on various elements of fiction. In the opening lesson, you will investigate theme in O. Henry’s short story A Retrieved Reformation. In the next lesson, you will examine types of characters in The Open Window by H. H. Munro. You will then evaluate how setting can influence plot and characters in reading selections such as The Caterpillar by Ellen Robena Field and The Pit and the Pendulum by Edgar Allan Poe. You will also analyze the common features of plot development in Guy de Maupassant’s The Necklace. In the final lesson of this unit and the unit activity, you will develop skills for planning, organizing, drafting, and editing academic writing.

Day Activity/Objective Type

1 day: 1

Syllabus and Plato Student Orientation Review the Course Syllabus and Plato Student Orientation at the beginning of this course.

Course Orientation

4 days: 2–5

Experiencing Change in Life and Literature Investigate the theme of change in literature.

Lesson

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4 days: 6–9

Defining Characters in Fiction Examine different types of characters in fiction.

Lesson

4 days: 10–13

Exploring Setting in Fiction Evaluate how setting can influence plot and characters in fiction.

Lesson

4 days: 14–17

Building Plot in Fiction Analyze common features of plot development in fiction.

Lesson

3 days: 18–20

Identifying the Writing Process Develop skills for planning, organizing, drafting, and editing academic writing.

Lesson

3 days: 21–23

Unit Activity and Discussion—Unit 1 Unit Activity/ Discussion

1 day: 24


Unit 2: When Is Change Beneficial? Summary This unit focuses on the topic of change and how it is reflected in informational texts. In the first lesson, you will explore topics of social change in Patrick Henry’s speech Give Me Liberty or Give Me Death. Later, you will evaluate how writers discuss personal change by reading Robert Louis Stevenson’s essay titled On the Enjoyment of Unpleasant Places. In the third lesson of this unit, you will prepare for and conduct a group discussion on the topic of change. In the last lesson, you will examine how to form and develop a main idea in academic writing.


4 days: 25–28

Investigating Change in Society Explore topics of social change in informational texts.

Lesson

4 days: 29–32

Exploring Personal Growth Evaluate how writers discuss personal change in informational texts.

Lesson

4


3 days: 33–35

Discussing Change in Our Lives Prepare for and conduct a group discussion on the topic of change.

Lesson

3 days: 36–38

Constructing a Main Idea Examine how to form and develop a main idea in academic writing.

Lesson

3 days: 39–41


1 day: 42


Unit 3: How Do We Communicate an Idea? Summary This unit focuses on the genres of poetry and drama. First, you will analyze literary and figurative meaning in Emily Dickinson’s poem The Railway Train and Robert Frost’s poems Fire and Ice and Design. Next, you will analyze the importance of sound in the poems Winter-Time by Robert Louis Stevenson and Nothing Gold Can Stay by Robert Frost. In the third lesson, you will evaluate common forms and structural elements in Amy Lowell’s poem Lilacs. You will then examine important literary features of drama in Anton Chekhov’s The Proposal. In the last lesson, you will compare George Bernard Shaw’s drama Pygmalion to its film adaptation.


5 days: 43–47

Discovering Meaning in Poetry Analyze literal and figurative meaning in poetry.

Lesson

4 days: 48–51

Hearing Sound in Poetry Investigate the importance of sound in poetry.

Lesson

4 days: 52–55

Crafting Structure in Poetry Evaluate common forms and structural elements found in poetry.

Lesson

5 days: 56–60

Exploring Elements of Drama Examine important literary features of drama.

Lesson

5


5 days: 61–65

Evaluating a Film Adaptation Compare a drama and its film adaptation.

Lesson

3 days: 66–68


1 day: 69


Unit 4: How Do We Communicate with an Audience? Summary This unit focuses on the features of literary writing as they appear in informational texts. In the first lesson, you will consider how writers modify their tone to fit their audience by reading Henry Petroski’s Design out of a Paper Bag. Next, you will evaluate various writing purposes in the essay Taming the Bicycle by Mark Twain. In the third lesson, you will examine various writing structures in the reading selection Collecting Rocks by Rachel M. Barker. In the final lesson of this unit, you will develop skills needed to present ideas to an audience.


4 days: 70–73

Matching Tone to an Audience Consider how writers modify the tone in informational texts to fit the audience.

Lesson

4 days: 74–77

Identifying Purpose in Nonfiction Evaluate various writing purposes in informational texts.

Lesson

4 days: 78–81

Creating Structure in Nonfiction Examine various writing structures found in informational texts.

Lesson

4 days: 82–85

Presenting Ideas to an Audience Develop the skills needed to present ideas to an audience.

Lesson

3 days: 86–88


1 day: 89


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1 day 90


Syllabus


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English 7B

Course Overview English is the study of the creation and analysis of literature written in the English language. In English 7B, you will analyze the literary elements of point of view and conflict in literature. You will study the features and techniques of persuasive writing. You will evaluate the use of the literary element of conflict in informational texts. In addition, you will learn about the main characteristics of public speaking and deliver a persuasive speech. In the latter part of this course, you will investigate the topic of identity in literature. In the final unit, you will read novels and explore various literary elements.

Course Goals

This course will help you meet these goals: x Analyze point of view, conflict, theme, setting, and plot in literature. x Determine the primary features of persuasive writing. x Develop skills for writing persuasively. x Explore the element of conflict in informational texts. x Investigate the elements and purpose of public speaking. x Identify and implement elements of speechwriting. x Explore the topic of identity in literature. x Develop research skills needed for writing academic papers. x Trace the development of characters in a novel. x Develop the skills necessary to draft a cohesive research paper.

General Skills To participate in this course, you should be able to do the following: x Complete basic operations with word processing software, such as Microsoft Word or

Google Docs. x Complete basic operations with presentation software, such as Microsoft PowerPoint or

Google Docs Presentation. x Perform online research using various search engines and library databases. x Communicate through email and participate in discussion boards.


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Credit Value English 7B is a 0.5-credit course.

Course Materials x notebook x pencil or pen x computer with Internet connection and speakers or headphones x Microsoft Word or equivalent x Microsoft PowerPoint or equivalent

Some course readings may require a visit to your school library or public library.

The Course Novel Unit In Unit 4 of this course, you’ll choose one of the following novels to read.

The Call of the Wild by Jack London Buck is a spoiled pet dog living in California. His world turns upside down when he is kidnapped from his comfortable home and forced to work as a sled dog in the Arctic. Buck quickly adapts to his new, harsh environment by relying on his strength. He starts to recall the wild instincts of his ancestor, the wolf, and begins to use them in order to survive. In this way, Buck’s physical journey across the Arctic becomes a symbolic journey. He must choose between his desire to be a pet dog and his impulse to give in to his savage, wolf-like side.

The Hobbit by J. R. R. Tolkien This story of self-discovery, bravery, and brotherhood revolves around a small, furry-toed hobbit named Bilbo Baggins. One day, Bilbo is visited by the great wizard Gandalf, who asks for his help to reclaim a treasure. Soon Bilbo is in the midst of a thrilling and adventurous journey with 12 dwarves. The group faces a number of enemies, ranging from trolls to goblins. But their greatest opponent is a powerful dragon named Smaug who guards the treasure they seek. Will they survive Smaug's wrath and reclaim what is rightfully theirs?

The Old Man and the Sea by Ernest Hemingway This story features a battle of endurance between an experienced old fisherman and the biggest fish he has ever seen. When the story begins, the old man, Santiago, has failed to catch a single fish for 84 days. To change his luck, he decides to go deep into the Gulf Stream. On his very first day in the deep waters, Santiago manages to hook a big fish. But the fish is strong and resists every attempt to be reeled in. Santiago knows that he must exhaust the fish before he himself loses his will to defeat it. Will Santiago be successful? Or will his bad luck get the better of him?

A Wrinkle in Time by Madeleine L’Engle In this adventure through time and space, 13-year-old Meg Murry is an oddball at school who struggles with her self-image. After a surprise visit from a peculiar woman named Mrs. Whatsit, Meg embarks on a journey through dimensions and space in search of her missing father. She is joined by her younger brother, Charles Wallace, and her friend Calvin O’ Keefe. With some

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help from three mysterious beings named Mrs. Whatsit, Mrs. Who, and Mrs. Which, Meg and the boys land on the alien planet Camazotz. There they encounter an evil force called IT that has captured Mr. Murry. Will Meg and her friends succeed in rescuing her father and bringing him back home safely?

Note: You will be able to read The Call of the Wild online. A link to this novel is provided in the course novel unit. To read The Hobbit, The Old Man and the Sea, or A Wrinkle in Time, you will need to get a copy from your school, a library, or some other source.

Course Pacing Guide The following course description and pacing guide is intended to help you stay on schedule with your work. Note that your course instructor may modify the schedule to meet the specific needs of your class.

Unit 1: What Can Literature Teach Us about Conflict?

Summary This unit focuses on the elements of narrative point of view and conflict in literature. You will evaluate narrative point of view in Yei Theodora Ozaki’s short story “The Story of the Old Man Who Made Withered Trees to Flower.” You will explore elements of internal conflict in the poem “Fire and Ice” by Robert Frost and the short story “The Moustache” by Robert Cormier. You will investigate characteristics of external conflict in Jack London’s short story “To Build a Fire.” You will also determine the primary features of public speaking. At the end of the unit, you will develop skills for writing persuasively.


1 day: 1


Course Orientation

4 days: 2–5

Seeing Point of View in Narratives Evaluate narrative point of view in literature.

Lesson

5 days: 6–10

Examining Internal Conflict in Literature Analyze elements of internal conflict in literature.

Lesson

5 days: 11–15

Exploring External Conflict in Literature Investigate characteristics of external conflict in literature.

Lesson

4


3 days: 16–18

Identifying Elements of Persuasion Determine prominent features of persuasive writing.

Lesson

3 days: 19–21

Writing Persuasively Develop skills for writing persuasively.

Lesson

3 days: 22–24


1 day: 25


Unit 2: How Can We Positively Influence a Conflict? Summary This unit focuses on nonfictional texts. You will consider various viewpoints of a conflict presented in Franklin D. Roosevelt’s “Pearl Harbor Speech.” You will examine how writers reflect on conflict in “Conference with General De Witt,” “Executive Order of President Franklin D. Roosevelt,” and the “Presidential Letter of Apology.” You will investigate the elements and purpose of public speaking in Winston Churchill’s speech “Blood, Toil, ears, and Sweat.” Finally, you will identify and implement elements of speechwriting.


4 days: 26–29

Evaluating the Sides of a Conflict Consider various viewpoints of a conflict presented in informational texts.

Lesson

4 days: 30–33

Reflecting on Conflict Examine how writers reflect on conflict in literary nonfiction.

Lesson

3 days: 34–36

Making an Impact with Public Speaking Investigate the elements and purpose of public speaking.

Lesson

4 days: 37–40

Delivering a Persuasive Speech Identify and implement elements of speechwriting.

Lesson

3 days 41–43


5


1 day 44


Unit 3: Does Our Search for Identity Ever End? Summary This unit explores the topic of identity in literature. You will examine the theme of identity in the short stories “Little Red Riding Hood” and Ambrose Bierce’s “A Horseman in the Sky.” You will explore how the topic of place can influence the discussion of identity in the poems “In Flanders Fields” by John McCrae, “Places” by Sara Teasdale, and “Chicago” by Carl Sandburg. You will evaluate how the topic of heritage can influence the discussion of identity in the poem “The Twelfth Song of Thunder” and Julia Alvarez’s narrative nonfiction piece “Names/Nombres.” You will develop the research skills needed for writing academic papers.


4 days: 45–48

Undertaking the Journey of Identity Examine the theme of identity in literature.

Lesson

4 days: 49–52

Defining Identity with Place Explore how the topic of place can influence the discussion of identity in poetry.

Lesson

4 days: 53–56

Searching for Identity in Heritage Evaluate how the topic of heritage can influence the discussion of identity in informational texts.

Lesson

3 days: 57–59

Developing Research Skills Develop the research skills needed for writing academic papers.

Lesson

3 days: 60–62


1 day: 63


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Unit 4: Is It the Achievement or the Journey that Defines Us? Summary This unit focuses on character development in novels. You will read and analyze literary elements of one of the following novels: Jack London’s The Call of the Wild, J. R. R. Tolkien’s The Hobbit, Ernest Hemingway’s The Old Man and the Sea, or Madeleine L’Engle’s A Wrinkle in Time. You will develop the skills necessary to craft a cohesive academic paper.

For further details, see the section The Course Novel Unit above.


4 days: 64–67

Identifying the Goals of Characters Examine how writers develop characters through their needs and goals.

Lesson

4 days: 68–71

Relating to Characters Explore how writers craft characters to be relatable to readers.

Lesson

5 days: 72–76

Examining Character Development Analyze how characters change over the course of a longer work.

Lesson

5 days: 77–81

Concluding the Journey Evaluate how the needs and goals of characters can be resolved in fiction.

Lesson

4 days 82–85

Crafting a Clear Message Develop the skills necessary to craft a cohesive academic paper.

Lesson

3 days: 86–88


1 day: 89


1 day: 90

End of Semester Test Assessment

Syllabus


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Science 7, Semester A Course Overview Science is the study of the natural world. It relies on investigations and evidence to describe the natural events that occur around us. Science 7A discusses the major life processes of organisms, including nutrition, growth and development, and reproduction. In the first unit, you’ll explore the cell as the structural and functional unit of life. The second unit covers the growth, development, and modes of reproduction in different plants and animals. In the third unit, you’ll learn about sensory receptors, photosynthesis, and cycles of energy transfer that occur in nature.

Course Goals By the end of this course, you will be able to do the following: Use the steps of the scientific method to plan a life science investigation. Use evidence to explain that living things are made up of cells, and create a model

that shows cellular organelles. Conduct an investigation of cells, and use evidence to argue that the human body is

made up of tissues, organs, and systems. Research a vaccine, and present a sound argument about its value to public health. Develop models to describe the similarities and differences between the two types of

reproduction. Perform an experiment, and use the results to predict whether a cabbage plant will

be genetically identical or different from its parents. Develop an argument that explains how animal behaviors and special plant

structures affect an organism’s chances for reproduction. Create a Venn diagram to compare the characteristics of different types of

organisms. Gather and use information to explain that sensory receptors respond to stimuli by

sending messages to the brain. Monitor your food intake, and draw conclusions about your diet compared with the

recommendations for people your age. Explain the role of photosynthesis in the cycling of matter and flow of energy. Develop a model that shows how organisms use food to create energy for growth

and development. Plan an investigation that answers a scientific question about the growth needs of

yeast.

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Use life cycle models to compare and contrast the growth and development of different organisms.

General Skills To participate in this course, you should be able to do the following: Complete basic operations with word processing software, such as Microsoft Word

or Google Docs. Complete basic operations with presentation software, such as Microsoft PowerPoint

or Google Docs presentation. Perform online research using various search engines and library databases. Communicate through email and participate in discussion boards.


Credit Value Science 7A is a 0.5-credit course.

Course Materials notebook computer with Internet connection and speakers or headphones Microsoft Word or equivalent Microsoft PowerPoint or equivalent equipment listed in Appendix B


Unit 1: Cells Summary In this unit, you’ll explore the basic unit of life—the cell. At the beginning of the unit, you’ll use the scientific method and learn about the theories and scientific tools that are relevant to life science. You’ll then learn about cells and their internal structures. You’ll observe plant and animal cells, and create a model of their parts. You’ll also learn about how cells make up tissues, organs, and important systems of the body.

3


1 day: 1


Course Orientation

4 days: 2–5

Methods of Science Use the steps of the scientific method to plan an investigation that answers a life science question.

Lesson

4 days: 6–9

Cells: The Building Blocks of Life Use evidence about the characteristics of organisms to explain that all living things are made up of cells.

Lesson

4 days: 10–13

The Parts of a Cell Create a model that shows how the parts of a cell contribute to its function.

Lesson

5 days: 14–18

Examining Cells Conduct an investigation to provide evidence that living things are made of cells.

Course Activity

4 days: 19–22

Tissues, Organs, and Systems Use evidence to argue that the human body is made up of tissues, organs, and systems.

Lesson

5 days: 23–27

Infectious Diseases and Vaccines Research a vaccine, and present a scientifically sound argument about its value to public health.

Course Activity

5 days: 28–32


1 day: 33


4

Unit 2: The Life Cycle Summary The focus of this unit is reproductive structures and strategies in different organisms. At the start of the unit, you’ll study life cycles of animals and plants. Next, you’ll learn about the two kinds of reproduction and explore their similarities and differences. You’ll also investigate the strategies and behaviors adopted by animals to reproduce. The two course activities in this unit will give you an opportunity to explore the reproductive capabilities and structures of plants.


4 days: 34–37

The Growth and Development of Organisms Use life cycle models to compare and contrast the growth and development of different organisms.

Lesson

5 days: 38–42

Reproduction in Cabbage Plants Perform an experiment, and use the results to develop a model that predicts whether a cabbage plant will be genetically identical or different from its parent(s).

Course Activity

4 days: 43–46

Types of Reproduction Develop models to describe the similarities and differences between asexual and sexual reproduction.

Lesson

5 days: 47–51

Identifying Reproductive Structures in Plants Identify the parts of flowers used for reproduction.

Course Activity

4 days: 52–55

Reproductive Structures and Strategies Develop an argument that explains how animal behaviors and special plant structures affect an organism’s chances for reproduction.

Lesson

5 days: 56–60


1 day: 61


5

Unit 3: Nutrition and Energy Summary This unit provides an understanding of how organisms use food to grow and develop. First, you’ll study how your body’s sensory receptors send messages to your brain—a key regulator in your body’s food intake. Next, you’ll compare your daily diet with a recommended diet by comparing calories. You’ll then learn about the process of photosynthesis in plants. In a hands-on activity, you’ll inspect the process of yeast fermentation and its benefits to humans. Finally, you’ll develop a model to explain the process of digestion in various organisms.


4 days: 62–65

Sensory Receptors Gather and use information to explain that sensory receptors respond to stimuli by sending messages to the brain.

Lesson

5 days: 66–70

Human Nutrition Monitor your food intake, and draw conclusions about your diet compared to the recommendations for people your age.

Course Activity

4 days: 71–74

Photosynthesis Explain the role of photosynthesis in the cycling of matter and flow of energy.

Lesson

5 days: 75–79

Yeast Fermentation Plan an investigation that answers a scientific question about the growth needs of yeast.

Course Activity

3 days 80–82

Nutrition and Digestion Develop a model that shows how organisms use food to create energy for growth and development.

Lesson

5 days: 83–87


1 day: 88


6


1 day 89

Semester Review

1 day 90


7

Appendix A: Safety Notes and Disclaimer Each Course Activity and Unit Activity that includes a lab/experiment component will highlight key safety guidelines using the safety icon ( ), which appears directly in the activity. In addition to adhering to those guidelines, you must ensure that you follow these general safety practices: Work slowly and safely at all times, and abide by the safety notes and icons. Pay attention and be alert at all times. Limit any distractions. Keep your hands away from your nose, eyes, mouth, and skin. Wash your hands

before and after experiments. If you don’t understand something, ask a teacher or an adult before proceeding. Wear the required protective gear. Adult supervision is required for all activities involving an experiment/lab component. Do not perform experiments that have not been approved. Follow the procedure. Follow good housekeeping practices. Keep your work area clean. Abide by all disposal instructions and icons to protect yourself and our planet. Report any problems or complications to an adult.

Note: Edmentum assumes no liability for personal injury, death, property damage, equipment damage, or financial loss resulting from the instruction included in this course.

Syllabus


1

Science 7, Semester B Course Overview Science is the study of the natural world. It relies on investigations and evidence to describe the natural events that occur around us. Science 7B is about matter and energy. It discusses chemical changes that occur in matter, and it teaches how to identify different forms of energy. The course also covers force fields and the factors that affect their strength. In the first unit, you’ll apply the law of conservation of energy to the products and reactants in a chemical reaction. In the second unit, you’ll be introduced to gravitational, electric, and magnetic force fields. In the third unit, you’ll learn more about energy transformations in objects and systems as you study kinetic energy, potential energy, and thermal energy.

Course Goals By the end of this course, you will be able to do the following: Compare properties of reactants and products to determine whether a chemical

reaction has occurred. Develop a model to show that atoms are conserved in chemical reactions. Describe energy changes that occur during a chemical reaction. Describe the properties and uses of synthetic materials and how they affect society. Construct arguments that support the law of universal gravitation. Identify factors that determine the strength of forces created by electric charge and

by magnets. Describe how current flows through series and parallel electric circuits. Differentiate between electromagnets, generators, and motors. Identify different forms of energy, and discuss how energy flows through systems. Explain how the position of an object in a force field relates to its potential energy. Compute the kinetic energy of moving objects. Define the law of conservation of energy. Analyze models that show how heat flows between objects at different temperatures. Design, build, test, and modify a device that relies on a transfer of thermal energy.

2

General Skills To participate in this course, you should be able to do the following: Complete basic operations with word processing software, such as Microsoft Word

or Google Docs. Complete basic operations with presentation software, such as Microsoft PowerPoint

or Google Docs presentation. Perform online research using various search engines and library databases. Communicate through email and participate in discussion boards.


Credit Value Science 7B is a 0.5-credit course.

Course Materials notebook computer with Internet connection and speakers or headphones Microsoft Word or equivalent Microsoft PowerPoint or equivalent equipment listed in Appendix B


Unit 1: Chemical Reactions Summary This unit focuses on chemical reactions between substances. You’ll learn to determine whether a chemical reaction has occurred by comparing properties of reactants and products. You’ll also develop a model to show that atoms are conserved in chemical reactions and describe the energy changes that have taken place. You’ll apply ideas on chemical reactions to design, construct, test, and modify a device that releases or absorbs thermal energy. Finally, you’ll see how inventors use chemical reactions to create synthetic materials and how the products affect society.

3


1 day: 1


Course Orientation

2 days: 2–3

Observing a Chemical Reaction Plan and carry out an investigation to compare properties of reactants and products in a chemical reaction.

Course Activity

4 days: 4–7

Properties and Chemical Reactions Determine whether a chemical reaction has occurred by comparing properties of reactants and products.

Lesson

4 days: 8–11

Atoms in Chemical Reactions Develop a model that shows that atoms are conserved in chemical reactions.

Lesson

4 days: 12–15

Energy Changes in Chemical Reactions Describe energy changes that occur during a chemical reaction.

Lesson

4 days: 16–19

Building a Device That Uses Energy from Chemical Reactions Design, construct, test, and modify a device that uses a chemical reaction to release or absorb thermal energy.

Course Activity

3 days: 20–22

Synthetic Materials Describe the properties and uses of synthetic materials and how they affect society.

Lesson

4 days: 23–26


1 day: 27


4

Unit 2: Force Fields Summary This unit focuses on gravitational, electric, and magnetic force fields. In this unit, you will use evidence to explain the force of gravity around you and understand how the strength (force) of gravity depends on an object’s mass. You’ll also identify factors that determine the strength of forces created by electric charge and by magnets. You’ll model series and parallel circuits and explain how a current flows through them. You’ll apply your understanding of electricity and magnetism to classify devices as electromagnets, generators, and motors. You’ll describe the cause of Earth’s magnetic field and explain how it protects our atmosphere from charged particles. Finally, in a real-world application, you’ll calculate how much electricity you use in your home and propose ways to conserve electricity.


3 days: 28–30

Gravity Use evidence to construct arguments supporting the claim that gravity is attractive and that its strength depends on the mass of objects.

Lesson

4 days: 31–34

Electricity and Magnetism Identify factors that determine the strength of forces created by electric charge and by magnets.

Lesson

3 days: 35–37

Finding Evidence of Force Fields Carry out an investigation to report evidence of force fields acting between objects.

Course Activity

4 days: 38–41

Electric Circuits Identify series and parallel circuits, and explain how current flows through them.

Lesson

3 days 42–44

Conserving Electricity at Home Calculate how much electricity you use in your home, and propose ways to save electricity.

Course Activity

4 days: 45–48

Electromagnets, Generators, and Motors Differentiate between electromagnets, generators, and motors, and describe how they work.

Lesson

5


4 days: 49–52


1 day: 53


Unit 3: Energy Summary This unit focuses on forms of energy and energy transformations. In this unit, you’ll construct energy flow diagrams to describe the movement of energy through one or more systems. You’ll explain how the position of an object in a force field relates to its potential energy. You’ll also discuss how speed and mass affect the kinetic energy of an object. You’ll investigate how heat flows between objects at different temperatures and how that process relates to thermal energy. Finally, you will apply heat transfer ideas as you design, construct, test, and modify a device that minimizes or maximizes thermal energy transfer.


3 days: 54–56

Describing the Movement of Energy For an event that involves energy, describe what the energy did, where it came from, and where it went.

Course Activity

3 days: 57–59

Forms of Energy Identify examples of different forms of energy.

Lesson

3 days: 60–62

Investigating Gravity and Potential Energy Design an investigation that explores the relationship between position and gravitational potential energy.

Course Activity

4 days: 63–66

Potential Energy Explain how the position of an object in a force field is related to the amount of its potential energy.

Lesson

6


4 days 67–70

Kinetic Energy Explain how the speed and mass of a moving object are related to the object’s kinetic energy.

Lesson

4 days 71–74

Energy Transfer and Transformation Explain that when the kinetic energy of an object changes, energy is transferred to or from the object.

Lesson

5 days 75–79

Investigating Temperature Changes in Materials Plan and carry out an investigation to identify factors that affect an object’s change in temperature.

Course Activity

4 days 80–83

Thermal Energy and Heat Analyze models that illustrate how heat flows between objects at different temperatures.

Lesson

4 days: 84–87


1 day: 88


1 day 89

Semester Review

1 day 90


7

Appendix A: Safety Notes and Disclaimer Each Course Activity and Unit Activity that includes a lab/experiment component will highlight key safety guidelines using the safety icon ( ), which appears directly in the activity. In addition to adhering to those guidelines, you must ensure that you follow these general safety practices: Work slowly and safely at all times, and abide by the safety notes and icons. Pay attention and be alert at all times. Limit any distractions. Keep your hands away from your nose, eyes, mouth, and skin. Wash your hands

before and after experiments. If you don’t understand something, ask a teacher or an adult before proceeding. Wear the required protective gear. Adult supervision is required for all activities involving an experiment/lab component. Do not perform experiments that have not been approved. Follow the procedure. Follow good housekeeping practices. Keep your work area clean. Abide by all disposal instructions and icons to protect yourself and our planet. Report any problems or complications to an adult.

Note: Edmentum assumes no liability for personal injury, death, property damage, equipment damage, or financial loss resulting from the instruction included in this course.

Syllabus

1


PLATO Course Career Explorations

Course Overview This one-semester course is intended as a practical, hands-on guide to career exploration and planning. This course has 16 lessons organized into four units, plus four Unit Activities. Each lesson contains one or more Lesson Activities. The course ends with a Course Activity in which you will create two essential components of a career portfolio: a résumé and a cover letter for applying for an entry-level job in your chosen career.

This course covers all of the career clusters in the National Career Clusters Framework. You’ll explore the career pathways within each cluster, determine the academic and skill requirements for different career pathways, and learn about the jobs available in each pathway and the work these professionals do. This course will also guide you through the process of creating an academic and career plan based on you interests, abilities, and life goals.

You will submit the Unit Activity documents to your teacher, and you will grade your work on the Lesson Activities by comparing them with the given sample responses. The Unit Activities (submitted to the teacher) and the Lesson Activities (self-checked) are the major components of this course. There are other assessment components, namely the mastery test questions that feature along with the lesson; the pre- and post-test questions that come at the beginning and end of the unit respectively; and an end-of-semester test. All of these tests are a combination of simple multiple-choice questions and technology enhanced (TE) questions.

Course Goals This course will help you meet the following goals:

x Identify and explore career options in different career clusters and pathways.

x Identify the academic requirements for different career pathways.

x Identify the skills, abilities, and talents that different careers require.

x Identify employment opportunities in different career pathways.

x Describe the tasks that people perform in different careers.

x Create and manage an academic and career plan that is aligned with your personal goals and interests.

x Identify ways that you can earn college credit while you’re still in high school.

x Identify various options for funding your college education.

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x Recognize how your performance in college placement tests such as the SAT, ACT, ASVAB, and ACCUPLACER impact your academic and career goals.

x Identify and acquire basic academic skills, interpersonal skills, technology skills, workplace-readiness skills, and financial management skills for success in college and in your career.

x Prepare a job search portfolio and acquire skills for success in job interviews.

Prerequisite Skills PLATO Course Career Explorations has the following prerequisites:

x basic computer skills x basic math knowledge x ability to structure and process information x familiarity with the writing process and following guidelines

General Skills

To participate in this course, you should be able to do the following:

x Perform basic operations on a computer. x Perform online research using various search engines and library databases. x Communicate through email and participate in discussion boards.

For a complete list of the general skills required for participation in online courses, refer to the Prerequisites section of the Plato Student Orientation document, found at the beginning of this course.

Credit Value PLATO Course Career Explorations is a 0.5-credit course.

Course Materials x Notebook x Computer with Internet connection and speakers or headphones x Microsoft Word or equivalent x Microsoft Excel or equivalent x Microsoft PowerPoint or equivalent

3


Note: An extended Course Activity is listed at the end of this Course Pacing Guide. Your teacher will determine the due date for this activity. You are encouraged, however, to begin work on this Course Activity well before its due date.

Unit 1: Exploring Career Options

Summary

In this unit, you will explore each of the career clusters and pathways. You’ll determine the career options you have within each pathway, and the academic qualifications and skills you’ll need in order to excel or advance in a particular career. The research you do in this unit will prepare the ground for developing a career plan based on your interests, talents, and personal goals.


1 day: 1


Course Orientation

5 days: 2–6

Careers in Science, Technology, and Engineering Explore careers in the following career clusters: Science, Technology, Engineering, and Mathematics; Information Technology; and Arts, A/V Technology, and Communications.

Lesson

5 days: 7–11

Careers in Industry, Agriculture, and Natural Resources Explore careers in the following career clusters: Architecture and Construction; Manufacturing; Agriculture, Food, and Natural Resources; and Energy.

Lesson

5 days: 12–16

Careers in Business, Finance, and Logistics Explore careers in the following career clusters: Business, Management, and Administration; Finance; Marketing, Sales, and Service; and Transportation, Distribution, and Logistics.

Lesson

5 days: 17–21

Careers in Health, Hospitality, and Human Services Explore careers in the following career clusters: Health Science, Hospitality and Tourism, and Human Services.

Lesson

5 days: 22–26

Careers in Education and Public Services Explore careers in the following career clusters: Education and Training; Government and Public Administration; and Law, Public Safety, Corrections, and Security.

Lesson

4


1 day: 27

Space Jumble Game

4 days: 28–31

Unit Activity/ Threaded Discussion—Unit 1 Unit Activity

1 day: 32

Post-test—Unit 1 Assessment

Unit 2: Developing an Academic and Career Plan

Summary

In this unit, you will draw up a career plan that is aligned with your values, interests, personality, and skills. You will identify professional organizations relating to your chosen career and the benefits of joining these organizations. You will explore opportunities for earning college credit while you’re still in high school. You will learn about various college placement tests and how your scores in these tests can impact your career plan. You will also explore different ways of funding your college education.


4 days: 33–36

Taking Stock of Your Values, Interests, Personality, and Skills Use self-assessment tools for college and career planning.

Lesson

4 days: 37–40

Setting Goals and Making Decisions Identify your short-term and long-term career goals and apply a decision-making process to your career plan.

Lesson

3 days: 41–43

Career and Technical Student Organizations Explain the role of Career and Technical Student Organizations in college and career planning.

Lesson

3 days: 44–46

Earning College Credit in High School Explore opportunities for earning college credit in high school.

Lesson

3 days: 47–49

Assessing Your College Readiness Recognize how performance on assessments such as the SAT, ACT, ASVAB, and ACCUPLACER impact your academic and career goals.

Lesson

3 days: 50–52

Funding Your Way Through College Explore different ways of funding your college education.

Lesson

1 day: 53

Para Jumble Game

5


4 days: 54–57

Unit Activity/Threaded Discussion—Unit 2 Unit Activity

1 day: 58


Unit 3: Skills for College and Career Success

Summary

In this unit, you will identify academic, interpersonal, technology, and workplace-readiness skills that are essential for success in most careers. You will also acquire financial management skills that you will use throughout your life, including opening and maintaining different types of bank accounts, using credit cards responsibly, and maintaining a good credit score.


4 days: 59–62

Academic and Interpersonal Skills Identify and acquire study habits and interpersonal skills for success at college and in your career.

Lesson

4 days: 63–66

Technology and Workplace Skills Identify and acquire technology and workplace readiness skills needed for career success.

Lesson

4 days: 67–70

Managing Your Money Acquire personal financial management skills for success in college and in your career.

Lesson

1 day: 71

Thwack-A-Mole Game

3 days: 72–74


1 day: 75


6

Unit 4: Entering the Job Market

Summary

In this unit, you will research the job market and become familiar with the components of a job search portfolio. You will compare careers in terms of educational requirements, skills needed, salary, and the lifestyle you want. You will learn about the purpose and benefits of informational interviews and identify your professional strengths and weaknesses as you prepare for job interviews.


4 days: 76–79

Preparing Your Job Search Portfolio Research the job market and become familiar with the components of a job search portfolio.

Lesson

4 days: 80–83

Preparing for Job Interviews Develop skills for success in job interviews.

Lesson

1 day: 84

Space Jumble Game

3 days: 85–87


Extended

Project

Creating Your Career Portfolio

Course Activity

1 day: 88


1 day: 89

Semester Review

1 day: 90


Art in World Cultures

Course Description: Who is the greatest artist of all time? Is it Leonardo daVinci? Claude Monet? Michelangelo? Pablo Picasso? Is the greatest artist of all time someone whose name has been lost to history? You will learn about some of the greatest artists while also creating art of your own, including digital art. We will explore the basic principles and elements of art, learn how to critique art, and examine some of the traditional art of the Americas, Africa, and Oceania in addition to the development of Western art.

Unit 1: Introduction to the Visual Arts Learning Objectives:

1. Define "visual art" and distinguish visual arts from other forms of art.

2. Identify common forms of visual art.

3. Discuss why people create art.

4. Discuss art movements and art periods.

5. Describe career options related to art history and the study of art.

Assignments:

Introduction to the Visual Arts: Unit Text Questions Homework 10 points

Introduction to the Visual Arts: Online Art in World Cultures Lab Questions Homework 10 points

Unit 1 Discussion Assignment 1 Discussion 5 points


Unit 1 Quiz – Introduction to the Visual Arts Quiz 15 points

Unit 2: The Elements and Principles of Art Learning Objectives:

1. Define art concepts such as hue, value, shape, form, and balance.

2. Identify the elements of art.

3. Identify some of the design principles that artists use.

4. Discuss how the elements of art are used within art pieces.

5. Discuss how design principles are used to arrange the elements of art.

Assignments:

The Elements and Principles of Art: Unit Text Questions Homework 10 points

The Elements and Principles of Art: Online Art in World Cultures Lab Questions Homework 10 points



Unit 2 Quiz –The Elements and Principles of Art Quiz 15 points

Unit 3: Critiquing Art

Learning Objectives:

1. Define art critique.

2. Identify some of the benefits of doing art critiques.

3. Explain how context can influence an art critique.

4. Discuss the steps that can be used to complete an art critique.

5. Engage in an art critique of the painting The Raft of the Medusa.

Assignments:

Critiquing Art: Unit Text Questions Homework 10 points

Critiquing Art: Online Art in World Cultures Lab Questions Homework 10 points

Art Assignment #1 Homework 25 points



Unit 3 Quiz – Critiquing Art Quiz 15 points

Unit 4: Prehistoric Art Learning Objectives:

1. Define prehistoric art and discuss why much of this art remains a mystery to archaeologists and art historians.

2. Describe cave paintings and discuss some of the theories about why they were created.

3. Compare and contrast Paleolithic and Neolithic art.

4. Examine prehistoric sculpture and the reasons it may have been created.

5. Discuss prehistoric megalith monuments and examine the theories about why these monuments were created.

Assignments:

Prehistoric Art: Unit Text Questions Homework 10 points

Prehistoric Art: Online Art in World Cultures Lab Questions Homework 10 points



Unit 4 Quiz – Prehistoric Art Quiz 15 points

Unit 5: Ancient Art Learning Objectives:

1. Identify some of the common characteristics of ancient art.

2. Discuss the art of ancient Sumerians.

3. Explain how Ancient Egyptian religion influenced its art.

4. Identify and discuss the styles of Ancient Greek architecture.

5. Identify the styles of Ancient Greek sculpture and pottery.

Assignments:

Ancient Art: Unit Text Questions Homework 10 points

Ancient Art: Online Art in World Cultures Lab Questions Homework 10 points



Unit 5 Quiz – Ancient Art Quiz 15 points

Unit 6: Ancient Roman, Early Christian, and Medieval Art Learning Objectives:

1. Describe the features used in Roman architecture.

2. Examine early Christian art and its influence on later architecture and art.

3. Define Byzantine, migration, and insular art and the characteristics of these art periods.

4. Discuss the characteristics of Romanesque art.

5. Identify the common features of Gothic architecture.

Assignments:

Ancient Roman, Early Christian, and Medieval Art: Unit Text Questions Homework 10 points

Ancient Roman, Early Christian, and Medieval Art: Online Art in World Cultures Lab Questions

Homework 10 points




Unit 6 Quiz – Ancient Roman, Early Christian, and Medieval Art Quiz 15 points

Art in World Cultures Midterm Exam Learning Objectives:

* Review information acquired and mastered from this course up to this point.

* Take a course exam based on material from the first five units in this course (Note: You will be able to open this exam only one time.)

Assignment:

Art in World Cultures Midterm Exam Exam 50 points

Midterm Discussion Assignment Discussion 5 points

Unit 7: The Renaissance Learning Objectives:

1. Identify the characteristics of Renaissance art.

2. Discuss Early Netherlandish art and its relationship to Renaissance art.

3. Explain how other disciplines of study and social factors influenced Renaissance art.

4. Examine some of the most famous works of Renaissance art, including those by Leonardo da Vinci, Michelangelo, and Raphael.

5. Define Mannerism and discuss how it differed from the art of the High Renaissance.

Assignments:

The Renaissance: Unit Text Questions Homework 10 points

The Renaissance: Online Art in World Cultures Lab Questions Homework 10 points



Unit 7 Quiz – The Renaissance Quiz 15 points

Unit 8: Art of the Americas Learning Objectives:

1. Discuss geoglyphs in North and South America.

2. Define pre-Columbian art in the Americas.

3. Identify prehistoric painting in the Americas.

4. Examine art from major cultural empires in Mesoamerica and South America, including the Olmec, Maya, Aztec, and Inca cultures.

5. Discuss indigenous art in North America such as beadwork, baskets, and totem poles.

Assignments:

Art of the Americas: Unit Text Questions Homework 10 points

Art of the Americas: Online Art in World Cultures Lab Questions Homework 10 points



Unit 8 Quiz – Art of the Americas Quiz 15 points

Unit 9: From the Baroque to the Romantics Learning Objectives:

1. Identify the characteristics of Baroque, rococo, neoclassical and Romantic art.

2. Discuss the social and political influences on Baroque, rococo, neoclassical, and Romantic art.

3. Explain how art from earlier periods influenced Baroque, rococo, neoclassical, and Romantic art.

4. Examine some of the important pieces of art from the Baroque, rococo, neoclassical and Romantic periods.

5. Compare and contrast Baroque art with Renaissance art.

Assignments:

From the Baroque to the Romantics: Unit Text Questions Homework 10 points

From the Baroque to the Romantics: Online Art in World Cultures Lab Questions Homework 10 points




Unit 9 Quiz – From the Baroque to the Romantics Quiz 15 points

Unit 10: Modern Art Learning Objectives:

1. Define art movements such as Impressionism, Postimpressionism, Expressionism, and Realism.

2. Identify the characteristics of Impressionistic and Postimpressionistic art.

3. Describe how modern art movements build on and react to other movements.

4. Discuss some of the major artists of Impressionism and Postimpressionism.

5. Discuss the beginning of photography and its use as an art form.

Assignments:

Modern Art: Unit Text Questions Homework 10 points

Modern Art: Online Art in World Cultures Lab Questions Homework 10 points



Unit 10 Quiz – Modern Art Quiz 15 points

Unit 11: African Art Learning Objectives:

1. Identify the phases of rock engraving found in Africa.

2. Describe the sculptures created by different cultures in Africa.

3. Discuss the different types of masks created and what materials were used to make them.

4. Identify some of the famous architectural creations in Africa.

5. Discuss some of the social and natural factors that influenced the creation of art in Africa.

Assignments:

African Art: Unit Text Questions Homework 10 points

African Art: Online Art in World Cultures Lab Questions Homework 10 points



Unit 11 Quiz – African Art Quiz 15 points

Unit 12: Oceanic Art Learning Objectives:

1. Identify some of the characteristics of Oceanic art.

2. Describe some of the human sculptures found in Polynesia.

3. Discuss how the Pacific Ocean and life on Pacific islands influenced Micronesian art.

4. Learn more about Bisj poles and other Melanesian art creations.

5. Identify some of the styles of rock art present in Australia.

Assignments:

Oceanic Art: Unit Text Questions Homework 10 points

Oceanic Art: Online Art in World Cultures Lab Questions Homework 10 points



Unit 12 Quiz – Oceanic Art Quiz 15 points

Art in World Cultures Final Exam Learning Objectives:

* Review information acquired and mastered from this course up to this point.

* Take a course exam based on material from units six to ten in this course – the last five units. (Note: You will be able to open this exam only one time.)

Assignment:

Art in World Cultures Final Exam Exam 50 points

Class Reflection Discussion Assignment Discussion 10 points

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