British Literature B
The British Literature course asks students to closely analyze British literature and world literature and consider how we humans define and interact with the unknown, the monstrous, and the heroic. In the epic poems The Odyssey, Beowulf, and The Inferno, in Shakespeare’s Tempest, in the satire of Swift, and in the rhetoric of World War II, students examine how the ideas of “heroic” and “monstrous” have been defined across cultures and time periods and how the treatment of the “other” can make monsters or heroes of us all.
Reading Frankenstein and works from those who experienced the imperialism of the British Empire, students explore the notion of inner monstrosity and consider how the dominant culture can be seen as monstrous in its ostensibly heroic goal of enlightening the world.
Throughout this course, students analyze a wide range of literature, both fiction and nonfiction. They build writing skills by composing analytical essays, persuasive essays, personal narratives, and research papers. In order to develop speaking and listening skills, students participate in discussions and give speeches. Overall, students gain an understanding of the way British and world literature represent the array of voices that contribute to our global identity.
|Course Title (District):||British Literature B|
|Course Title (NCES SCED) :||British Literature|
|Course Provider :||Ann Arbor Public Schools|
|Content Provided By :||Apex Learning|
|Online Instructor Provided By :||Ann Arbor Public Schools|
|Standards Addressed :||CCSS, NCAA|
|Ailgnment Document :||https://www.dropbox.com/sh/klh22tquqp5b8b1/BqtHgyDv4h|
|Academic Terms :||Accelerated, Semester, Trimester|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||http://a2virtual.org|
|Email :||[email protected]|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 1-734-997-1208
At the conclusion of this course students will be able to:
• Explore the historical context of early Greek tragedy.
• Identify the importance of key Greek writers in the development of early Greek tragedy.
• Identify structural elements of early Greek tragedy, such as dithyramb and chorus.
• Distinguish between different forms of irony and recognize how knowledge of myths can affect a play’s irony.
• Identify the elements of Freytag’s plot model.
• Recognize the influence of Greek literature on Western literature and theater.
• Write plot summaries of literature.
• Identify and define the elements of Aristotle’s theory of tragedy, including hamartia and anagnorisis.
• Explore the historical and cultural context of Anglo-Saxon poetry.
• Identify the characteristics of epic poetry.
• Recognize the relationship between epics and the societies from which they originate.
• Apply knowledge of themes to identify the central purpose of a work of literature.
• Analyze a universal theme in Beowulf.
• Explore the cultural and historical influences on Chaucer’s The Canterbury Tales.
• Analyze the tone used in “The Pardoner’s Tale.”
• Identify specific rhetorical techniques in “The Wife of Bath’s” prologue and tale.
• Discuss the rhetorical advantages, from Chaucer’s point of view, of the frame narrative.
• Write a character analysis.
• Explore the literary and historical context of Shakespearean drama.
• Identify and analyze Shakespeare’s influences and contributions.
• Identify internal and external conflicts in a work of Shakespeare.
• Write a reflective essay that ties personal experiences to ideas from a work of literature.
• Understand the cultural, historical, and literary context of John Donne’s and Jonathan Swift’s works.
• Identify the stylistic and thematic qualities of Metaphysical, Cavalier, and Neoclassical literature.
•Define and identify the characteristics of Metaphysical poetry.
• Analyze three poems by John Donne.
• Define satire and distinguish between Juvenalian satire and Horatian satire.
• Explore the history, characteristics, and purposes of the satiric genre, and Swift’s place in the genre.
• Explore the literary, cultural, and historical context of Romanticism.
• Differentiate between the early and late Romantic writers
• Identify themes and techniques that characterize Romantic poetry.
• Recognize Jean-Jacques Rousseau’s contributions to the Romantic movement.
• Write a brief literary analysis of a Romantic poem.
• Recognize Romantic themes in excerpts from a work of Romantic literature.
• Identify the characteristics of Modernism and the movements that contributed to its success.
• Identify the major contributions and contributors to the Modernist, Symbolist, and Imagist movements.
• Identify the innovations and upheavals that shaped modern writers and readers
• Analyze a work of Modernist short fiction by drawing on an understanding of plot, character, setting, point of view, and theme.
• Analyze how Marx, Freud, and Darwin laid much of the groundwork for Modernist literature.
• Compare and contrast aspects of works from two different eras or genres.
• Recognize themes common to colonial and postcolonial literature in sample works.
• Analyze the ways that culture is transmitted through literature.
• Identify some of the ways political ideas can be communicated in works of fiction.
• Analyze how notable writers in English have used fiction to advance political ideas.
• Analyze the main points in Achebe’s “An Image of Africa: Conrad’s Heart of Darkness.”
• Analyze how narration affects authenticity in literature that depicts a culture.
• Analyze the historical, literary, and cultural context of Nigerian literature.
• Identify the effects of the British colonization of Nigeria in a work of literature.
• Recognize the influence of African storytelling traditions, and European languages and literary traditions, in African and postcolonial literature.
• Identify common themes in postcolonial African literature.
• Recognize the importance of setting and culture in the interpretation of Things Fall Apart.
• Differentiate between beliefs, perspective, and assumptions on the part of an author.
• Infer from a work of literature the author’s beliefs, perspective, and assumptions.
• Write a persuasive essay.
• Differentiate between credible and noncredible sources based on date, URL domain, author/publisher authority, and other criteria.
• Identify effective ways of narrowing down a body of research to the most relevant information and organizing it for later use.
• Identify the essential parts of an essay, including the introductory paragraph, thesis statement, body, topic sentences, and concluding paragraph, and recognize effective examples of each.
• Create an outline for a research paper with a thesis statement, topic sentences, and supporting research.
• Explain why sources should be carefully documented in a research paper.
INACOL Online Course Quality Standards
|Academic Content Standards and Assessments||Rating||Comments|
|The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.||Fully Met|
|The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.||Fully Met|
|The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.||Fully Met|
|Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.||Fully Met|
|Multiple learning resources and materials to increase student success are available to students before the course begins.||Fully Met|
|Course Overview and Introduction||Rating||Comments|
|Clear, complete course overview and syllabus are included in the course.||Fully Met|
|Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.||Fully Met|
|Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.||Fully Met|
|Legal and Acceptable Use Policies||Rating||Comments|
|The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.||Fully Met|
|Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.||Fully Met|
|Privacy policies are clearly stated.||Fully Met|
|Online instructor resources and notes are included.||Fully Met|
|Assessment and assignment answers and explanations are included.||Fully Met|
|Instructional and Audience Analysis||Rating||Comments|
|Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.||Fully Met|
|Course, Unit and Lesson Design||Rating||Comments|
|The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.||Fully Met|
|Instructional Strategies and Activities||Rating||Comments|
|The course instruction includes activities that engage students in active learning.||Fully Met|
|The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.||Fully Met|
|The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.||Fully Met|
|The course provides options for the instructor to adapt learning activities to accommodate students’ needs.||Fully Met|
|Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.||Fully Met|
|Communication and Interaction||Rating||Comments|
|The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.||Fully Met|
|The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.||Fully Met|
|The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.||Fully Met|
|Resources and Materials||Rating||Comments|
|Students have access to resources that enrich the course content.||Fully Met|
|Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.||Fully Met|
|The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.||Fully Met|
|Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.||Fully Met|
|Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.||Fully Met|
|Assessment Resources and Materials||Rating||Comments|
|Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.||Fully Met|
|Grading rubrics are provided to the instructor and may be shared with students.||Fully Met|
|The grading policy and practices are easy to understand.||Fully Met|
|The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.||Fully Met|
|The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.||Fully Met|
|Clear and consistent navigation is present throughout the course.||Fully Met|
|Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.||Fully Met|
|Technology Requirements and Interoperability||Rating||Comments|
|All technology requirements (including hardware, browser, software, etc...) are specified.||Fully Met|
|Prerequisite skills in the use of technology are identified.||Fully Met|
|The course uses content-specific tools and software appropriately.||Fully Met|
|The course is designed to meet internationally recognized interoperability standards.||Fully Met|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.||Fully Met|
|Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0).||Fully Met|
|Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).||Fully Met|
|Accessing Course Effectiveness||Rating||Comments|
|The course provider uses multiple ways of assessing course effectiveness.||Fully Met|
|The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.||Fully Met|
|The course is updated periodically to ensure that the content is current.||Fully Met|
|Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.||Fully Met|
|Instructor and Student Support||Rating||Comments|
|Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.||Fully Met|
|The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.||Fully Met|
|Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.||Fully Met|
|Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.||Fully Met|
|The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.||Fully Met|
|Students are offered an orientation for taking an online course before starting the coursework.||Fully Met|
Review Conducted By : Apex Learning
Date of Review : 08/15/2014
British Literature A
UNIT 1: MONSTERS AND HEROES
Lesson 1: The Monstrous Cyclops
Lesson 2: A Hero’s Story
Lesson 3: The Dimensions of the Monster
Lesson 4: Wrap-Up: Monsters and Heroes
UNIT 2: SINS AND CRIMES
Lesson 1: Chaucer
Lesson 2: Dante’s Inferno, Part I
Lesson 3: Dante’s Inferno, Part II
Lesson 4: Wrap-Up: Sins and Crimes
UNIT 3: THE TEMPEST
Lesson 1: Historical Context
Lesson 2: Language as Power
Lesson 3: Interpretations of The Tempest
Lesson 4: Wrap-Up: The Tempest
UNIT 4: SWIFT AND DEFOE
Lesson 1: Swift and Satire
Lesson 2: Robinson Crusoe, Part I
Lesson 3: Robinson Crusoe, Part II
Lesson 4: Wrap-Up: Swift and Defoe
UNIT 5: SEMESTER WRAP-UP
Lesson 1: Wrap Up
British Literature B
UNIT 6: FRANKENSTEIN
Lesson 1: Creating a Monster
Lesson 2: Conflicting Sides
Lesson 3: Monstrous Risks
Lesson 4: Wrap-Up: Frankenstein
UNIT 7: WORLD WAR II
Lesson 1: Winston Churchill
Lesson 2: Joseph Stalin
Lesson 3: Franklin Delano Roosevelt
Lesson 4: Wrap-Up: World War II
UNIT 8: THE COLONIZERS AND THE COLONIZED
Lesson 1: Reflections on Imperialism
Lesson 2: Surprising Perspectives
Lesson 3: Gender Imperialism
Lesson 4: Wrap-Up: The Colonizers and the Colonized
UNIT 9: THE MODERN AND THE MEDIA
Lesson 1: The Evolution of British Drama
Lesson 2: Media Perspectives
Lesson 3: Procedural and Informational Texts
Lesson 4: Wrap-Up: The Modern and the Media
UNIT 10: SEMESTER WRAP-UP
Lesson 1: Semester Wrap-Up
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Please check the calendar for the drop deadline for A2 Virtual+.||Please check the calendar for the completion deadline for A2 Virtual+.||Semester||08/17/2020||09/11/2020|
|Please check the calendar for the drop deadline for A2 Virtual+.||Please check the calendar for the completion deadline for A2 Virtual+.||Semester||11/09/2020||02/12/2021|
Students submit assignments and receive asynchronous feedback via a secure message center and online discussion boards. A2 Virtual+ online teachers respond to student questions within one school day, and grade and return student homework with meaningful formative feedback within three school days. A2 Virtual+ online teachers and guidance staff continually monitor student progress and reach out to students and local mentors if students appear to be struggling or off pace.
|School Year||Enrollment Count||Pass Count||Completion Rate||Notes|