The Correlation of

 

PLATO©

 

Curricula to

 

Arizona Academic Standards and Accountability

(AASA)

Social Studies (Adopted 3.27.00)



May 11, 2004


PLATO© Correlation to the Arizona Academic Standards and Accountability


INTRODUCTION

 

PLATO Learning Inc. combines PLATO© computer-assisted instruction into a flexible integrated learning system to enhance instructional effectiveness in education programs. This document identifies PLATO instructional activities that correlate to the Arizona Academic Standards and Accountability, Social Studies (Adopted 3.27.00), dated .URL: http://www.ade.state.az.us/standards/contentstandards.asp

It is recommended that instructors review the correlation in order to fine-tune the activity to fit their educational environment. Modules may be added or removed; Web sites and offline activities may also be incorporated to enhance the learning path.

The following PLATO courseware was used in this alignment:

Basic American History I: Pre-Columbian Years to Reconstruction
Basic American History II: Post-Civil War America to the Present
Projects for the Real World: Level I, Eighth Grade: Space Center
Projects for the Real World: Level I, Eighth Grade: Making a Video
Projects for the Real World: Level I, Eighth Grade: Trouble in Camelot
Projects for the Real World: Level I, Eighth Grade: Earning Money
Projects for the Real World: Level H, Seventh Grade: Maya Mystery
Projects for the Real World: Level H, Seventh Grade: Consumer Guide
Projects for the Real World: Level H, Seventh Grade: Medical Mixup
Projects for the Real World: Level H, Seventh Grade: All Kinds of Families
Projects for the Real World: Level G, Sixth Grade: Olympic Games
Projects for the Real World: Level G, Sixth Grade: Make TV Work for You
Projects for the Real World: Level G, Sixth Grade: Yellowstone Connection
Projects for the Real World: Level G, Sixth Grade: Volunteering
Projects for the Real World: Level F, Fifth Grade: Climbing Mt. McKinley
Projects for the Real World: Level F, Fifth Grade: Designing a Museum
Projects for the Real World: Level F, Fifth Grade: Food Bank
Projects for the Real World: Level F, Fifth Grade: School Proposal
Projects for the Real World: Level E, Fourth Grade: Desert Survival
Projects for the Real World: Level E, Fourth Grade: News Desk
Projects for the Real World: Level E, Fourth Grade: State Visitor's Center
Projects for the Real World: Level E, Fourth Grade: Home Health Detective
Projects for the Real World: Level D, Third Grade: Smart Shopper
Projects for the Real World: Level D, Third Grade: Endangered Animals
Projects for the Real World: Level D, Third Grade: Books & More
Projects for the Real World: Level D, Third Grade: The World of Insects
Projects for the Real World: Level D, Third Grade: Body
Projects for the Real World: Level D, Third Grade: Problem Solving



PLATO Learning, Inc. looks forward to supporting your initiatives in providing successful educational programs using PLATO© computer-based lessons.

Strand

Concept

Grade Level

Performance Objective

Section

Standard 1: History Students analyze the human experience through time, recognize the relationships of events and people, and interpret significant patterns, themes, ideas, beliefs, and turning points in Arizona, American, and world history.

3. ESSENTIALS (Grades 4-5) Students know and are able to do all of the above and the following:

1SS-E1. Understand and apply the basic tools of historical research, including chronology and how to collect, interpret, and employ information from historical materials. (Note: Historical research skills and analytical skills. These skills are to be learned and applied to the content standards for grades 4-5.)

PO 1. Place key events on a timeline and apply chronological terms correctly, including B.C.E. (B.C.), C.E. (A.D.), decade, century, and generation

Projects for the Real World: Level G, Sixth Grade: Yellowstone Connection
   ·What Class!
      ·1. The Order of Things

 

 

 

 

Projects for the Real World: Level G, Sixth Grade: Olympic Games
   ·From Then Till Now
      ·1. Sequencing Events

 

 

 

 

Basic American History II: Post-Civil War America to the Present
   ·Basic American History II: Time Line and Chronology

 

 

 

 

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Basic American History I: Timeline, Chronology Study and Development

 

 

 

PO 2. Identify primary and secondary sources historians use to construct an understanding of the past, using such sources as letters, diaries, newspaper articles, archaeological evidence, maps, and government records

Basic American History II: Post-Civil War America to the Present
   ·Basic American History II: Interpreting Source Documents

 

 

 

 

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Basic American History I: Interpreting Source Documents

 

 

 

 

   ·Basic American History I: Art Appreciation

 

 

 

PO 3. Interpret historical data in the form of simple graphs and tables

Basic American History II: Post-Civil War America to the Present
   ·Basic American History II: Time Line and Chronology

 

 

 

PO 4. Distinguish fact from fiction in historical novels and movies

PLATO Modules are not available for this learning expectation.

 

 

1SS-E2. Describe the legacy and cultures of prehistoric American Indians in Arizona, including the impact of, and adaptations to geography, with emphasis on: (FOCUS: Arizona)

PO 1. how archaeological and anthropological research gives us information about prehistoric people

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

PO 2. characteristics of hunter-gatherer societies, including their development of tools and adaptation to environments

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

 

   ·Basic American History I: Pre-Columbian Years to Reconstruction: Essay-Writing

 

 

 

PO 3. development of agriculture with the domestication of plants

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

PO 4. the distinctive cultures of the Anasazi, Hohokam, and Mogollon, including where they lived, their agriculture, housing, decorative arts, and trade networks

Basic American History II: Post-Civil War America to the Present
   ·Basic American History II: Art Appreciation

 

 

 

PO 5. how prehistoric cultures adapted to, and altered, their environment, including irrigation canals and housing

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Basic American History I: Pre-Columbian Years to Reconstruction: Essay-Writing

 

 

1SS-E3. Describe Spanish and Mexican colonization and economic, social, and political interactions with the first inhabitants of Arizona, with emphasis on: (FOCUS: Arizona)

PO 1. the location and cultural characteristics of the O'odham (Papagos and Pimas) and Apaches during the Spanish period

Basic American History II: Post-Civil War America to the Present
   ·Basic American History II: Art Appreciation

 

 

 

PO 2. the reasons for the early Spanish explorations, including those of Fray Marcos de Niza, Estevan, and Francisco Vasquez de Coronado

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 2: Spain Leads in Exploring and Colonizing New World (1492-1650)

 

 

 

 

   ·Basic American History I: Notable People

 

 

 

 

   ·Basic American History I: Maps

 

 

 

PO 3. the reasons for Spanish colonization, including the establishment of missions, presidios, and towns and impact on native inhabitants

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 2: Spain Leads in Exploring and Colonizing New World (1492-1650)

 

 

 

 

   ·Topic 3: The English Establish Thirteen Colonies in America (1607-1732)

 

 

 

 

   ·Basic American History I: Maps

 

 

 

PO 4. the contributions of Father Kino

PLATO Modules are not available for this learning expectation.

 

 

 

PO 5. the creation of unique, strongly held cultural identities from the Spanish and Indian heritage

PLATO Modules are not available for this learning expectation.

 

 

 

PO 6. the change of governance from Spain to Mexico

PLATO Modules are not available for this learning expectation.

 

 

1SS-E4. Describe the economic, social, and political life in the Arizona Territory and the legacy of various cultural groups to modern Arizona, with emphasis on: (FOCUS: Arizona)

PO 1. how Arizona became a part of the United States through the Mexican Cession and the Gadsden Purchase

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 12: Americans Move toward the Pacific (1803-1853)

 

 

 

 

   ·Basic American History I: Pre-Columbian Years to Reconstruction: Essay-Writing

 

 

 

PO 2. the conflict of cultures that occurred between newcomers and Arizona Indian groups, including the Indian Wars

Basic American History II: Post-Civil War America to the Present
   ·Topic 1: Indian Way of Life Ends as the West is Settled (1865-1890)

 

 

 

PO 3. the lives and contributions of various cultural and ethnic groups, including American Indians, Hispanics, and newcomers from the United States and other parts of the world

PLATO Modules are not available for this learning expectation.

 

 

 

PO 4. the importance and contributions of various occupations to the growing Arizona communities, including soldiers (Buffalo soldiers), miners, merchants, freighters, homemakers, ranchers, cowboys, farmers, and railroad workers

PLATO Modules are not available for this learning expectation.

 

 

1SS-E5. Describe the causes, course, and consequences of early European exploration of North America, with emphasis on: (FOCUS: American History from Discovery through the U.S. Constitution)

PO 1. the reasons for European exploration of the Americas

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 2: Spain Leads in Exploring and Colonizing New World (1492-1650)

 

 

 

 

   ·Topic 3: The English Establish Thirteen Colonies in America (1607-1732)

 

 

 

 

   ·Basic American History I: Notable People

 

 

 

 

   ·Basic American History I: Pre-Columbian Years to Reconstruction: Essay-Writing

 

 

 

 

   ·Basic American History I: Maps

 

 

 

PO 2. the characteristics and results of various European expeditions, including those of Christopher Columbus, John Cabot, Hernando Cortes, and Hernando de Soto

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 2: Spain Leads in Exploring and Colonizing New World (1492-1650)

 

 

 

 

   ·Topic 3: The English Establish Thirteen Colonies in America (1607-1732)

 

 

 

 

   ·Basic American History I: Notable People

 

 

 

 

   ·Basic American History I: Pre-Columbian Years to Reconstruction: Essay-Writing

 

 

 

 

   ·Basic American History I: Maps

 

 

 

PO 3. the political, economic, and social impact on the indigenous peoples

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 4: Colonial Life Brings Social Change to America (1607-1750)

 

 

1SS-E6. Describe the political, religious, and economic aspects of North American colonization, with emphasis on:

PO 1. the reasons for colonization, including religious freedom, desire for land, economic opportunity, and a new life

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 3: The English Establish Thirteen Colonies in America (1607-1732)

 

 

 

 

   ·Topic 4: Colonial Life Brings Social Change to America (1607-1750)

 

 

 

 

   ·Basic American History I: Pre-Columbian Years to Reconstruction: Essay-Writing

 

 

 

PO 2. the meaning and importance of the Mayflower Compact

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Basic American History I: Interpreting Source Documents

 

 

 

PO 3. the importance of the religious aspects of the earliest colonies in shaping the new nation and American principles

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 3: The English Establish Thirteen Colonies in America (1607-1732)

 

 

 

PO 4. key differences among the three colonial regions and the significance of key individuals who founded the colonies, including William Penn, Lord Baltimore, and Roger Williams

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 2: Spain Leads in Exploring and Colonizing New World (1492-1650)

 

 

 

 

   ·Topic 3: The English Establish Thirteen Colonies in America (1607-1732)

 

 

 

 

   ·Basic American History I: Notable People

 

 

 

PO 5. interactions between American Indians and European settlers, including the agricultural and cultural exchanges and alliances and reasons for, and the results of, the conflicts

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 3: The English Establish Thirteen Colonies in America (1607-1732)

 

 

 

 

   ·Topic 4: Colonial Life Brings Social Change to America (1607-1750)

 

 

 

PO 6. the introduction and institutionalization of slavery, including the slave trade in Africa and the Middle Passage

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 4: Colonial Life Brings Social Change to America (1607-1750)

 

 

 

 

   ·Topic 7: Americans Begin to Govern Themselves (1776-1787)

 

 

 

 

   ·Topic 13: North and South Become Increasingly Different (1830-1850)

 

 

 

 

   ·Topic 14: Sectional Anger Splits the Union Apart (1850-1861)

 

 

 

 

   ·Basic American History I: Pre-Columbian Years to Reconstruction: Essay-Writing

 

 

 

PO 7. the early representative government and democratic practices that emerged, including town meetings and colonial assemblies

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 4: Colonial Life Brings Social Change to America (1607-1750)

 

 

1SS-E7. Describe the causes, key individuals, and consequences of the American Revolution, with emphasis on:

PO 1. the causes, including the Tea Act, the Stamp Act, and the formation of the Sons of Liberty

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 5: British Laws Anger the Colonists (1651-1775)

 

 

 

 

   ·Topic 6: Patriots Win their War for Independence (1776-1783)

 

 

 

 

   ·Topic 7: Americans Begin to Govern Themselves (1776-1787)

 

 

 

 

   ·Basic American History I: Pre-Columbian Years to Reconstruction: Essay-Writing

 

 

 

PO 2. major turning points in the Revolutionary War and the importance of aid from France

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 5: British Laws Anger the Colonists (1651-1775)

 

 

 

 

   ·Topic 6: Patriots Win their War for Independence (1776-1783)

 

 

 

 

   ·Topic 7: Americans Begin to Govern Themselves (1776-1787)

 

 

 

 

   ·Basic American History I: Art Appreciation

 

 

 

 

   ·Basic American History I: Projects

 

 

 

PO 3. the influence of key personalities, including King George III, John Adams, Thomas Jefferson, George Washington, Patrick Henry, and Thomas Paine

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 6: Patriots Win their War for Independence (1776-1783)

 

 

 

 

   ·Topic 8: Americans Create the U.S. Constitution (1787-1788)

 

 

 

 

   ·Topic 9: Washington and Federalists Lead the New Nation (1789-1801)

 

 

 

 

   ·Basic American History I: Notable People

 

 

 

 

   ·Basic American History I: Art Appreciation

 

4. ESSENTIALS (Grades 6-8) Students know and are able to do all of the above and the following:

1SS-E10. Describe the geographic, political, economic, and social characteristics of the Aztecs, Mayas, and Mound Builders and their contributions to later civilizations, with emphasis on: (FOCUS: World History (Ancient Civilizations through the Age of Exploration))

PO 1. their locations, landforms, and climate, and their affect on the economies and trade systems

Projects for the Real World: Level H, Seventh Grade: Maya Mystery
   ·Team Up!
      ·1. The Ancient Maya

 

 

 

 

      ·2. Introducing…

 

 

 

 

      ·3. In the Middle

 

 

 

 

      ·4. Meet the Team

 

 

 

 

      ·5. What Should I Do?

 

 

 

 

   ·Made in Copan
      ·1. Mapping a Tomb

 

 

 

 

      ·2. Imports and Exports

 

 

 

 

      ·3. Latitude and Longitude

 

 

 

 

   ·Dots, Bars & Shells
      ·1. Maya Numbers

 

 

 

 

      ·2. Maya Dates

 

 

 

 

      ·3. Calendar Dates

 

 

 

 

   ·Books of Stone
      ·1. A Stone Forest

 

 

 

 

      ·2. Using Timelines

 

 

 

 

      ·3. Tables and Kings

 

 

 

 

   ·What's in a Bone?
      ·1. Graph and Compare

 

 

 

 

      ·2. Observe and Compare

 

 

 

 

   ·Maya Myths
      ·1. Reading Between Lines

 

 

 

 

      ·2. Give Them a Voice

 

 

 

 

      ·3. A Myth of Your Own

 

 

 

 

   ·Editor's Desk
      ·1. Edit a Myth

 

 

 

 

      ·2. Edit a Newspaper Article

 

 

 

 

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

 

   ·Topic 2: Spain Leads in Exploring and Colonizing New World (1492-1650)

 

 

 

 

   ·Basic American History I: Pre-Columbian Years to Reconstruction: Essay-Writing

 

 

 

PO 2. their forms of government

Projects for the Real World: Level H, Seventh Grade: Maya Mystery
   ·Team Up!
      ·1. The Ancient Maya

 

 

 

 

      ·2. Introducing…

 

 

 

 

      ·3. In the Middle

 

 

 

 

      ·4. Meet the Team

 

 

 

 

      ·5. What Should I Do?

 

 

 

 

   ·Made in Copan
      ·1. Mapping a Tomb

 

 

 

 

      ·2. Imports and Exports

 

 

 

 

      ·3. Latitude and Longitude

 

 

 

 

   ·Dots, Bars & Shells
      ·1. Maya Numbers

 

 

 

 

      ·2. Maya Dates

 

 

 

 

      ·3. Calendar Dates

 

 

 

 

   ·Books of Stone
      ·1. A Stone Forest

 

 

 

 

      ·2. Using Timelines

 

 

 

 

      ·3. Tables and Kings

 

 

 

 

   ·What's in a Bone?
      ·1. Graph and Compare

 

 

 

 

      ·2. Observe and Compare

 

 

 

 

   ·Maya Myths
      ·1. Reading Between Lines

 

 

 

 

      ·2. Give Them a Voice

 

 

 

 

      ·3. A Myth of Your Own

 

 

 

 

   ·Editor's Desk
      ·1. Edit a Myth

 

 

 

 

      ·2. Edit a Newspaper Article

 

 

 

 

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

 

   ·Topic 2: Spain Leads in Exploring and Colonizing New World (1492-1650)

 

 

 

PO 3. their traditions, customs and beliefs

Projects for the Real World: Level H, Seventh Grade: Maya Mystery
   ·Team Up!
      ·1. The Ancient Maya

 

 

 

 

      ·2. Introducing…

 

 

 

 

      ·3. In the Middle

 

 

 

 

      ·4. Meet the Team

 

 

 

 

      ·5. What Should I Do?

 

 

 

 

   ·Made in Copan
      ·1. Mapping a Tomb

 

 

 

 

      ·2. Imports and Exports

 

 

 

 

      ·3. Latitude and Longitude

 

 

 

 

   ·Dots, Bars & Shells
      ·1. Maya Numbers

 

 

 

 

      ·2. Maya Dates

 

 

 

 

      ·3. Calendar Dates

 

 

 

 

   ·Books of Stone
      ·1. A Stone Forest

 

 

 

 

      ·2. Using Timelines

 

 

 

 

      ·3. Tables and Kings

 

 

 

 

   ·What's in a Bone?
      ·1. Graph and Compare

 

 

 

 

      ·2. Observe and Compare

 

 

 

 

   ·Maya Myths
      ·1. Reading Between Lines

 

 

 

 

      ·2. Give Them a Voice

 

 

 

 

      ·3. A Myth of Your Own

 

 

 

 

   ·Editor's Desk
      ·1. Edit a Myth

 

 

 

 

      ·2. Edit a Newspaper Article

 

 

 

 

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

 

   ·Topic 2: Spain Leads in Exploring and Colonizing New World (1492-1650)

 

 

 

PO 4. the ways agriculture developed

Projects for the Real World: Level H, Seventh Grade: Maya Mystery
   ·Team Up!
      ·1. The Ancient Maya

 

 

 

 

      ·2. Introducing…

 

 

 

 

      ·3. In the Middle

 

 

 

 

      ·4. Meet the Team

 

 

 

 

      ·5. What Should I Do?

 

 

 

 

   ·Made in Copan
      ·1. Mapping a Tomb

 

 

 

 

      ·2. Imports and Exports

 

 

 

 

      ·3. Latitude and Longitude

 

 

 

 

   ·Dots, Bars & Shells
      ·1. Maya Numbers

 

 

 

 

      ·2. Maya Dates

 

 

 

 

      ·3. Calendar Dates

 

 

 

 

   ·Books of Stone
      ·1. A Stone Forest

 

 

 

 

      ·2. Using Timelines

 

 

 

 

      ·3. Tables and Kings

 

 

 

 

   ·What's in a Bone?
      ·1. Graph and Compare

 

 

 

 

      ·2. Observe and Compare

 

 

 

 

   ·Maya Myths
      ·1. Reading Between Lines

 

 

 

 

      ·2. Give Them a Voice

 

 

 

 

      ·3. A Myth of Your Own

 

 

 

 

   ·Editor's Desk
      ·1. Edit a Myth

 

 

 

 

      ·2. Edit a Newspaper Article

 

 

 

 

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

 

   ·Topic 2: Spain Leads in Exploring and Colonizing New World (1492-1650)

 

 

 

PO 5. the cultural and scientific contributions, including advances in astronomy, mathematics, and architecture; artistic and oral traditions; and development of writing systems and calendars

PLATO Modules are not available for this learning expectation.

 

 

1SS-E11. Describe the major religions, including Hinduism, Buddhism, Judaism, Christianity, and Islam, with emphasis on: (FOCUS: World History (Ancient Civilizations through the Age of Exploration))

PO 1. their geographic origins

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

PO 2. the founding leaders and their teachings

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Basic American History I: Notable People

 

 

 

PO 3. their traditions, customs, and beliefs

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

1SS-E12. Describe the geographic, political, economic, and social characteristics of the Ancient Greek and Roman civilizations and their enduring impact on later civilizations, with emphasis on: (FOCUS: World History (Ancient Civilizations through the Age of Exploration))

PO 1. the influence of the geography of the Mediterranean on the development and expansion of the civilizations

PLATO Modules are not available for this learning expectation.

 

 

 

PO 2. the development of concepts of government and citizenship, specifically democracy, republics, and codification of law

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

PO 3. scientific and cultural advancements, including networks of roads, aqueducts, art and architecture, literature and theatre, mathematics, and philosophy

Projects for the Real World: Level G, Sixth Grade: Olympic Games
   ·From Then Till Now
      ·1. Sequencing Events

 

 

 

 

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

PO 4. the contributions and roles of key figures, including Socrates, Alexander the Great, Cleopatra, Julius Caesar, and Augustus

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Basic American History I: Notable People

 

 

1SS-E13. Describe the political and economic events and the social and geographic characteristics of Medieval European life and their enduring impacts on later civilizations, with emphasis on: (FOCUS: World History (Ancient Civilizations through the Age of Exploration))

PO 1. the creation and expansion of the Byzantine empire and the reasons for the fall of Rome

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

PO 2. the new forms of government, feudalism, and the beginning of limited government with the Magna Carta

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

PO 3. the role of the Roman Catholic church and its monasteries, including the affect on education and the arts

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

PO 4. the Crusades, including how they helped to introduce Muslim ideas and products to Europe

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 1: Early People Lay Foundation of American Culture (before 1492)

 

 

 

PO 5. the impact of the Black Plague, including how it contributed to an end to the feudal system

PLATO Modules are not available for this learning expectation.

 

 

 

PO 6. contributions and roles of key figures, including Charlemagne, Joan of Arc, and Marco Polo

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Basic American History I: Notable People

 

 

1SS-E14. Describe how the Renaissance and Reformation influenced education, art, religion, and government in Europe, with emphasis on: (FOCUS: World History (Ancient Civilizations through the Age of Exploration))

PO 1. the revival of classical learning and humanism

Basic American History I: Pre-Columbian Years to Reconstruction
   ·Topic 2: Spain Leads in Exploring and Colonizing New World (1492-1650)