€¦ · Web viewCamus, Albert. The Stranger. New ... This modern classic addresses themes of truth, justice, and reason in the modern world. CLASS …

Course Instructor: Mr. Souchek New Caney High School / Room [email protected](281) 577-2800

AP Seminar Course SyllabusCOURSE DESCRIPTION: AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. The course aims to empower students with the ability to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.

THEMATIC ELEMENTS: The overarching topic of this course is “Philosophical Foundations”, with specific units focusing on aesthetics, platonic theory, politics and power, social control, economics, social philosophy, existence, and justice. For specific details on units, see “AP Seminar Curriculum Content Map” [CR1]

GOALS: The AP Capstone program aims to empower students by:

engaging them with rigorous college-level curricula focused on the skills necessary for successful college completion;

extending their abilities to synthesize information from multiple perspectives and apply skills in new situations and cross-curricular contexts;

enabling them to collect and analyze information with accuracy and precision; cultivating their abilities to craft, communicate, and define evidence-based arguments; and providing opportunities for them to practice disciplined and scholarly research skills while exploring

relevant topics that appeal to their interests and curiosity

INSTRUCTIONAL RESOURCES: For the sake of cost efficiency, nearly all sources and resources will be provided by the teacher in digital form. One text will be required for purchase, the citation and cover image follows:

Camus, Albert. The Stranger. New York, NY, Vintage, 1942.ISBN-13: 978-0679720201

Brief Synopsis: Meursault is a man whom faith makes a murderer. However, in the eyes of those around him, he committed an equally grave crime when he did not cry during his mother’s funeral. When a disturbing event occurs, his past actions are brought against him. This modern classic addresses themes of truth, justice, and reason in the modern world.

CLASS REQUIREMENTS, EXPECTATIONS, AND POLICIES: In order to achieve success in this course, students must abide by the following requirements:

1. Attendance: In addition to the district policies outlined in the student handbook, attendance to course lectures and class is required. Of course, absences do occur, but it is the student’s sole responsibility to speak with the instructor and plan to make up work missed in class. As per policy, the student will be given one class period per absence before work may be deemed as “late”.

2. Preparedness: Students must come to class everyday with the following:a. Reading and writing materials for each lesson

b. Fully charged Chromebook or other equally capable computation devicec. An open mind

3. Technology: As outlined above, this class will require a significant amount of technology. This is a research course, and as a result, digital access to databases and other online resources is an absolute must.

4. Assessment: The premise for Advanced Placement coursework is to provide a rigorous college level experience at the high school level. For this reason, NO late work will be accepted after the assigned due date, without expressed consent by the instructor. For more information on the attendance policy, reference the student handbook.

The following assessments will be used in calculating the student’s overall grade:First Semester:

Reading outlines/ Annotated bibliography Argument analysis Online discussion boards and responses Essays Reflections Practice AP Seminar Tasks Practice AP Seminar Exams

Second Semester: AP Assessment Tasks*:

Team Project and Presentation (Weight: 20%)o Individual Research Report (IRR)o Team Multimedia Present and Defense (TMP)

Individual Research-Based Essay and Presentation (Weight: 35%)o Individual Written Argument (IWA)o Individual Multimedia Presentation (IMP)o Oral Defense

End-of-Course Exam (Weight: 45%)o Analyze an argumento Construct an evidence based argument

*Note on assessments: The second semester assessment weight is determined and dictated by College Board and is non-negotiable. In addition to the College Board Assessment Standards for this course, the instructor will adhere to all district policies, including the Major/Daily grade split of 60%/40%

5. Class Participation: Students must come prepared to participate actively in discussions, both online and in class. Based on each week’s tasks, students write a brief commentary (one to two paragraphs) that addresses the key questions for the week. Evaluation will be based on how student participation (comments, ideas, and questions) helped to enhance and/or advance our overall collective understanding through critical discussion and listening.

The following criteria will be used to assign the participation component of the student’s overall grade:

A: Highly Effective Participant: Near perfect attendance; insightful questions and comments; clearly completes the reading and goes beyond by introducing other relevant material.

B: Consistent Participant: Good attendance; thoughtful questions and comments; clearly completes the reading.

C: Occasional Participant: Regular attendance; sporadic involvement in discussions that is often based on personal opinion, rather than analysis of class material.

D: Observer: Regular attendance, but does not get involved in class discussions.

F: Occasional Observer: Sporadic attendance; no participation in class.

6. Notetaking/Annotated Bibliography: As is standard in all college-level courses, notetaking is imperative, and as is expected. Although student’s personal notes will not be graded, they will be required to submit completion checks of an ongoing annotated bibliography of all assigned course readings.

7. AP Policy on Plagiarism: According to the College Board: A student or team of students who fails to acknowledge (i.e., through citation, through attribution, by reference, and/or through acknowledgment in a bibliographic entry) the source or author of any and all information or evidence taken from the work of someone else will receive a score of zero on that particular component of the AP Seminar and/or AP Research assessment*. [CR4]

*Note: Please be aware, there are limitations to the kinds of help the students can receive for the assessments submitted to College Board, starting in January. Crafting of questions, researching, drafting, editing, revising –are all to be completed by the students themselves-. No outside editors/assistants/assistance or research providers are permitted. Any of the aforementioned unauthorized assistance will be reported to the College Board, and may result in academic invalidation.

AP Seminar Curriculum Content MapSemester I

Unit 1: The Origin of Thought and ArgumentLenses: Artistic and Philosophical

Learning Objective(s): LO 1.1A, LO 1.2A, LO 1.4A, LO 1.5A, LO 2.1A, LO 2.2B, LO 2.2C, LO 2.3A, LO 2.3B, LO 3.1A, LO 3.2A, LO 5.1C, LO 5.1E, LO 5.2A, LO 5.2B

Essential Knowledge: EK 1.1A1, EK 1.1B2, EK 1.2A1, EK 1.2A2, EK 1.2A3, EK 1.3A1, EK 1.4A1, EK 1.4A2, EK 1.4A3, EK 2.1A1, EK 2.1A2, EK 2.1A3, EK 2.1A4, EK 2.1B1, EK 2.1B2, EK 2.2A1, EK 2.2A2, EK 2.2A3, EK 2.2A4, EK 2.2A5, EK 2.2B1, EK 2.2B2, EK 2.2B3, EK 2.2B4, EK 2.2B5, EK 2.2B6, EK 2.2C1, EK 2.3A1, EK 2.3B1, EK 3.1A1, EK 3.1A2, EK 3.2A1, EK 3.2A2, EK 4.1A1, EK 4.1A2, EK 4.1A3, EK 4.1A4, EK 4.1A5, EK 4.1A6, EK 4.1A7, EK 4.3A1, EK 4.2A2, EK 4.2A3, EK 4.2A4, EK 4.2B1, EK 4.3A4, EK 4.3A2, EK 5.1B1, EK 5.1B2, EK 5.1B4, EK 5.1C1, EK 5.1C2, EK 5.1C3, EK 5.2A1, EK 5.2B2, EK 5.2B3

Unit Description: In this unit, the student will be introduced to the course and its applicable policies and expectations through a study of ancient Greek philosophy. They will be fully acquainted with the QUEST model of inquiry, and the Big Idea concepts of the AP Capstone program. Also in this unit, students will analyze and interpret the thoughts and intentions of Plato and Aristotle, making relevant connections of how the ancient thinkers have influenced modern thought.

Major Questions:

1. What is the impact and importance of learning philosophy? 2. How does our perspective change our perception of a work of art?3. What do I want to learn, know, or understand?4. What is the author’s main idea, and what reasoning does the author use to support

it? 5. How do others see problems differently, and what factors determine perspective?

[CR1]6. What determines an object’s beauty?7. Why does the author view the issue this way?8. How can Plato’s “Allegory of the Cave” be applied to a modern perspective?9. What is plagiarism and how can it be avoided?10. What makes a strong research question?

Big Idea: Question and Explore [CR2b], Evaluate Multiple Perspectives [CR2e]

Assessments:

1. Icebreaker activity: Two truths and a liea. Students get to know each other by presenting two truths and one lie to each

other.2. Annotated bibliography set up

a. Throughout the year students will be expected to maintain an ongoing document, known as an annotated bibliography. The first entries will be teacher guided.

3. Annotated bibliography entry

a. First entry in to annotated bibliography, covering this week’s primary and secondary readings.

4. Costas’s Levels of Questioninga. Students will become acquainted with Costas’s Levels of Questioning by creating

tiered questions in response to a piece of artworkb. See also: OPTIC exercise.

5. Quest Framework Explorationa. Introduction to the “Big Ideas” of the curriculum by allowing students to explore

how the different ideas relate to the world around them and the natural process of discovery and research.

6. Plagiarism identification practice [CR4]a. Students will be taught to identify weak, strong, and plagiarized resources and

will be able to fully identify the elements that determine the validity of an article.

7. Canvas discussion board posts and responsesa. Weekly discussion board posts in Canvas related to unit content. b. See: Major Questions above.

8. OPTIC exercisea. Students will employ the OPTIC Method of analyzing a piece of visual media to a

variety of photographs in order to become acquainting with the visual analysis process.

9. Question Refinerya. Students will be instructed on the proper techniques of suitable research

question formulation by an interrogative method of reflection. Students must analyze base questions to identify complex undertones and include them as they build a unique research question, from a broad topic to a narrow perspective.

10. Critical application essaya. Students will create an original academic essay in which they apply the primary

texts and their main ideas to an abstract element of society. b. This essay can be over a piece of art, a political situation, religious movement,

etc.c. The student will critique the logic and thought processing of the thinker

assigned, while bringing in outside academic sources to support their claims.

Unit 2: The Will to Power and DominateLenses: Ethical, Political and Historical

Learning Objective(s) Essential Knowledge, All previous Objectives and: LO 1.1B, LO 1.3A, LO 2.1B, LO 2.2A, LO 4.1A, LO 4.2A, LO 4.2B, LO 4.3A, LO 4.4A, LO 5.1B, LO 5.3A,

EK 1.1B1, EK 1.3A2, EK 1.3A3, EK 1.5A1, EK 4.1A8, EK 4.1A9, EK 4.2A1, EK 4.3A1, EK 4.3A3, EK 4.3A4, EK 4.3A5, EK 4.4A1, EK 5.1A1, EK 5.1A2, EK 5.1B3, EK 5.3A1, EK 5.3A2

Unit Description: Building on the foundations of Unit 1, this unit will explore philosophy and how it applies to politics and the concept of domination. Topics explored in depth: Friedrich Nietzsche’s “The Will to Power”, political greed, Machiavellianism, the slave and master moralities, and ethics in relation to politics and diplomacy.

Major Questions:

1. According to Nietzsche, what is “free will”?2. In what modern instances can we apply the concept of “the will to power?3. According to Machiavelli, how should a great leader run his nation?4. In relation to politics and diplomacy, is there any right or wrong?5. If Nietzsche could critique the Holocaust, do you feel he would condone or condemn

Hitler’s actions?6. Human trafficking is a major issue facing the world. How can the slave and master

morality be applied to this major issue?7. In what ways can we see Machiavellianism in current political relations?8. How does propaganda and visual arts alter perspectives? 9. Is all art propaganda? [CR3]

Big Idea: Understand and Analyze [CR2c], Synthesize Ideas [CR2e]

Assessments:

1. Critical application essaya. Students will create an original academic essay in which they apply the primary

texts and their main ideas to an abstract element of society. b. This essay can be over a piece of art, a political situation, religious movement,

etc.c. The student will critique the logic and thought processing of the thinker

assigned, while bringing in outside academic sources to support their claims. 2. Art analysis [CR3]

a. Students will present in small groups the aesthetic elements of a piece of art, with specific care as to how the art piece is a product of the climate and community in which it was produced.

b. Students will assess the art piece as an argumentative tool, analyzing how the piece makes a statement assessing the bias and claims that the artist is making

3. Annotated bibliography entrya. First entry in to annotated bibliography, covering this week’s primary and

secondary readings.

4. Argument Workshopa. The workshop is designed to help students analyze an argument at a deep

rhetorical level by understanding the different perspective approach and the fundamental elements of an argument. The workshop is designed to increase in rigor as the practical parts progress further into the workshop. Student work will culminate into an individual investigative research paper based on student inspiration ascertained from the scaffolded source material provided by the instructor.

5. Authenticating Sources: RAVEN Workshopa. Students will learn how to use the RAVEN method to evaluate the reliability and

credibility of sources, both print and online through an extensive workshop designed to scaffold the process by preselecting articles that exhibit a clearly identifiable feature to be identified via the RAVEN process

6. MLA & Works Citeda. Students will review the concepts of academic writing styles and practice

structuring their writing for MLA standards through the use of various worksheets and locating MLA resources such as Purdue’s OWL.

b. Students will understand the importance of correct citations in scholarly work by identifying correct and incorrect use of in-text citations and the importance of a works cited (bibliography) attached to scholarly work to properly credit resources.


Unit 3: The Philosophy of EconomicsLenses: Economic, Scientific, Environmental

Learning Objective(s) Essential Knowledge All Previous Objectives and: LO 4.5A, LO 5.1A, LO 5.1D, LO 5.3B,

EK 4.5A1, EK 5.1D1, EK 5.1E1, EK 5.2A1, EK 5.2B1, EK 5.2B4, EK 5.3B1

Unit Description: In this unit, students will be exposed to the major global issues of economics and climate change, with a specific focus on the works of Ayn Rand and Karl Marx. The social and economic philosophies present a specific view that is often counterintuitive to modern American culture, and will be examined in close relation to how economics of one can affect the world as a whole.

Major Questions:

1. Karl Marx predicted the emergence of communism in countries where capitalism is at its most advanced stage. Instead, communism won in a backwards agrarian country, Russia. Give several reasons why communists were not successful in Western Europe. Why were they more successful in Russia?

2. According to Ayn Rand, what are the major issues of capitalism?3. What is the idea of a utopian society? Is it possible live in such a place?4. In what ways do the economic decisions of major nations affect the makeup of the

earth itself?5. Could communism ever work in a multi-cultural (melting pot) society?6. Why do many advanced societies focus on wealth as a measurement of success and

control? What other elements of life are at the center? Consider primitive cultures when addressing this question.

7. What are the various types of economic policies found in the world today?

Big Idea: Synthesize Ideas [CR2e], Team Transform Transmit [CR2f-h]

Assessments:1. Socratic Seminar

a. Students will be provided with a list of discussion questions that must be researched and well-founded to be defended in a Socratic seminar. Students will be given several aspects and angles in relation to the questions, thus, there will be little time for agreement.

2. PSA (PT1 Practice) [CR5]a. Students will work in small groups in order to identify a common concern of their

school body. The group must then craft a complex research question to adopt and begin conducting scholarly research on how best to address the identified concern. Students will be responsible for creating a 60 to 90 second PSA, that will be screened and critiqued by the class.

b. As is found in the assessment of Performance Task 1, the students will be asked direct questions about the process and applications of the project itself (oral defense component)

c. Students will address the issue through a variety of perspectives and include how the chosen perspectives are significant to the understanding of the issue. [Cr2d

3. PSA Critiquea. Students will provide productive and constructive critical feedback to their assigned

peer’s presentation.b. This assignment is to be seen as practice for the first major assessment, so

understanding the requirements is a critical component.c. Critiques will include rubric grades and justifications for each student’s participation

in the project.4. PT1 Rubric Overview

a. Discussion and formative assignment of the requirements of the rubric for Performance Task 1


6. Annotated bibliography entrya. Entry in to annotated bibliography, covering this week’s primary and secondary

readings.7. Argument Analysis Essay

a. Building off of the foundations of the Argument Workshop, the student will find two articles that present opposing viewpoints of a global issue.

b. Analyze the argument for its thesis, line of reasoning and evaluate its effectiveness.

Unit 4: The Crisis of ExistenceLenses: Cultural and Social, Futuristic

Objectives: All previous objectives will be included in this unit in preparation for the Performance Tasks as well as the AP Seminar proctored examination.

Essential Knowledge: All prior EK reviewed.

Unit Description: This unit will integrate a literary focus in to the course, with a reading of Albert Camus’s novel The Stranger. The philosophical focus for this unit will be on the notions of existence and a close examination of the social elements that threaten our existence. Also in this unit, students will analyze philosophical texts and how they strive to achieve a humanistic approach to life itself.

Major Questions:

1. Is there such thing as justice in the existential viewpoint?2. Sartre and Camus’s viewpoints are often regarded as bleak. How is existentialism an

optimistic philosophy?3. In what ways can our actions determine justice?4. What elements of cultural and social norms decide right and wrong?5. Is there such thing as universal justice?6. How can the conclusions presented in The Stranger be applied to the future of the

world?7. In your opinion, how would Camus respond to the current events we have seen in

the past year?

Big Idea: Question and Explore [CR2b], Evaluate Multiple Perspectives [CR2e], Team Transform and Transmit [CR2f-h]

Assessments:

1. Miniature Exhibitiona. Students will create an individual essay and presentation following the guidelines of

Performance Task 2. b. Students will individually select a real-world social issue and form a research question in

order to create a presentation and essay c. Students will integrate a variety of source material to form a logical stance on the issue

while addressing opposing viewpoints, and addressing the issue from a multitude of perspectives. [CR2d]

d. Students will include the following in their argument:i. Historical overview

ii. Opposing viewpointsiii. Proposed resolutions on

1. Local scale2. Global scale

2. Global Issue Essaya. As a supplement to the miniature exhibition (mock PT2), students will submit an essay

presenting their findings in a formal medium, MLA formatted, no less than 800 words.3. Mini-Exhibition critique

a. Students will be assigned to critique and provide constructive feedback for two of the mini-exhibition presentations and essays

4. PT2 Rubric Overviewa. Discussion and formative assignment of the requirements of the rubric for Performance

Task 25. Canvas discussion board posts and responses

a. Weekly discussion board posts in Canvas related to unit content. b. See: Major Questions above.

6. Annotated bibliography entrya. Entry in to annotated bibliography, covering this week’s primary and secondary

readings.7. Finalization of annotated bibliography

a. Complete annotated bibliography and submit

Semester IIUnit 5: Performance Task 1

Unit Overview: This unit will have the students focus on the completion of Task 1 for the AP Seminar Score. Once the students are reminded of the parameters of the task, the instructor will focus on facilitating a productive academic environment as the groups and individuals set about their given tasks. Particular focus will be given on the stimulus materials once they are released by College Board to help facilitate a productive academic environment.

Task 1 Components:• Individual Research Report (1200 words) – 50% of the 20% for the AP Seminar Score• Team Multimedia Presentation and Defense (8–10 minutes, plus defense questions) – 50% of

the 20% for the AP Seminar Score

Task OverviewStudents work in teams of three to five to identify, investigate, and analyze an academic or real-world problem or issue. Each team designs and/or considers options and evaluates alternatives; develops a multimedia presentation to present the argument for their proposed solution or resolution; and provides a defense to questions posed by the teacher.

Task GuidelinesIn this project, three to five students collaborate as a team to identify a problem or issue (e.g., local, national, global, academic/theoretical/philosophical). Each team develops a team research question and conducts preliminary research. They identify approaches, perspectives, or lenses and divide responsibilities among themselves for individual research that will address the team’s research question.Individually, students investigate their assigned approach, perspectives, or lens on the issue or topic of the team research question. Each student presents his or her findings and analysis to the group in a well-written individual report that:

▶ identifies the area of investigation and its relationship to the overall problem or issue;▶ summarizes, explains, analyzes, and evaluates the main ideas and reasoning in the chosen sources;▶ identifies, compares, and interprets a range of perspectives about the problem or issue; and▶ cites all sources used and includes a list of works cited or bibliography.

Working collaboratively, the team considers all of the research and analyses from individual team members for the purpose of proposing one or more solutions or resolutions. The team:

▶ collaboratively synthesizes and evaluates individual findings and perspectives to create a collective understanding of different approaches to the problem or issue;▶ considers potential solutions or resolutions and conducts additional research in order to evaluate different solutions within the context of the problem; and▶ proposes one or more solutions or resolutions and prepares an argument to support their proposal.

The team develops an 8–10 minute presentation that presents a convincing argument for the proposed solutions or recommendations. The team should ensure the claims made are supported by evidence and that they have considered different perspectives and the limitations and implications of their proposed solutions or recommendations. The presentation and the media used to enhance the presentation

should consider audience, context, and purpose. Teachers should collect presentation media from all teams in the school’s AP Seminar course(s) before any team actually delivers the oral presentation. Following the presentation, the team will defend its argument, with each student responding to a question posed by the teacher. Each team member should be prepared to answer questions about any part of the presentation.

Unit Assessments● Minor

o Research Deadline Checklists▪ Deadlines will be set and altered as needed to ensure timely work of groups and

individuals.o RAVEN Checks

▪ Periodic RAVEN checks will be instituted to provide students an opportunity to check the validity of their resources.

o World Café Activities▪ Students will present findings of their research to classmates, who will in turn

share their ideas, concerns, questions, and comments with the presenters. Charts will be made of the knowledge and posted for group and self-reflections.

o Reading Quizzes▪ Reading quizzes will reinforce time management skills to ensure students have

read required materials and stimulus packets.● Major

o Annotated Bibliography▪ Annotated Bibliographies must be supplied to provide students an opportunity

to assess their resources usefulness.o Consultant Contract

▪ Each group will be required to adopt a consultant whom they will keep in contact with and be offered academic advice and guidance for their research project.

o Argument Analysis Test▪ In-Class assessments over rhetorical analysis skills will be administered

periodically to ensure students understand the fundamentals of argumentation.o Socratic Seminars

▪ Socratic Seminars will be scheduled for students to discuss released stimulus materials.

o Self-Reflection▪ Students will engage themselves in a process of reflection by accounting for

their work and participation at the end of the Task 1. The guided reflection process will help the students identify their areas of strengths and weaknesses, which will in turn be used to help the students come up with their own self-affirmation declarations in Unit 5.

Unit Resources• Class Textbook Readings from Everything’s an Argument and The Bedford Researcher• Library Catalog & Databases• UCSB McNair Research Presentation Instructional Material

http://mcnair.ucsb.edu/documents/HowtoCreateaResearchPresentation_000.pdf• Michigan State University, “How to Prepare an Oral Research Presentation”

https://www.youtube.com/watch?v=LzIJFD-ddoI

• Presentation, Lucia Dettori “Research Talk 101”• AP Capstone Stimulus Materials

Unit 6: Performance Task 2Unit Overview: This unit will have the students focus on the completion of Task 2 for the AP Seminar Score. Once the students are reminded of the parameters of the task, the instructor will focus on facilitating a productive academic environment and provide an opportunity to examine the released stimulus materials. The unit will begin on the week of February the 27 th and run until the week of April the 3rd. Particular focus will be on keeping students on task and self-motivated for meeting self-set deadlines towards the end of the task.

Task 2 Components:• Individual Written Argument (2,000 words) – 70% of the 35% for the AP Seminar Score• Individual Multimedia Presentation (6–8 minutes) – 20% of the 35% for the AP Seminar Score• Oral Defense (two questions from the teacher) – 10% of the 35% for the AP Seminar Score

Task OverviewThe College Board’s AP Program will annually release cross-curricular stimulus material (texts) representing a range of perspectives focused on a single theme. Students will read and analyze the texts to identify thematic connections among them and possible areas for inquiry; compose a research question of their own; conduct research; analyze, evaluate, and select evidence to develop an argument; and present and defend their conclusions. The final paper must incorporate at least one of the provided sources.

Task GuidelinesTeachers must ensure that students will have at least 30 school days to complete this project upon distribution of the stimulus materials. Students must be given at least 30 school days to complete their research, compose their essays, and develop their presentations. Student presentations must be scheduled after the 30-day window.

Teachers engage students in discussions of emerging issues from the cross-curricular stimulus material supplied by the College Board. Materials are released on or about January 2 of each year, and students must address the current year’s stimulus material in their written responses.

Students read and analyze the provided stimulus materials to identify thematic connections among the sources and possible areas for inquiry. They compose a research question prompted by their analysis of the stimulus materials. They then gather additional information through research; analyze, evaluate, and select evidence; and develop a logical, well-reasoned argument of 2,000 words. The final paper must refer to and incorporate at least one of the sources provided.

Students must avoid plagiarism by acknowledging, attributing, and/or citing sources throughout the paper and including a bibliography (see the AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information).

Students each develop a 6–8 minute presentation using appropriate media and present it to an audience of their peers. This presentation is an opportunity for students to present their conclusions by building arguments that convey their perspectives.

The presentations should use the evidence to support students’ own arguments and situate their perspectives in their larger contexts rather than merely summarizing student research. Finally, students

defend their research process, use of evidence, and conclusion through oral responses to two questions asked by the teacher.


o Research Deadline Checklists▪ Deadlines will be set and altered as needed to ensure timely work of students.

o RAVEN Checks▪ Periodic RAVEN checks will be instituted to provide students an opportunity to

check the validity of their resources.o Reading Quizzes

▪ Reading quizzes will reinforce time management skills to ensure students have read required materials and stimulus packets.

o Online Discussion Board Postings▪ Students will be required to post in an online discussion board over assigned

material in class.o Self-Affirmation Declaration

▪ This assignment will be given at the beginning of Task 2 to procure a sense of self-discipline from the student by asking them to identify their concerns with their coming independent project, along with plans for addressing the aforementioned concerns that were identified at the end of the Task 1 Reflection Process.

● Majoro Annotated Bibliography

▪ Annotated Bibliographies must be supplied to provide students an opportunity to assess their resources usefulness.

o Consultant Contract▪ Each group will be required to adopt a consultant whom they will keep in

contact with and be offered academic advice and guidance for their research project.




Unit Resources• Class Textbook Readings from Everything’s an Argument and The Bedford Researcher• AP Capstone Stimulus Materials

Unit 6: Performance Task 2Unit Overview: This unit will have the students focus on the completion of Task 2 for the AP Seminar Score. Once the students are reminded of the parameters of the task, the instructor will focus on facilitating a productive academic environment and provide an opportunity to examine the released stimulus materials. The unit will begin on the week of February the 27 th and run until the week of April the 3rd. Particular focus will be on keeping students on task and self-motivated for meeting self-set deadlines towards the end of the task.

Task 2 Components:

• Individual Written Argument (2,000 words) – 70% of the 35% for the AP Seminar Score• Individual Multimedia Presentation (6–8 minutes) – 20% of the 35% for the AP Seminar Score• Oral Defense (two questions from the teacher) – 10% of the 35% for the AP Seminar Score

Task Overview

The College Board’s AP Program will annually release cross-curricular stimulus material (texts) representing a range of perspectives focused on a single theme. Students will read and analyze the texts to identify thematic connections among them and possible areas for inquiry; compose a research question of their own; conduct research; analyze, evaluate, and select evidence to develop an argument; and present and defend their conclusions. The final paper must incorporate at least one of the provided sources.

Task Guidelines

Teachers must ensure that students will have at least 30 school days to complete this project upon distribution of the stimulus materials. Students must be given at least 30 school days to complete their research, compose their essays, and develop their presentations. Student presentations must be scheduled after the 30-day window.

Teachers engage students in discussions of emerging issues from the cross-curricular stimulus material supplied by the College Board. Materials are released on or about January 2 of each year, and students must address the current year’s stimulus material in their written responses.

Students read and analyze the provided stimulus materials to identify thematic connections among the sources and possible areas for inquiry. They compose a research question prompted by their analysis of the stimulus materials. They then gather additional information through research; analyze, evaluate, and select evidence; and develop a logical, well-reasoned argument of 2,000 words. The final paper must refer to and incorporate at least one of the sources provided.

Students must avoid plagiarism by acknowledging, attributing, and/or citing sources throughout the paper and including a bibliography (see the AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information).Students each develop a 6–8 minute presentation using appropriate media and present it to an audience of their peers. This presentation is an opportunity for students to present their conclusions by building arguments that convey their perspectives.

The presentations should use the evidence to support students’ own arguments and situate their perspectives in their larger contexts rather than merely summarizing student research. Finally, students defend their research process, use of evidence, and conclusion through oral responses to two questions asked by the teacher.


o Research Deadline Checklists▪ Deadlines will be set and altered as needed to ensure timely work of students.

o RAVEN Checks▪ Periodic RAVEN checks will be instituted to provide students an opportunity to

check the validity of their resources.o Reading Quizzes

▪ Reading quizzes will reinforce time management skills to ensure students have read required materials and stimulus packets.


material in class.o Self-Affirmation Declaration

▪ This assignment will be given at the beginning of Task 2 to procure a sense of self-discipline from the student by asking them to identify their concerns with their coming independent project, along with plans for addressing the aforementioned concerns that were identified at the end of the Task 1 Reflection Process.

● Majoro Annotated Bibliography

▪ Annotated Bibliographies must be supplied to provide students an opportunity to assess their resources usefulness.

o Consultant Contract▪ Each group will be required to adopt a consultant whom they will keep in

contact with and be offered academic advice and guidance for their research project.




Unit Resources

• Class Textbook Readings from Everything’s an Argument and The Bedford Researcher• AP Capstone Stimulus Materials

Unit 7: End of Course Exam PrepUnit Overview: Students will be given all necessary information and support to insure they have every opportunity to make outstanding scores on their AP Exams and prepare them for the AP Research course. During this time, activities, which students will engage in, will also be utilized for district formative and summative assessments. Students will be prepared to take the EOC exam on May 8th.

Task ComponentsPart A: Suggested time: 30 minutesOne source provided

Students are asked to analyze an argument using evidence.1. Identify the author’s argument, main idea, or thesis.

2. Explain the author’s line of reasoning by identifying the claims used to build the argument and the connections between them.

3. Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.

Part BSuggested time: 90 minutesFour sources provided

Students are asked to build their own arguments using at least two of the four provided sources. Each of the four sources will explore a common theme through a different lens, allowing multiple entry points for students to approach the topic.

Read the four sources carefully, focusing on a theme or issue that connects them and the different perspective each represents.

Then, write a logically organized, well-reasoned, and well-written argument that presents your own perspective on the theme or issue you identified. You must incorporate at least two of the sources provided and link the claims in your argument to supporting evidence. You may also use the other provided sources or draw upon your own knowledge. In your response, refer to the provided sources as Source A, Source B, Source C, or Source D, or by the authors’ names.

Task OverviewDuring the AP Exam administration window, students will take the AP Seminar End-of-Course Exam. The exam consists of four items (three short-answer and one essay question). The three short-answer questions assess analysis of an argument in a single source or document. The essay question assesses students’ skills in synthesizing and creating an evidence-based argument.

Description of End-of-Course Exam

Five sources will be included with each end-of-course exam. Sources and readings on the end-of-course exam will represent a range of disciplines and perspectives. The four questions listed in the table below will remain the same on the end-of-course exam from year to year.

The written exam will take place May 8th, 2016, during the AP Exam administration window.

Unit Assessments● Minor Grades


material in class.o Affairs Scavenger Hunts

▪ Students will be required to monitor news outlets and adopt a specific article to bring to class. They must then find a relation between fellow classmate’s articles and work on an analytical piece of writing that shows the correlation between the amassed articles.

● Major Gradeso Argument Analysis Test

▪ In-Class assessments over rhetorical analysis skills will be administered periodically to ensure students understand the fundamentals of argumentation.

o Recruitment Posters & Videos▪ After the EOC assessment students will be involved in AP Capstone recruiting,

making fliers and creating public announcements to generate awareness of the program.

Documents

€¦ · Web viewCamus, Albert. The Stranger. New ... This modern classic addresses themes of truth, justice, and reason in the modern world. CLASS …