AP Research

Grade 11: Marking Period 4

Course Description

(Workshop Model)

Course Description: The AP Capstone Research course is an inquiry-based course that aims to engage students in scholarly research with the end goal of

making a unique contribution to that conversation. Students are encouraged to investigate real-world topics of interest. This course is designed around six

essential skills and their development—critical thinking and reasoning, critical reading, inquiry and research, argumentation, communicating publicly, and

collaboration. Students will be working toward the completion of a scholarly research paper of 4,000-5,000 words and a 15-20 minute presentation with oral

defense. There is no end-of-course examination administered by the AP College Board; rather, a score is assigned from the culmination of both paper and

presentation. This course places great emphasis on academic reading, writing, and presenting. Students are encouraged to seek a consultant in her/her field

of interest; however, this is not mandatory and will depend upon the student’s research question.

Rationale

AP Capstone™ is an innovative diploma program from the College Board that equips students with the independent research,

collaborative teamwork, and communication skills that are increasingly valued by colleges. AP Capstone is built on the foundation of

two AP® courses — AP Seminar and AP Research — and is designed to complement and enhance the in-depth, discipline-specific

study experienced in other AP courses.

In AP Seminar, students investigate real-world issues from multiple perspectives, gathering and analyzing information from various

sources in order to develop credible and valid evidence-based arguments. In AP Research, students cultivate the skills and discipline

necessary to conduct independent research and inquiry in order to produce and defend their scholarly work.

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 defend 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.

ESL Framework

This ESL framework was designed to be used by bilingual, dual language, ESL and general education teachers. Bilingual and dual language programs use

the home language and a second language for instruction. ESL teachers and general education or bilingual teachers may use this document to collaborate on

unit and lesson planning to decide who will address certain components of the New Jersey Student Learning Standard (NJSLS) and language objective. ESL

teachers may use the appropriate leveled language objective to build lessons for ELLs which reflects what is covered in the general education program. In

this way, whether it is a pull-out or push-in model, all teachers are working on the same Student Learning Standard. The design of language objectives are

based on the alignment of the World-Class Instructional Design Assessment (WIDA) Consortium’s English Language Development (ELD) standards with

the New Jersey Student Learning Standards. WIDA’s ELD standards advance academic language development across content areas ultimately leading to

academic achievement for English learners. As English learners are progressing through the six developmental linguistic stages, this framework will assist

all teachers who work with English learners to appropriately identify the language needed to meet the requirements of the content standard. At the same time,

the language objectives recognize the cognitive demand required to complete educational tasks. Even though listening and reading (receptive) skills differ

from speaking and writing (expressive) skills across proficiency levels the cognitive function should not be diminished. For example, an Entering Level One

student only has the linguistic ability to respond in single words in English with significant support from their home language. However, they could complete

a Venn diagram with single words which demonstrates that they understand how the elements compare and contrast with each other or they could respond

with the support of their home language (L1) with assistance from a teacher, para-professional, peer or a technology program.

Pacing Chart

Marking Period Topic

Suggested Timing

1

Developing Research Essentials, Collecting Sources,

Ethics and Literature Review

September - November

2

Understanding Reasoning & Research Design and

Methods

December – January

3

Findings and Analysis of Data, Data Interpretation and

Draft or Research Paper

January - February

4

Oral Presentations, Poster Presentation, Finalize

Research Paper

March - April

4 AP Exam Practice May

4 Additional Practice

AP Research students present summary of work and

lessons learned to AP Seminar students

June

Computer Science and Design Thinking

Standards 8.1.12.IC.3, 8.2.12.DA.1, 8.2.12.DA.2, 8.2.12.EC.1

Impacts of Computing 8.1.12.IC.3

• Predict the potential impacts and implications of emerging technologies on larger social, economic, and political structures, using evidence from credible sources.. Example: Students will be researching a wide range of topics, some of which will address how technology impacts and influences the social, economic, and political environments. For instance, a possible research questions utilized for this type of research questions is, “How does access to technology affect students learning on statewide assessments?”

Data Analysis 8.2.12.DA.1

• Create interactive data visualizations using software tools to help others better understand real world phenomena, including climate change.

Example: As part of their research project Students will create charts and other visuals to present data. In order to create these charts, students will utilize features included in Microsoft Excel, SPSS, and Google Sheets. Visuals will also be created to support students during their oral defense/presentation of their research project.

8.2.12.DA.2

• Describe the trade-offs in how and where data is organized and stored.

Example: As part of their research project students will determine how and where data will be stored and accessed. At the conclusion of their research projects, students will determine if data will kept indefinitely or removed completely. Students will have to weigh important considers such as security and cost, if applicable.

Ethics and Culture

8.2.12.EC.1

• Analyze controversial technological issues and determine the degree to which individuals, businesses, and governments have an ethical role in decisions that are made.

Example: Student will learn the importance of privacy and data security, when working with potentially sensitive data. Students will have the opportunity to analyze the importance securing data from users obtained by companies and government agencies.

Career Readiness, Life Literacies, Key Skills Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study

Civic Financial Responsibility 9.1.12.CFR.1

• Compare and contrast the role of philanthropy, volunteer service, and charities in community development and quality of life in a variety of cultures.

Example: Over the course of marking periods 1-4, the students will reflect on their role as a researcher, when presenting to students enrolled in the AP Seminar Course. During their presentations, students will explain their role as a researcher. Additionally, students will also review the importance of integrity and ethics as key responsibilities of researcher.

Creativity and Information 9.4.12.CI.1

• Demonstrate the ability to reflect, analyze, and use creative skills and ideas.

Example: During marking period 4 students will demonstrated their ability to analyze data pertaining to their research project. Students will compose a results section of their research project which will contain their analysis of data collected for their research projects. Digital Citizenship 9.4.8.DC.1

• Analyze the resource citations in online materials for proper use. Example: Students will utilize a variety of sources to support inferences and conclusions stated in their research project. When referencing these sources, students will follow appropriate guidelines for citing primary and secondary sources. 9.4.8.DC.2

• Provide appropriate citation and attribution elements when creating media products (e.g., W.6.8).

Example: Students will create a presentation to defend/present the findings of their research project. A digital presentation to support their research will include appropriate citations.

9.4.8.DC.5

• Manage digital identity and practice positive online behavior to avoid inappropriate forms of self-disclosure. Example: Students prepare, practice, and deliver presentations with oral defense. All students will practice appropriate online behavior.

Global and Cultural Awareness 9.4.8.GCA.1

• Model how to navigate cultural differences with sensitivity and respect

Example: Students be working collaboratively with individuals from various backgrounds and cultures. By following IFL norms and protocols, students will follow and model respectful interactions between individuals from different cultures and backgrounds.

Information and Media Literacy 9.4.8.IML.2

• Identify specific examples of distortion, exaggeration, or misrepresentation of information. Example: Over the course of their research and studies, students will have the opportunity to identify any examples of distorted, exaggerate or misrepresentation of information pertaining to their area of study. To serve as teachable moments, when cases of distorted information is located, it will be shared with the teacher and students for further analysis and discussion.

https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CLKS.pdf

WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:

6- Reaching

• Specialized or technical language reflective of the content areas at grade level

• A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified

grade level

• Oral or written communication in English comparable to proficient English peers

5- Bridging

• Specialized or technical language of the content areas

• A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or

reports

• Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.

4- Expanding

• Specific and some technical language of the content areas

• A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs

• Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain

much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support

3- Developing

• General and some specific language of the content areas

• Expanded sentences in oral interaction or written paragraphs

• Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of

its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2- Beginning

• General language related to the content area

• Phrases or short sentences

• Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when

presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support

1- Entering

• Pictorial or graphic representation of the language of the content areas

• Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or

statements with sensory, graphic or interactive support

Culturally Relevant Pedagogy Examples

• Relationships: Learn about your students’ individual cultures. Adapt your teaching to the way your students learn Develop a connection with challenging students Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls, notes, meetings, etc.)

• Curriculum: Incorporate student- centered stories, vocabulary and examples. Incorporate relatable aspects of students’ lives Create lessons that connect the content to your students’ culture and daily lives. Incorporate instructional materials that relate to a variety of cultural experiences Incorporate lessons that challenge dominant viewpoints Provide student with opportunity to engage with text that highlights authors, speakers, characters or content that reflect students lived experiences (mirror) or provide a window into the lived experience of people whose identities differ from students. Bring in guest speakers. Use learning stations that utilize a range of materials. Use Media that positively depicts a range of cultures.

• Instructional Delivery: Establish an interactive dialogue to engage all students Continuously interact with students and provide frequent feedback. Use frequent questioning as a means to keep students involved. Intentionally address visual, tactile, and auditory learners. Present relatable real world problems from various viewpoints.

Commented [BN1]: Insert in all units

SEL Competency

Examples Content Specific Activity & Approach to SEL

✓ Self-Awareness

Self-Management Social-Awareness Relationship Skills Responsible Decision-Making

Example practices that address Self-Awareness: • Clearly state classroom rules

• Provide students with specific feedback

regarding academics and behavior

• Offer different ways to demonstrate

understanding

• Create opportunities for students to self-

advocate

• Check for student understanding / feelings about

performance

• Check for emotional wellbeing

• Facilitate understanding of student strengths

and challenges

Teachers will continue to assess, review,

and discuss student behavior during

conference sessions with students. Teachers

will also provide feedback to students

related to work ethic, time management,

emotional wellbeing, creativity, and

academic achievement. Students will be

working collaboratively with their peers,

teacher, and other professional stakeholders.

Teacher feedback will provide assess the

quality and effectiveness of these

relationships, as it related to the completion

of their research project.

Self-Awareness ✓ Self-Management Social-Awareness Relationship Skills Responsible Decision-Making

Example practices that address Self-Management: • Encourage students to take pride/ownership in

work and behavior

• Encourage students to reflect and adapt to

classroom situations

• Assist students with being ready in the

classroom

• Assist students with managing their own

emotional states

The research process can become very

tedious for students and time management is

vital to this course. To ensure students,

manage their time effectively, each student

can keep track of daily or weekly goals,

relating to the completion of their research

project. This will help students develop a

sense of time management and adjust the

time spent on classroom activities

accordingly to the project’s timelines.

Commented [BN2]: Insert in all units and update suggestions based on material being used within the unit

Self-Awareness Self-Management

✓ Social-Awareness Relationship Skills Responsible Decision-Making

Example practices that address Social-Awareness: • Encourage students to reflect on the perspective

of others

• Assign appropriate groups

• Help students to think about social strengths

• Provide specific feedback on social skills

• Model positive social awareness through

metacognition activities

When interacting with their expert advisor,

each student will utilize a formal and

professional method of communication.

Each student will utilize communication

protocols and language appropriate to the

task. Rubrics provided to students will help

to guide and improve their social

communication skills.

Self-Awareness Self-Management Social-Awareness

✓ Relationship Skills Responsible Decision-Making

Example practices that address Relationship

Skills:

• Engage families and community members

• Model effective questioning and responding to

students

• Plan for project-based learning

• Assist students with discovering individual

strengths

• Model and promote respecting differences

• Model and promote active listening

• Help students develop communication skills

• Demonstrate value for a diversity of opinions

Using IFL routines, procedures, and norms,

students will model effective questioning

techniques and respond appropriately to

their peers.

Teachers may utilize Accountable talk

STEM worksheets, protocols, and

procedures in order to facilitate positive

relationships between his or her students.

Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

✓ Responsible Decision-Making

Example practices that address Responsible

Decision-Making:

• Support collaborative decision making for

academics and behavior

• Foster student-centered discipline

• Assist students in step-by-step conflict resolution

process

• Foster student independence

• Model fair and appropriate decision making

• Teach good citizenship

Teachers will foster student leadership

within classrooms and or the school

community by providing opportunities for

student independence. Students will be

responsible for their behavior as well as

their peers. For example, IFL best practices

require teachers and students to establish

classroom norms and values when

participating in classroom activities such as

gallery walks, turn and talks, etc.

Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

Differentiated Instruction

Accommodate Based on Students’ Individual Needs: Strategies

• Leveled Text

• Chunking text

• Choice Board/Menu

• Tiered Instruction

• Small group instruction

• Sentence starters/frames

• Writing scaffolds

• Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

• Use of oral assessment

• Tiered learning centers

• Tiered questioning

• Data-driven student partnerships

Interdisciplinary Connections Math Interpreting Categorical and Quantitative Data S-ID 1. Represent data with plots on the real number line (dot plots, histograms, and box plots). 2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of

two or more different data sets. 3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). 4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data

sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. Example: Students utilizing quantitative methodology for their research project will utilize the above referenced statistical data analysis to display and interpret data. During marking period 4 students will be including data and statistics to support their arguments, both orally and written. Data, charts, and graphs will be included in each student’s digital presentation. Contemporary United States: Interconnected Global Society (1970–Today) 6.1.12.CivicsPD.16.a Construct a claim to describe how media and technology has impacted civic participation and deliberation. Example: During marking period 4 and at the conclusion of their research projects, students will reflect upon how technology has affected their research. Students will compare how their research would have been different without the use of technology. Furthermore, students will identify how the problem or issue they researched can be more effectively solved by using modern day technology. Finally, students will analyze how civic participation, using technology, can ultimately address, improve, or solve the issue under investigation.

Enrichment

Accommodate Based on Students Individual Needs: Strategies

The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and augment the

district’s curriculum. Teachers are to accommodate based on student individual needs.

• Show a high degree of intellectual, creative and/or artistic ability and demonstrate this ability in multiple ways.

• Pose questions and exhibit sincere curiosity about principles and how things work.

• The ability to grasp concepts and make real world and cross-curricular connections.

• Generate theories and hypotheses and pursue methods of inquiry.

• Produce products that express insight, creativity, and excellence.

• Possess exceptional leadership skills.

• Evaluate vocabulary

• Elevate Text Complexity

• Inquiry based assignments and projects

• Independent student options

• Tiered/Multi-level activities

• Purposeful Learning Center

• Open-ended activities and projects

• Form and build on learning communities

• Providing pupils with experiences outside the ‘regular’ curriculum

• Altering the pace the student uses to cover regular curriculum in order to explore topics of interest in greater depth/breadth within their own

grade level.

• A higher quality of work than the norm for the given age group.

• The promotion of a higher level of thinking and making connections.

• The inclusion of additional subject areas and/or activities (cross-curricular).

• Using supplementary materials in addition to the normal range of resources.

Assessments

AP Assessment

• In AP Research, students are assessed on the academic paper and

presentation and oral defense of research. The academic paper is

4,000–5,000 words, and the presentation and defense take

approximately 15–20 minutes.

Suggested Formative/Summative Classroom Assessments

• Short constructed response questions

• Multiple Choice questions

• Quizzes

• Reader Response folders/notebooks

• Quick writes

• Writer’s folders/notebooks

• Projects

• Portfolio

• Exit Slips

• Graphic Organizers

• Presentations (incorporating Web 2.0 tools)

• Homework

• Anecdotal Notes

• Student Conferencing

Discussion Techniques

Discussion is an essential instructional method in the AP Seminar course because it helps students identify and understand multiple perspectives and deepen their own understanding of the topics being studied. Effective discussion goes beyond summary and comprehension in that it requires students to actively grapple with others’ ideas as they formulate their own perspectives on an issue. Some discussion strategies are listed in the following table.

Strategy Purpose Definition

Socratic Seminar

To help students arrive at a new understanding by asking questions that clarify; challenge assumptions; probe perspective and point of view; question facts, reasons, and evidence; or examine implications and outcomes.

A focused discussion in which students engage with open- ended questions tied to a specific topic or text. The discussion continues with student responses and, when needed, additional open-ended questions that allow students to express their ideas and engage in complex thinking.

Debate

To provide students with an opportunity to collect and orally present evidence supporting the affirmative and negative arguments of a proposition or issue.

The presentation of an informal or formal argumentation that defends a claim with reasons, while others defend different claims about the same topic or issue. The goal is to debate ideas without attacking the people who defend those ideas.

Jigsaw

To have students summarize and present information to others in a way that facilitates an understanding of a text (or multiple texts) or issue without having each student read the text in its entirety; by teaching others, they become experts.

Each student in a group reads a different text or different passage from a single text, taking on the role of “expert” on what was read. Students share the information from that reading with students from other groups and then return to their original groups to share their new knowledge.

CORE SKILLS

The focus of AP Research is on skill development: students practice, refine and master the skills critical for academic success. Although the class is broken down by the 5 Big Ideas, students will focus on the following Core Skills:

Core Skill Area Description

Identifying and Refining Research Questions

The process of narrowing a scope of interest into a research question to serve as the foundation of a long-term

investigation or inquiry.

Seeking and Synthesizing Background Information

The process of becoming familiar with and synthesizing what others have discovered about the topic so that the scholar

can verify the existence of a problem or gap in the knowledge base to form the basis of a long-term investigation.

Aligning Study Design The process of identifying an aligned, feasible research or inquiry design to accomplish the purpose of the research

question and/or project goal while taking into consideration time constraints, availability of resources, participant

accessibility, and paperwork due to ethics guidelines

Analyzing and Evaluating Findings The process of interpreting the significance of the findings, results, or product and exploring connections to the original

research question and project goal.

Engaging with Discipline-Specific Expert Advisers

The process of communicating with experts in the discipline or field of study to obtain guidance and feedback on one’s

research question, study purpose, interpretation of findings, or extended piece of scholarly work.

Peer Review The process of providing and receiving timely, constructive feedback according to a set of guidelines in order to improve

one’s critical eye and scholarly work.

Showcasing Scholarly Work The process of conveying a clear message in a way that engages and appeals to a specific audience.

Defending Inquiry Outcomes The process of demonstrating the significance of one’s research by explaining the research process, findings,

conclusions, and reflections to those in attendance

Reflecting The process of making learning goals, assessing one’s achievement toward such goals, and identifying both challenges

that hindered and effective strategies that helped one achieve the goals

Strengthening Self Directedness and Time Management

The process of personally identifying tasks, setting deadlines, and holding oneself accountable to achieve a learning goal

or create a scholarly product.

Advanced Placement Curricular Framework

The curriculum framework contains the following structural components:

▶ The course is organized around five big ideas. Tied to each big idea are several essential questions. These are open-ended

questions that encourage students to think deeply about a topic, ask additional questions and investigate solutions, and develop the deeper conceptual understanding that the course seeks to foster.

▶ Within each big idea are several enduring understandings. These are the long-term takeaways related to the big ideas

that a student should have after exploring the content and skills. These understandings are expressed as generalizations that specify what students will come to understand about the key concepts in the course. Enduring understandings are numbered to correspond to each big idea.

▶ Linked to each enduring understanding are the corresponding learning objectives. The learning objectives articulate

what students need to be able to do in order to develop the enduring understandings. The learning objectives will become targets of assessment for the course. Learning objectives are numbered to correspond with the appropriate big ideas and enduring understandings. ▶ For each of the learning objectives, essential knowledge statements describe the facts and basic concepts that a student should know and be able to recall in order to demonstrate mastery of the learning objective. Essential knowledge components are numbered to correspond with the appropriate big ideas, enduring understandings, and learning objectives.

QUEST Pedagogical Framework

In AP Seminar, students will investigate real-world issues from multiple perspectives, gathering and analyzing information from various sources in order to develop credible and valid evidence-based arguments. In AP Research, students will cultivate the skills and discipline necessary to conduct independent research and inquiry in order to produce and defend their scholarly work.” This AP Seminar course will introduce students to the QUEST pedagogical framework that will be utilized in Capstone over the next two years.

• Question and Explore Questioning begins with an initial exploration of complex topics or issues. Perspectives and questions emerge that spark one’s curiosity, leading to an investigation that challenges and expands the boundaries of one's current knowledge.

• Understand and Analyze Arguments

Understanding various perspectives requires contextualizing arguments and evaluating the authors’ claims and lines of reasoning.

• Evaluate Multiple Perspectives

Evaluating an issue involves considering and evaluating multiple perspectives, both individually and in comparison to one another.

• Synthesize Ideas

Synthesizing others’ ideas with one’s own may lead to new understandings and is the foundation of a well-reasoned argument that conveys one’s perspective.

• Team, Transform, and Transmit

Teaming allows one to combine personal strengths and talents with those of others to reach a common goal. Transformation and growth occur upon thoughtful reflection. Transmitting requires the adaptation of one’s message based on audience and context.

Grade 11 Marking Period 4

March – June

Topic: Oral Presentations, Poster

Presentation, Finalize Research Paper,

AP Exam Practice, AP Research students

present summary of work and lessons

learned to AP Seminar students

Performance Assessments: Students will perform an analysis of methods used for research purposes. Students will determine which research methods best suits their research project and provide rationale to support their decision. After selecting a method of research, students will compose their research proposal, outlining the details of their research project, including data collection tools, methods used to analyze data, etc. Students will need to begin thinking about their argument, what they can contribute to the academic discussion. Students will also need to identify/define research methods to the end of choosing the best method to accomplish their goal or aide in their contribution. Additionally, students will draft and finalize their research proposal, which is a requirement from the College Board.

New Jersey Student Learning Standards (NJSLS) RI.10-11.1., RI.10-11.2., RI.10-11.3., RI.10-11.5., RI.10-11.6., W.10-11.2., SL.10-11.1, SL.10-11.2, SL.10-11.3, SL.10-11.4, SL.10-11.5, SL.10-11.6,

Enduring Understandings EU: 2.3, 4.1, 4.2, 4.4, 4.5 , 5.1, 5.3 Learning Objectives LO: 2.3A, 2.3B, 4.1A, 4.2A, 4.2B, 5.1A[R], 5.1B, 5.1C, 5.1D, 5.1E, 5.1F, 5.3A, 5.3C

Essential Knowledge EK: 2.3A1, 2.3B1, 4.1A1, 4.1A2, 4.1A3, 4.1A4, 4.1A5, 4.1A6, 4.1A7, 4.1A8, 4.1A9, 4.1A10, 4.1A11, 4.1A12, 4.2A1, 4.2A2, 4.2A3, 4.2B1, 5.1A1[R], 5.1A2, 5.1B1, 5.1B2, 5.1B3, 5.1B4, 5.1C1, 5.1C2, 5.13, 5.1D1, 5.1D2, 5.1E1, 5.1E2, 5.1E3, 5.1F1, 5.1F2

Student Learning

Objectives (NJSLS)

Essential Questions Skills, Strategies and Concepts

Activities and Assessments

Resources

1) Accurately cite strong

and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. NJSLS RI.10-11.1.

2) Determine a central idea of a text and analyze how it is developed and refined by specific details; provide an objective summary of the text. NJSLS RI.10-11.2

3) Analyze how the author unfolds an analysis or series of ideas or

• How do I connect and analyze the evidence in order to develop an argument and support conclusion?

• Are there other conclusions I should consider?

• How does my scholarly work emerge from my perspective, design choices, or aesthetic rationale?

• How do I acknowledge and account for my own biases and assumptions?

• What is the most appropriate way to acknowledge and attribute the work of others that was used to support my argument? How do I ensure the conclusions I present are my own?

• Plan strategies to guide inquiry.

• Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

• Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

• Process data and report results.

• Students work collaboratively in groups to determine how communication choices affect a speaker’s credibility with his or her audience. Students can chart their responses to share with the class and feedback can be provided by conducting a gallery walk.

• Students work collaboratively in groups to determine the impact of bias and assumptions pertaining to each of their projects. Working in pairs, students will cross examine their partner to identify any areas of biase which may affect the validity of their research. Students can

• Guides for writing a research proposal https://www.scribbr.com/research-process/research-proposal/ https://library.sacredheart.edu/c.php?g=29803&p=185956 https://students.ucsd.edu/_files/aep/research-proposal-guidelines-13.pdf

• Sample Research Proposal with comments https://uh.edu/~lsong5/documents/A%20sample%20proposal%20with%20comment.pdf

• Analyzing, Interpreting, and Reporting Basic Research Results

https://managementhelp.org/businessresearch/analysis.htm#:~:text=Always%20start%20with%20your%20research,data%

events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. NJSLS RI.10-11.3

4) Analyze in detail how an

author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). NJSLS RI.10-11.5

5) Determine an author's

point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. NJSLS RI.10-11.6

6) Write

informative/explanatory texts to examine and

• How might my communication choices affect my credibility with my audience?

• Which revision strategies are most appropriate to developing and refining my project at different stages?

• How do I provide feedback that is valuable to others? How do I act upon feedback I have received?

• How can I benefit from reflecting on my own work?

• How might I adapt my written and oral presentations for different audiences and situations?

• How might my communication choices affect my credibility with my audience?

• Apply existing knowledge to generate new ideas, products, or processes.

• Create original works as a means of personal or group expression

• Use models and simulations to explore complex systems and issues.

• Identify trends and forecast possibilities.

• Plan strategies to guide inquiry

• Locate, organize, analyze, evaluate, synthesize, and

chart their responses to share with the class and feedback can be provided by through means of conducting a gallery walk.

• Students will work individually and in groups to transform their academic papers into a multi-media presentations.

• Teachers will conduct individual conferences with students, informal and formal, to assess progress and provide guidance.

• Students may conduct a “whole group share out.” 1-2 students per class period share their questions, their goal, and their research, researcher have a

20and%20focus%20your%20analysis.

Guide to Qualitative and Quantitative Data Analysis Methods

https://humansofdata.atlan.com/2018/09/qualitative-quantitative-data-analysis-methods/

• The datapine Blog: News, Insights, and Advice for Getting your Data in Shape

https://www.datapine.com/blog/data-analysis-methods-and-techniques/

• Data Analysis Write-Up

https://jgscott.github.io/teaching/writeups/write_ups/

• Structure of a Data Analysis Report

convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLS W.10-11.2.

7) Initiate and participate

effectively in a range of

collaborative

discussions (one-on-

one, in groups, and

teacher-led) with peers

on grades 11–12 topics,

texts, and issues,

building on others’

ideas and expressing

their own clearly and

persuasively.

NJSLS SL.10-11.1.

8) Integrate multiple

sources of information

presented in diverse

media

or formats (e.g., visually, quantitatively, qualitatively, orally), evaluating the credibility

• How can I benefit from reflecting on my own work?

• What is the most appropriate way to acknowledge and attribute the work of others that was used to support my argument?

• What support will I need to complete a thorough and in-depth analysis of the data I have collected?

• What methods will I use to analyze the data I have collected?

• What programs will I utilize to complete a thorough and efficient data analysis of the data I have collected?

ethically use information from a variety of sources and media.

• Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

• Process data and report results

• Identify and define authentic problems and significant questions for investigation.

• Plan and manage activities to develop a solution or complete a project.

chance to ask the class for feedback/input/clarification. The class shares positive, but potential trouble points and gives suggestion and or asks questions.

• Rubric exploration/application with sample videos of oral presentations

• Mock presentations Teacher-student conferences

• Presentations (Results overview, Discussion overview, Conclusion/Future Directions overview)

http://www.stat.cmu.edu/~brian/701/notes/paper-structure.pdf

• Ten Tips for Writing a Dissertation Data Analysis

https://www.oxbridgeessays.com/blog/top-10-tips-writing-dissertation-data-analysis/

• Data Analysis: Techniques and Methods

https://study.com/academy/lesson/data-analysis-techniques-methods.html

• Descriptive and Inferential Statists

https://statistics.laerd.com/statistical-guides/descriptive-inferential-statistics.php

and accuracy of each source. NJSLS SL.10-11.2.

9) Evaluate a speaker’s

point of view,

reasoning, and use of

evidence and rhetoric,

identifying any false

reasoning or distorted

evidence.

NJSLS SL.10-11.3.

10) Present information,

findings and supporting

evidence clearly,

concisely, and logically.

The content,

organization,

development, and style

are appropriate to task,

purpose, and audience.

NJSLS SL.10-11.4.

11) Make strategic use of

digital media (e.g.,

textual, graphical,

audio, visual, and

interactive elements) in

• What conclusions can I draw based upon the data I have received from my research?

• How does the data I received from my research support existing theories pertaining to my topic?

• How does the data I received from my research differ from existing theories pertaining to my topic?

• How do I compose an effective and informative discussion section of my research paper?

• Collect and analyze data to identify solutions and/or make informed decisions.

• Use multiple processes and diverse perspectives to explore alternative solutions.

• Advocate and practice safe, legal, and responsible use of information and technology.

• Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

• PREP entries into journal

• Results, Products, or Findings

• Discussion, Analysis, and/or Evaluation

• Conclusions and Future Directions

• Data and Methods by the Urban Institute

https://www.urban.org/research/data-methods/data-analysis/quantitative-data-analysis/descriptive-data-analysis

• Types of Descriptive Statistics

https://baselinesupport.campuslabs.com/hc/en-us/articles/204305665-Types-of-Descriptive-Statistics

• What is descriptive statistic? Examples and Concept by Study.com

https://study.com/academy/lesson/what-is-descriptive-statistics-examples-lesson-quiz.html

presentations to

enhance understanding

of findings,

reasoning, and evidence and to add interest.

NJSLS SL.10-11.5.

12) Adapt speech to a

variety of contexts and

tasks, demonstrating

command of formal

English. (See grades 9-

10 Language

standards 1 and 3 for

specific expectations.)

NJSLS SL.10-11.6

• How do I compose an effective conclusion section of my research paper?

• What future research needs to be completed based my research?

• What conclusions can I make based upon the data I have collected?

• In retrospect, what improvements could I have made to my data collection tools and process?

• ● Is this research reflecting what I want to know, learn, or understand?

• Demonstrate personal responsibility for lifelong learning.

• Exhibit leadership for digital citizenship.

• Conduct interviews with participants

• Meet with participants to administer surveys

• ● How does my project goal shape my day-to-day investigation?

• ● What strategies will help me progress through this process while remaining true to my goal?

35 | P a g e

Unit Vocabulary

Alignment Argument Assumption Author Bias Claim Coding Commentary Complex Issue Concession Conclusion Context Conventions Counterargument Credibility Cross-Curricular Deductive Evidence Fallacy Feasible

Implication

Thesis

Tone

Inductive Inquiry

Interdisciplinary

Lens

Limitation

Line of reasoning

Material culture

Perspective

Plagiarism

Point of view

Primary research

Primary source

Qualification

Qualitative

Quantitative

Reliability

Resolution

Secondary source

Secondary research

Solution

Validity

Vocal variety