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AP Seminar SyllabusMs. ChappellNorth-Grand High Schoolemails: [email protected] (You may only email me from your CPS account.)Remind: To join, send a text to 81010 with the message @mchap456 or click here. If you prefer email messages, email [email protected].

Tutoring Hours: Wednesdays after school by appointment only. The sessions are by appointment only because I will need to coordinate with your guardian, another teacher, or other students to ensure that another individual is present during our Google Meets tutoring session. CPS policy prohibits teachers from hosting one on one Google Meets sessions with students for safety reasons.

Course 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. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their perspectives in written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision to craft and communicate evidence-based arguments.

Instructional Resources:

Current electronic and print media, magazines, journals, newspapers, and other secondary and primary sources will be incorporated to meet the course objectives. In addition to primary and secondary sources from multiple genres pulled from various online and print media, instruction and readings will come from the following text:

Turabian, Kate L., Gregory G. Colomb, Joseph M. Williams, and University of Chicago Press Staff.

Student’s Guide to Writing College Papers. Fifth Edition. Chicago: University of Chicago, 2010.

Materials:

● You have been assigned a Chromebook for your use this year. I will let you know which applications to use for this course.

● This course’s inquiry nature requires activities and assessments from various resources (library, internet research, etc.). Students are expected to use technology to access and manage information from databases and websites that grant access. Thus, you will need to use your CPS login credentials to access these resources.

● The collaborative nature of much of what we do in this course will require frequent and reliable electronic communication (instructor-student and student-student). Thus, you will need to check your CPS email regularly. Additionally, as Remind will be used to

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send text messages and establish a chain of communication between groups, you will need to a) download the Remind app or b) register for Remind via email. Note, the push message option is not suitable for this course because you need to communicate with other students.

● Digital Notebook for Research Notes

● Google folder for class handouts

Expectations for Academic Success

1. Responsibilities: Students missing work due to excused absences are expected to make arrangements with the instructor to submit the work on time. In general, you have the same number of days you were absent after your return to make up late work. Note, the instructor cannot issue deadline extensions for AP Seminar summative measures as these must be submitted to the College Board.

2. Preparation: The bulk of the work for this course can be managed during class time if such time is used appropriately; however, some reading and preparation for class will be necessary at home. It is expected that students come to class prepared to participate actively, with the task done, and that the deadline turns in assignments.

3. Participation: Much of the learning in this course will come from active participation in class and small group discussions. You are expected to participate in all discussions and group work. Students are expected to take Cornell notes during some presentations, lectures, and activities. You may take notes via Google Doc or on paper. Thus, please make sure to read assigned articles and annotate them for discussion purposes.

4. Respect: We must keep an atmosphere of mutual respect at all times. Many of the issues discussed and debated in this course are difficult. It is expected that all interactions between students and between students and teachers will be respectful. Respect yourself by taking ownership of the things you produce, the knowledge you acquire, and your skills.

5. Organization: Staying organized is fundamental to success in this course. You will collect many articles, handouts, notes, etc. Develop a system early for staying organized and keeping track of everything you are given and maintain that system throughout the year.

6. Group Work: Much of your final grade in this course (and a portion of your grade on the AP Exam) depends on your active participation and follow-through on group tasks. You will rely on each other to be successful here. Follow group rules and function effectively as a member of the team.

Plagiarism:

This course adheres rigorously to the AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information: “Participating teachers shall inform students of the consequences of plagiarism and instruct students to ethically use and acknowledge the ideas and work of others throughout their course work. The student’s voice should be evident, and others’ ideas must be acknowledged, attributed, or cited. A student who fails to acknowledge the source or author of all information or evidence taken from the work of someone else through citation, attribution, or reference in the body of the work, or through a bibliographic entry, will receive a score of 0 on that particular component of the AP Seminar or AP Research Performance Task. In AP Seminar, a team of students that fails to acknowledge sources or authors on the Team Multimedia Presentation properly will receive a group score of 0 for that component of the Team Project and


Presentation. A student who incorporates falsified or fabricated information (e.g., evidence, data, sources, or authors) will receive a score of 0 on that particular component of the AP Seminar or AP Research Performance Task. In AP Seminar, a team of students that incorporates falsified or fabricated information in the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation.” [CR4b]

Classroom Expectations:

Everyone is expected to honor the classroom's cooperation contract. Students will arrive on time (in Google Meets by the start of class). The virtual classroom atmosphere will be one of mutual respect where we utilize one MIC (one person speaking at a time and everyone else actively listening and mentally evaluating what is said). This course will involve discussions in which all students feel comfortable sharing their ideas and opinions and commenting on others’ views thoughtfully and respectfully. This is a cooperative environment with a diverse set of minds, emotions, skills, interests, talents, and opinions to respect everyone’s EMPS (emotional, mental, and physical, safety) at all times!!!

Students are expected to seek help if they experience course material challenges or feel like they are falling behind. It is challenging for me to support you if I do not know that you need support, so please advocate for yourself and always ask for clarity, further explanation, additional examples, seek tutoring, or other support resources.

Special Note Regarding Google Meets Video ConferencesDuring Google Meets Video conferences, we will open up our residence place as somethings may be visible or audible in the background. Students may not video record, screenshot, or take photography during our Google Meets Live Lectures to respect each other’s privacy. However, there may be times when I want to record our sessions to capture the notes or concept review. I will always ask if you are comfortable with me recording a lecture before I record it. You may object to being recorded, which will have no bearing on your grade or class participation. To ensure our Google Meets sessions remain a mutually respectful learning space, I have listed some best practices to help us through the process.

Best Practices for Participating in Live Google Meets with Ms. Chappell

1. Try to find a sitting area other than a bed with a neutral wall void of pictures and other identifying images.

2. Please adhere to the school dress code policy regarding revealing clothing and shirts with graphic content (profanity or explicit images). In other words, please dress how you would dress for school during our live Google Meets sessions.

3. If you need to step away from your computer or phone for a moment, please mute your audio and stop your video until you return.

4. If you need to respond to someone in your background during the session, please mute your audio so that your conversation remains private. (Note: When required, I will mute all participant audio to ensure everyone can hear the presentation. If a question arises, you can send them to me via the chat option.)

5. As your Google Meets link is specific to your class period, please do not share the link with anyone else, including students from my other classes. Direct them to email me or find their link on their Google Classroom page.

6. To accurately record attendance for your participation in the live Google Meets session, I will take attendance at the beginning and end of the presentation.


7. During Google Meets sessions, please do not allow individuals around you to participate in the conference. Many of your siblings are my former students, and I understand that some might just want to say hello. Please know that though I welcome their greetings, they may not participate in the conference. You are welcome to share my CPS email address with them, as I am always eager to hear from my current and former students.

8. If your guardian has a question during our Google Meets session, you can email me their question or encourage them to email me individually. While I am unable to host one on one Google Meets sessions with my students, I can host a session with your guardian via their email address to help with concerns or questions related to your academic success in Chemistry.

Please be sure to submit your assignments via Google Classroom. The expectation is that you spend 50 minutes a day engrossed in academic learning for Chemistry. This should allow you to complete the weekly assignments on-time. If, for whatever reason, you are unable to complete an assignment by the specified deadline, please email me. Every day we will start class synchronously via Google Meets. This means that you need to click on the Google Meets link on Google Classroom to enter class each day. I will let you know when it is time to move to asynchronous tasks or assignments. Please find the breakdown for our weekly synchronous (live face to face via Google Meets) and asynchronous (independent task or assignment completion) time below.

Instructional Format Monday Tuesday Wednesday Thursday Friday

Synchronous (GMeets) 40 mins 35 mins 50 mins 35 mins 40 mins

Asynchronous (Independent) 10 mins 15 mins 0 mins 15 mins 10 mins

As this is a new process for all of us, please be gentle and patient with yourself. If you have any questions or concerns related to your academic success in Chemistry and the assignments posted on Google Classroom, please email me or message me on Remind. If you have questions or concerns outside of Chemistry that I cannot answer, I will do my best to direct you to the appropriate school personnel.

Standard Grading Scale: A 90-100%, B 80-89%, C 70-79%, D 60-69%, F 0-59% = No Credit

Grade Category Percent of GradeMastery demonstrated through tests, quizzes, presentations 60%Classwork including projects, labs, worksheets, group work, DQs 40%

Grading Category Explanation:

- Classwork refers to any assignments or activities that you will engage in synchronously or asynchronously. Examples include (but are not limited to): Reflections on research, the research process, articles and other sources, preparation and progress checks on


larger assignments, presentations, flipgrid responses, weekly discussion questions, bellringers, classroom discussions, in-class assignments, etc.…

- Mastery refers to assessments, projects, assignments, or activities given to students to determine their mastery of curriculum/skills. These are designed to assess your grasp of course material and ability to demonstrate the skills, practices, and concepts that you learned in class. Mastery assignments can and will take on many forms, tap into multiple intelligences, assess individual skills or ideas, be ongoing and not just at the end of a unit/term, and gauge and scaffold learning. Examples include (but are not limited to): In-class timed writing and practice exams: analysis, argument, synthesis, team projects: cooperative learning, group presentations, and assignments, capstone projects, presentations, performance tasks (benchmark or otherwise), summative performances, etc.…

Late Work:

Late work will be accepted from students per the following guidelines:

- I will accept late work for non-AP Seminar summative assignments within a 5-week window OR provide an alternate assignment for each graded Classwork assignment for which you earned a score of “0” or “Missing” that is entered into the Aspen. Note: I cannot extend deadlines on AP Seminar summative assignments that need to be entered on the College Board site by a specific deadline.

- I will accept late work for non-AP Seminar summative assignments within a quarter OR provide an alternate assignment for each graded Mastery assignment for which you earned a score of “0” or “Missing” that is entered into Aspen.

- If you have particular circumstances, please let me know in advance to work together to determine alternate individualized due dates when appropriate.

Students with Additional Support Needs:

Students who have IEPs will be provided with accommodations and modifications, including a modified grading scale when needed. If you feel that you need additional help, please see your school counselor or me help you. Students who require support in terms of language building skills will be provided instructional materials in the chosen language when requested. They will also be able to work in collaborative groups with students who are fluent in both languages.

Attendance Policy:

You must log in to Google Meets for each of your classes each day.- Google Meets code will be shared in Google Classroom.- To be marked present, you need to log into Google Meets on time.- To be marked tardy, you log into Google Meets at some point during the class.- To be marked absent, you do not log into Google Meets at all.


If you are active on Google Classroom but do not log into the Meet, you will be marked absent. To ensure that I can support you, please send me an absence notice via email or Remind as soon as you learn of an upcoming excused absence or the same day for an expected absence. Please know that lecture notes will be posted in Google Classroom by the following day. If you miss an in-class assignment, you may still complete the assignment independently, as all assignments will be posted to Google Classroom.

Tardy Policy:

I will take attendance at the start of our Google Meets. You will need to come off of mute to respond with “present,” as this process goes faster than me looking through the participant list. During daily attendance, please respond verbally versus via the chat. The chat will capture tardy student’s entry to class after I have already taken attendance for the day. If you enter the Google Meets after attendance has been recorded, please type “present” in the chatbox so that I can change your absence to tardy. This is crucial for me to keep accurate attendance records. I will take attendance manually at the beginning of class and verify the chat at the end of the course to make adjustments before entering attendance in Aspen.

Educational Technology:

During class, we will use a variety of EdTech ( Quizizz, Fligrid, Google Suites) to keep content engaging, academically-rich, and adaptable to the remote learning environment. While I will do my best to limit the number of EdTech tools you engage with weekly, I expect to engage with each tool frequently throughout the year. Note: You do not need to sign-up for these sites right now. I will notify you in class when you need to access a site and provide you with the appropriate code or access link. Additionally, you will need to use your CPS email account to access sites and complete assignments.

General Course Outline:

Unit 1: Introducing the QUEST Process and Reading an Argument (EOC 1A) [CR1] Task 1 Practice

Topic: Mental Health

Learning Objectives/Essential Knowledge: Students will be skilled at:

LO1.3B: Evaluating the relevance and credibility of the source of information and data in relation to the inquiry.LO2.1A: Employing appropriate reading strategies and reading critically for a specific purpose.


LO2.1B: Summarizing and explaining a text’s main idea or aim while avoiding faulty generalizations and oversimplifications.LO2.1C: Summarizing and explaining the reasoning of an argument.LO2.2A: Identifying, explaining, and analyzing the logic and line of reasoning of an argument.LO2.2B: Describing and analyzing the relevance and credibility of evidence used to support an argument, taking context into consideration.LO2.2C: Evaluating the validity of an argument.LO3.2A: Evaluating objections, implications, and limitations of alternate, opposing, or competing perspectives or arguments.LO4.1A: Formulating a complex and well-reasoned argument.LO4.2A: Interpreting, using, and synthesizing qualitative and/or quantitative data/information from various perspectives and sources (e.g., primary, secondary, print, non-print) to develop and support an argument.LO5.1A: Planning, producing, and presenting a cohesive argument, considering audience, context, and purpose, and using appropriate media (e.g., essay, poster, oral, presentation, documentary, research report/thesis).

EK: 1.3B2, 1.3B3, 2.1A1, 2.1A2, 2.1B1, 2.1B2, 2.2A1, 2.2A2, 2.2A3, 2.2A4, 2.2A5, 2.2B1, 2.2B2, 2.2B3, 2.2B4, 2.2B5, 2.2B6, 2.2C1, 3.2A1, 4.1A1, 4.1A2, 4.1A3, 4.1A4, 4.1A5, 4.1A6, 4.1A7, 4.1A8, 4.2A2, 4.2A3, 4.2A4, 5.1A1.

Resources: http://www.theatlantic.com/sponsored/athena-where-does-it-hurt/

http://tedtalkspsychology.com/toward-a-new-understanding-of-mental-illness-with-thomas-insel/https://www.ted.com/talks/elyn_saks_seeing_mental_illnessMaria Konnikova “How People Learn to Become Resilient”Lucy Dwyer “When Anxiety Hits at School”Norm Ornstein “How to Fix a Broken Mental Health System”Alexandra Ossola “High-Stress High School”Yanan Wang “After Years of Alleged Bullying …”Susan Gaidos “He Stress, She Stress”Charles Schmidt “Mental Health May Depend on Creatures in the Gut”Potts, Monica, “A Prison of Her Own”

Course Introduction and Analyzing an Argument:

● QUEST

● EOC Section 1A Skills

Activity 1: Introduction to the Course

● Syllabus: Expectations and Course Preview, introduce QUEST

Activity 2: Getting to Know You & Getting to Know Capstone [CR2b]

● Main Idea

● Line of Reasoning

● Claims and Evidence

Activity 3: Main Idea, Credibility, RAVEN [CR2b] [CR2c]

● Credibility


● Rhetorical Situation

Activity 4: Claims & Evidence [CR2b] [CR2c]

● Evaluating evidence

● Effectiveness of argument

● Fallacies

Activity 5: EOC 1A Practice

● Homework – find an article of your own on this topic and write up notes to answer EOC 1A for that article.

Activity 6: Photo Essay

● Arguments in Non-Print Sources

● Assignment: Use article and notes from HW to build a photo essay with short captions that lays out the main idea, argument, and evidence in your article. [CR2]

● Students bring in photo essay posters – gallery walk and class analysis of peer source summaries [CR2d]

Activity 7: Inductive vs. Deductive Reasoning/Bias & Assumptions/Audience

● Students develop skills in identifying and following different reasoning types, identifying author bias, assumptions and warrants, and the role of the audience in the rhetorical triangle.

● Advertisements and assumptions/audience/bias.

Unit 1B: Multiple Perspective Assessments:

1. Practice EOC. Section 12. Practice EOC. Section 2

Learning Objectives/Essential Knowledge: All prior learning objectives as well as:

LO3.1A: Identifying, comparing, and interpreting multiple perspectives on or arguments about an issue.LO3.2A: Evaluating objections, implications, and limitations of alternate, opposing, or competing perspectives or arguments.LO4.2B: Providing insightful and cogent commentary that links evidence with claims.LO4.3A: Attributing knowledge and ideas accurately and ethically, using an appropriate citation style.LO5.1B: Adhering to established conventions of grammar, usage, style, and mechanics.LO5.1C: Communicating information using effective techniques of design.

EK: 1.3B2, 3.1A2, 3.2A2, 4.2A1, 4.2B1, 4.3A2, 4.3A3, 5.1B1, 5.1C2.


Multiple Perspectives

Activity 8: Introduce Multiple Perspectives and Team Building

● Close reading skills

● Practice at close reading

● Group discussion, notes, developing an essay outline as a class [CR5]

Activity 9: Comparing Arguments

● Students will read two related articles, identify the main idea, line of reasoning, and credibility, and then write a comparison of which article has the most potent argument and why.

Activity 10: Group Work and Team Building [CR2f] [CR2g] [CR2h]

● Breakout Groups

● Discussion of the article (Jamboard)

● Read Joining the Conversation “Working Together” pp. 75-88

Unit 1C: Synthesizing Ideas, forming a Research Question, and working as a Team (PT 1) [CR2]

Assessments:1. Individual Research Report, 2. Group presentation3. Students defend their research process, use of evidence, and conclusion through oral

answers to two questions asked by the teacher.

Learning Objectives/Essential Knowledge: All prior learning objectives as well as:

LO1.1A: Identifying and contextualizing a problem or issue.LO1.1B: Posing complex questions and seeking out answers that reflect multiple, divergent, or contradictory perspectives.LO1.2A: Retrieving, questioning, organizing, and using prior knowledge about a topic.LO1.3A: Accessing and managing information using effective strategies.LO1.4A: Identifying the information needed and selecting appropriate strategies to find or collect it.LO1.5A: Identifying the information needed for the context of the inquiryLO2.3A: Connecting an argument to broader issues by examining the implications of the author’s claim.LO2.3B: Evaluating potential resolutions, conclusions, or solutions to problems or issues raised by an argument.LO4.4A: Extending an idea, question, process, or product to innovate or create new understandings.LO4.5A: Offering resolutions, conclusions, and/or solutions based on evidence as well as considering consequences and implications.LO5.1D: Adapting an argument for context, purpose, and/or audience.LO5.1E: Engaging an audience by employing effective techniques of delivery or performance.LO5.2A: Providing individual contributions to overall collaborative effort to accomplish a task or goal.LO5.2B: Fostering constructive team climate, resolving conflicts, and facilitating the contributions of all team members to address complex, open-ended problems.


LO5.3A: Reflecting on and revising their own writing, thinking, and creative processes.LO5.3B: Reflecting on personal contributions to the overall collaborative effort.

EK: 1.1A1, 1.1B1, 1.1B2, 1.2A1, 1.2A2, 1.2A3, 1.3A1, 1.3A2, 1.3A3, 1.3B1, 1.4A1, 1.4A2, 1.4A3, 1.5A1, 2.1A3, 2.1A4, 2.1C2, 2.3A1, 2.3B1, 3.1A1, 4.1A9, 4.2A3, 4.3A1, 4.3A4, 4.3A5,4.4A1, 4.5A1, 5.1A2, 5.1B2, 5.1B3, 5.1B4, 5.1C1, 5.1C3, 5.1D1, 5.1E1, 5.2A1, 5.2B1, 5.2B2, 5.2B3, 5.2B4, 5.3A1, 5.3B1, 5.3B2.

Resources:Turabian pp. 26-39 – Finding a Research QuestionTurabian pp. 44-55 – Finding Useful SourcesTurabian pp. 56-62 – Engaging SourcesTurabian pp. 63-74 – Planning your ArgumentTurabian pp. 83-88 – Drafting your PaperTurabian pp. 89-98 – Quoting, Paraphrasing, and Summarizing SourcesPurdue O.W.L. – Annotated Bibliographies

(https://owl.english.purdue.edu/owl/resource/614/01/)Turabian pp. 145-148 – Citing Sources

Easing into Research [CR1] [CR2]

Activity 11: Forming a Research Question [CR2e]

● What is a good research question?

● Working with the EY Q.

● Poorly worded questions and how to improve themTurabian pp. 26-39: “Finding a Research Question.”

Activity 12: Speed Chatting with your Research Question

Activity 13: Searching for Sources [CR2]

● Conducting research – Primary and Secondary Sources

● Text Features Exercise – pg. 59 AP Seminar Handbook

● Analyzing Arguments – pg. 61 AP Seminar Handbook

● Find the Flaw – pp 64 – 65 AP Seminar Handbook

● Turabian pp. 44-55: “Finding Useful Sources.”

Research Management, Sources, and Plagiarism

Activity 14: Note-Taking and Annotated Bibliography

● Students develop note-taking skills, practicing with self-selected, Open access articles from the Journal of Cultural Studies

● Students produce an annotated bibliography of sources used in their selected article.


● Discussion of electronic source management – MS Word and references/Turabian pp. 56-62: “Engaging Sources.”

Activity 15: How to Quote and Paraphrase/Plagiarism [CR4]

● Plagiarism examples and practice inappropriately citing information. Turabian pp. 89-98: “Quoting, Paraphrasing, and Summarizing Sources”

Activity 16: Selecting Groups/What is a Lens? What is the Perspective? [CR1] [CR2] [CR3] [CR5]

● Students select groups, develop and commit to group norms and consequences.

● Given issue statements and questions, students work in small groups to identify at least three possible perspectives for each issue and discuss experiences and learning.

Writing and Organizing a Paper [CR3]

Activity 17: How to organize an argument/Solutions & Conclusions [CR2e-g]

● Students practice identifying argument organization using cut-up articles. Turabian pp 63-74: “Planning your Argument.”

Activity 18: Begin Group Work

● Students decide on lenses and assign roles to each group member.

● Assign a group research project (Practice PAT 1)

Activity 19: Begin Annotated Bibliography/Group Research – IRR [CR4]

● Assign annotated bibliography.

● Web Quest for Purdue O.W.L. website on Annotated Bibliography.

● Begin research individually for the IRR component of Practice PAT 1.

Activity 20: Group Research - IRR

● Students work independently and in groups on their research projects for IRR.

● Students continue group and individual research and for the IRR component of Practice PAT 1. Turabian, pp. 83-88: “Drafting.”

Individual Research [CR5]

Activity 21: Individual Research – IRR

● Students continue researching and drafting the IRR component of Practice PAT 1.

Activity 22: Peer Editing - IRR


● Students learn, develop, and practice peer editing techniques, giving feedback on draft IRRs in their groups.

Synthesizing Ideas [CR2] [CR3] [CR5]

Activity 23: Groups Review IRRs & Bibliographies

● Students have an opportunity to work in their groups with feedback from peer editing, reading each other’s IRRs, and beginning to form a plan for the group paper.

Activity 24: Reading Lyrics for Argument [CR1] [CR3]

● Reading song lyrics and determining arguments in lyrics.

Activity 25: Begin Organizing and Writing Group Paper

● Student workgroups and begin organizing the group paper and assigning further roles.

● Students write a contractual outline for the group paper with assigned roles. Building an Argument [CR1] [CR2] [CR3] [CR4] [CR5]

Activity 26: Practice EOC 2

Team & Transform [CR2f-h] [CR5]

Activity 27: Presentation Skills and Choosing Media

● NGHS/ Virtual librarian to teach presentational technology for presenting information

● Watch Dan McMillan – Life After Death by Powerpoint

Activity 28: TED Talks and Presentation Skills

● Use the TED Talks website to discuss and plan compelling presentation visuals and techniques.

Team, Transform, Transmit [CR2f-h] [CR5]

Activity 29

● Student multimedia presentations and defense using released AP Seminar questions over group research papers

UNIT 2: Task 2 Practice

Topic: Technology, Globalization, and the Political Economy-Understanding the Broader Context Resources (Practice Stimulus packet)

● http://www.smithsonianmag.com/arts-culture/7-ways-technology-is-changing-how-art-is- made-180952472/?no-ist


● Neil M. Richards, “The Dangers of Surveillance”

● Weart, Spencer R., an excerpt from The Rise of Nuclear Fear

● Etzioni, Amitai. "Transforming the active orientation: technology should help cultivate social and moral progress, rather than endless growth and consumerism." Issues in Science and Technology 32.3 (2016): 79+. Academic OneFile. Web. 17 June 2016.

● Specter, Michael, “The Gene Hackers.”

● Mead, Rebecca, “AltSchool.”

● Life in Debt documentary

Assessments:1. Practice EOC – all sections.2. Students identify a research question of their own based on source materials and

classroom discussion. They gather information through research, analyze, evaluate, and select evidence and develop a logical, well-reasoned argument of approximately 1000 words. The paper must incorporate and refer to at least one of the provided sources. [CR 6]

Learning Objectives/Essential Knowledge:

LO1.1A: Identifying and contextualizing a problem or issue.LO1.1B: Posing complex questions and seeking out answers that reflect multiple, divergent, or contradictory perspectives.LO1.2A: Retrieving, questioning, organizing, and using prior knowledge about a topic.LO1.3A: Accessing and managing information using effective strategies.LO1.4A: Identifying the information needed and selecting appropriate strategies to find or collect it.LO2.1A: Employing appropriate reading strategies and reading critically for a specific purpose.LO2.1B: Summarizing and explaining a text’s main idea or aim while avoiding faulty generalizations and oversimplification.LO2.1C: Summarizing and explaining the reasoning of an argument.LO2.2A: Identifying, explaining, and analyzing the logic and line of reasoning of an argument.LO2.2B: Describing and analyzing the relevance and credibility of evidence used to support an argument, LO2.2C: Evaluating the validity of an argument.LO2.3A: Connecting an argument to broader issues by examining the implications of the author’s claim.LO2.3B: Evaluating potential resolutions, conclusions, or solutions to problems or issues raised by an argument.LO3.1A: Identifying, comparing, and interpreting multiple perspectives on or arguments about an issue.LO3.2A: Evaluating objections, implications, and limitations of alternate, opposing, or competing perspectives or arguments.LO4.1A: Formulating a complex and well-reasoned and well-reasoned argument.LO4.2A: Interpreting, using, and synthesizing qualitative and/or quantitative data/information from various perspectives and sources…to develop and support an argument.LO4.2B: Providing insightful and cogent commentary that links evidence with claims.


LO4.3A: Attributing knowledge and ideas accurately and ethically, using an appropriate citation style.LO4.4A: Extending an idea, question, process, or product to innovate or create new understandings.LO4.5A: Offering resolutions, conclusions, or solutions based on evidence and considering consequences and implications.LO5.1A: Planning, producing, and presenting a cohesive argument, considering audience, context, and purpose, and using appropriate media (e.g., essay, poster, oral presentation, documentary, research report/thesis.LO5.1B: Adhering to established conventions of grammar, usage, style, and mechanics.LO5.1C: Communicating information using effective techniques of design.LO5.1D: Adapting an argument for context, purpose, and audience.LO5.1E: Engaging an audience by employing effective techniques of delivery or performance.LO5.3B: Reflecting on personal contributions to the overall collaborative effort.

EK: 1.1A, 1.1B1, 1.1B2, 1.2A1, 1.2A2, 1.2A3, 1.3A1, 1.3A2, 1.3A3, 1.3B1, 1.3B2, 1.3B3, 1.4A1, 2.1A1, 2.1A2, 2.1A3, 2.1A4, 2.1B1, 2.1C1, 2.1C2, 2.2A1, 2.2A2, 2.2B1, 2.2B2, 2.2B3, 2.2B4, 2.2B5, 2.2B6, 2.2C1, 2.3A1, 2.3B1, 3.1A1, 3.1A2, 3.2A2, 3.2A2, 4.1A1, 4.1A2, 4.1A3, 4.1A4, 4.1A5, 4.1A6, 4.1A7, 4.1A8, 4.1A9, 4.2A1, 4.2B1, 4.3A1, 4.3A2, 4.3A3, 4.3A4, 4.4A1, 4.5A1, 5.1A2, 5.1B1, 5.1B2, 5.1B35.1B4, 5.1C1, 5.1C2, 5.1C3, 5.1D1, 5.1E1, 5.3B1

Preparing for Practice PT 2 – [CR1] [CR2] [CR3] [CR4] [CR6]

Activity 1: Working with a Stimulus PacketVarious activities, including:

● Style and Structure

● Audience, RAVEN

● Questions for Critical Reading

● Socratic Seminar

● Understanding Quantitative & Qualitative Data

Activity 2: Working on Individual Research Paper (Practice PAT 2)Various activities, including:

● Style and Structure

● Audience, RAVEN

● Questions for Critical Reading

● Socratic Seminar

● Understanding Quantitative & Qualitative Data

Activity 3: Individual Multimedia Presentation


Unit 3 – AP Seminar Summative Assessment: Performance Task 1

Team Project and Presentation

Task Overview:Students work in three to six teams to identify, investigate, analyze, and evaluate an academic or real-world problem, question, or issue. Each team designs and considers options, alternatives, and approaches and develops a written report and multimedia presentation to communicate its conclusion, solution, or recommendation. [CR5]

Scoring:

● Individual Research and Reflection (approximately 2000 words): internally scored, externally validated.

● Written Team Report (approximately 3000 words): internally scored, externally validated.

● Team Multimedia Presentation and Defense (8-10 minutes, with follow-up questions): internally scored.

Weight: 20% of AP Exam score

Begin Task 1 – Group Project

Activity 1: Final group selection, role assignments, group norms

Activity 2: Developing Research Questions

● Students work in groups to discuss and identify possible research topics and develop questions.

● EY Q.

● Finding texts and sources

Activity 3: Decide on Possible Perspectives/Group Work

● Using lenses, finding perspectives

Activity 4: Group Work

● Students work in groups to finalize roles and lenses

● Students begin working independently on an individual report

Activity 5: Working on Presentations

● Students work independently and in groups on PAT 1 Presentations.

Activity 6: Group Presentations for PT 1


Unit 4 – AP Seminar Summative Assessment: Performance Task 2

Individual Research-Based Essay and Presentation

Task Overview:The College Board’s AP Seminar Program will annually release cross-curricular source material (texts) representing a range of perspectives focused on a single theme or topic. Students will use these texts to identify 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 refer to and incorporate at least one of the provided sources. Students have 30 school days to complete their research, compose their essays, and develop their presentations. [CR6]

Scoring:

● Research-Based Argumentative Essay (approximately 2000 words): internally scored, externally validated.

● Individual Multimedia Presentation (6-8 minutes): internally scored.

● Oral Defense of Presentation (two questions from the teacher): internally scored.


Activity 1 Task 2 – Working with the sources

● Class time will be spent on close-reading, notes, analysis of sources, group discussion, and identification of common arguments/themes in the College Board packet.

Activity 2: Task 2 – Individual Research & PT 2 Skills

● Students create annotations of each source, consolidate notes, identify a topic/research question, and seek additional sources to begin research for PT 2.

Activity 3: Task 2 – Individual Research & Writing

● Students work independently in class to research, plan, and write essays for PT 2.Activity 4: Task 2 -- Individual Multimedia Presentation

Unit 5: EOC. Exam

Written ExamTask Overview:During the AP Exam administrative window, students will take the AP Seminar written exam. The exam consists of three items (three short answers and one essay question). The three short answer questions assess the analysis of an argument in a single source or document. The essay question assesses students’ skills in synthesizing and creating an evidence-based argument.

The written exam will take place in May during the AP Exam administrative window.

Scoring:


● Three Short Answer Questions (analysis of an argument in a single source or document): externally scored.

● Essay Question: externally scoredo Synthesis/development of evidence-based argument from multiple sources


Unit 6: Preparing for AP Research

Task Overview: Students will be introduced to the AP Research course and will preview skills, guidelines, and course expectations. Time will be given to the discussion of potential research topics. Current AP Research students will be asked to share their experience with AP Research.


Student, parent/guardian, teacher syllabus contract. AP Seminar 2020-2021

Dear Parents/Guardians, (Note this part of the syllabus will be a Google Form attached to the assignment where I share the syllabus. Students will be asked to review the syllabus with their parent or guardian and have them complete the parent contact portion of the form.)

Thank you for taking the time to review the AP Seminar course syllabus with your student. As AP Seminar is very different from other AP courses, you must be aware of the nature of the courses and expectations so that we can collaboratively support your scholar to academic success. Moreover, this course requires students to submit a Team Multimedia Presentation and an Individual Research Report to the College Board before the course AP Exam that will take place in May. Additionally, the Team Multimedia Presentation requires students to work as a collaborative team. Thus students will have to work as a group to complete this task, which is 20% of their AP Exam score. Please discuss your scholar’s expectations and help them develop a plan to achieve academic success in this course.

Please sign below to show that you and your scholar have read and understood this class’s expectations. Please have your student return this signed form.

If you have any questions, please contact Ms. Chappell via email at [email protected] or via the Remind app. Please feel free to email or message me any time if you’d like to discuss your scholar’s progress or if you have any concerns or questions or excused absence notices.

Please write one or more things you think Ms. Chappell should know about your scholar. For example, you may write about how they learn best or their previous good or bad experiences in science classes or school. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________ ________________________________Parent/Guardian Name (printed) Parent/Guardian Signature


________________________________ ________________________________Student Name (printed) Student Signature

________________________________ ________________________________Parent/Guardian Phone Parent/Guardian email (print clearly)

________________________________ What’s best? Text ❏ Phone Call ❏ Email ❏Additional Parent/Guardian Phone


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