ap seminar course syllabus · the ap seminar and/or ap research performance assessment task. in ap...

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AP Seminar Course Syllabus

AP Seminar: Curricular Requirements

CR1 Students explore complexities of one or more themes by making connections within, between,

and/or among multiple cross-curricular areas and by exploring multiple perspectives and lenses (e.g.,

cultural and social, artistic and philosophical, political and historical, environmental, economic,

scientific, futuristic, ethical) related to those themes.

CR2a The course provides multiple opportunities for students to practice and refine their skills by

engaging with the QUEST process.

CR2b Students develop and apply discrete skills identified in the learning objectives within the Big

Idea 1: Question and Explore.

CR2c Students develop and apply discrete skills identified in the learning objectives within the Big

Idea 2: Understand and Analyze.

CR2d Students develop and apply discrete skills identified in the learning objectives within the Big

Idea 3: Evaluate Multiple Perspectives.

CR2e Students develop and apply discrete skills identified in the learning objectives within the Big

Idea 4: Synthesize Ideas.

CR2f Students develop and apply collaboration skills identified in the learning objectives within the

Big Idea 5: Team, Transform, and Transmit.

CR2g Students develop and apply reflection skills identified in the learning objectives within the Big

Idea 5: Team, Transform, and Transmit.

CR2h Students develop and apply written and oral communication skills identified in the learning

objectives within the Big Idea 5: Team, Transform, and Transmit.

CR3 Students gain a rich appreciation and understanding of the issues through the following activities:

reading articles and research studies; reading foundational, literary, and philosophical texts; viewing

and listening to speeches, broadcasts, and/or personal accounts; and experiencing artistic works and

performances.

CR4 Students develop an understanding of how to ethically use others’ knowledge and ideas in their

own work, avoiding plagiarism.

The AP Seminar course is an inquiry-based course that aims to engage students in cross-curricular

conversations that explore real-world topics and issues from multiple perspectives. Students are

empowered to collect and analyze information with accuracy and precision in order to craft and

communicate evidence-based arguments.

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CR5 Students work collaboratively with a team to identify, investigate, analyze, and evaluate a real-

world or academic issue; consider options, alternatives, solutions, or resolutions; and develop a written

report, multimedia presentation, and defense to communicate a conclusion or recommendation.

CR6 Students work independently to identify a research question based on provided stimulus material;

research the issue; analyze, evaluate, and select evidence to develop an argument; present and defend a

conclusion; and produce a multimedia presentation to be delivered to their peers.

The goals of the AP Seminar course include:

Engage students with rigorous college-level curricula focused on the core academic skills

necessary for successful college completion.

Extend students’ abilities to synthesize information from multiple perspectives and apply skills in

cross-curricular contexts and in new situations.

Empower students to collect and analyze information with accuracy and precision.

Cultivate students’ abilities to craft, communicate, and defend evidence-based arguments.

Provide opportunities for students to practice disciplined and scholarly research skills applied to

relevant topics of their interest and curiosity.

Expected Student Learning Outcomes

Throughout the program, students consider multiple points of view to develop their own perspectives on

complex issues and topics through inquiry and investigation. The AP Seminar program provides students

with a framework that allows students to develop, practice, and hone their critical and creative thinking

skills as they make connections between issues and their own lives.

While helping students to develop and strengthen their critical and creative thinking skills, students learn

to consider multiple points of view to develop their own perspectives on complex issues and topics

through inquiry and investigation.

The inquiry process exposes students to a variety of primary and secondary print and non-print sources

such as articles, research studies, and foundational literary and philosophical texts; speeches, broadcasts,

and personal accounts; and artistic works and performances. The wide variety of academic sources

provide the opportunity to gain a rich appreciation and understanding of issues as students collaboratively

or independently analyze and evaluate the evidence to consider options, alternatives, solutions, or

resolutions of real-world or academic problems.

AP Seminar / College Board Plagiarism Policy

Adherence to College Board AP policies is critical to producing valid AP scores. According to the

College Board, “Violations of program policies and/or exam procedures may result in the cancellation of

student scores and/or the school being withdrawn from the AP Capstone program by the College Board’s

AP Program.”

A student who fails to acknowledge (e.g., 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 Performance Assessment Task. In AP Seminar, a team of students

that fails to properly acknowledge sources or authors on the Written Team Report will receive a group

score of zero for that component of the Team Project and Presentation. To the best of their ability,

teachers will ensure that students understand ethical use and acknowledgment of the ideas and work of

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others, as well as the consequences of plagiarism. The student’s individual voice should be clearly

evident, and the ideas of others must be acknowledged, attributed, and/or cited. [CR4]

[CR4] — Students develop an understanding of how to ethically use others’ knowledge and ideas in their

own work, avoiding plagiarism.

Big Ideas: QUEST

Big Idea 1: Question and Explore

Big Idea 2: Understand and Analyze

Big Idea 3: Evaluate Multiple Perspectives

Big Idea 4: Synthesize Ideas

Big Idea 5: Team, Transform, and Transmit

Skills Development through Inquiry Units

Semester Focus: Power Struggles

Unit 1: Introduction to AP Seminar and Course Theme: Power Struggles

Unit 2: Political and Governmental Power

Unit 3: Social and Linguistic Power

Unit 4: Power and the Environment

Unit 5: The Power of Technology

Three Performance Assessments

During the AP Seminar course, students complete the following AP Capstone Performance Based

Assessments: two through-course performance assessment tasks and a written exam, while adhering to

AP College Board policies to ensure the validation of their scores. Both Performance Assessment Tasks

will be completed after unit 5. [CR5] [CR6]

[CR5] — Students work collaboratively with a team to identify, investigate, analyze, and evaluate a real-



[CR6] — Students work independently to identify a research question based on provided stimulus material;



*The following assessments are summative and are used to calculate a final AP Score (using the 1-5

scale) for AP Seminar.

Performance Assessment Task #1: Team Project and Presentation [CR5]




Task Overview:

Students work in teams of three to six to identify, investigate, analyze, and evaluate an academic or real-

world problem, question, or issue.

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Each team designs and/or considers options, alternatives, and approaches, and develops a written report

and multimedia presentation to communicate its conclusion, solution, or recommendation.

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 (8-10 minutes) with follow-up questions: Internally Scored

Weight:

25% of Score

Performance Assessment Task #2: Individual Research-Based Essay and Presentation [CR6]




Task Overview:

The College Board’s AP Program will annually release cross–curricular source materials (texts)

representing a range of perspectives focused on a single theme or topic. Students 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.

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

Weight:

35% of Score

Assessment Task #3: Written Exam (3 Hours)

Task Overview:

During the AP Exam administration window, students take the AP Seminar written exam. The exam

consists of five items: three short answer questions and two essay questions.

Scoring:

• Three Short Answer Questions (analysis of argument in a single source or document): Externally Scored

• Two Essay Questions: Externally Scored

o Comparative analysis and evaluation of the authors’ arguments

o Synthesis/development of evidence-based argument

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Weight:

40% of Score

Published Materials*

To meet the course objectives, additional current media, magazines, journals, newspapers, and other

secondary and primary sources may be included, as the instructor deems appropriate.

Chaffee, John. Critical Thinking, Thoughtful Writing. 6th edition. Stamford, CT: Cengage

Learning, 2015.

Jacobus, Lee A. A World of Ideas: Essential Readings for College Writers. 9th edition. Boston,

MA: Bedford/ St. Martin’s, 2013.

Palmquist, Mike. The Bedford Researcher. 4th edition. Boston, MA: Bedford/St. Martin’s, 2015.

Turabian, Kate L. Student’s Guide to Writing College Papers. 4th edition. Chicago: University of

Chicago, 2010.

* The inquiry-based nature of the AP Seminar course requires activities and assessments from a variety of

resources (library/internet research, audio/video equipment, etc.).

* Information used to address an issue may come from various print and non-print secondary sources

(e.g., articles, other studies, analyses, reports, TED Talks, visual art, podcasts) and/or primary sources

(e.g., original texts and works or personally collected data such as experiments, surveys, questionnaires,

and interviews).

*Students will be expected to use technology to access and manage information from online databases

(e.g., SIRS, GALE, JSTOR, Google Scholar) that grant access to secondary and primary sources.

Course / Teacher Assessments:

Skill-based assessments include, but are not limited to:

1. Inquiry-based assessments

2. In-class timed writings: analysis, argument, synthesis

3. Reflections

4. Team projects: team building, cooperative learning, group presentations

5. Writing activities and assignments

6. AP preparation: skill-based activities, practice essays

7. Online portfolios

Course Work:

This course requires students to complete a number of tasks in preparation for the AP Seminar formal

assessments. It is expected that students thoroughly and thoughtfully complete all work assigned in this

course, regardless of whether the assignment receives a grade.

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Class participation is extremely important. This includes attendance, reading comprehension activities,

reflections, taking research notes, rewriting drafts, peer review (in class), and team meeting sessions (in

class and at home).

Participation in Class Discussion:

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 (1-2 paragraphs) that addresses the key questions:

How should we frame this issue? How can global civic action solve this issue? 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.

Expectations for Academic Success

This course is designed to have students work in groups/teams frequently. As such, some of the graded

work will require students to function effectively as a member of a team. Issues regarding interpersonal

communication and responsibilities to the group should be brought to the instructor’s attention

immediately; do not wait for grades to suffer before informing the instructor of any issues.

A student’s grade for this course is based on several assignments for each quarter of the school year.

Given the nature of these assignments, each takes on increased importance. Each assignment is given a

due date and no credit will be given for late work.

It is the student’s responsibility to make arrangements for any missed work outside of class time. If a

student has an excused absence, he/she will be allowed to turn in the missed assignment and will be given

another day for any work assigned and due while absent. If a student has an excused absence the day of

the test, he/she will have one week from the return date to make it up, but coursework is due upon return.

This course requires students’ active participation in all activities and discussions. Lessons have been

designed to create an open forum for the exchange of thoughts and opinions. Students are expected to be

on task at all times, and respect the thoughts and opinions of classmates.

Cooperative groups, discussions, debates, and projects involve daily participation. Absences will affect

grade. Please be here and be on time.

Evaluation and Grading Percentages:

Participation (35%): Evaluation will be based on how a student’s participation (comments, ideas, and

questions) helped to enhance and/or to advance the class’ overall collective understanding through critical

discussion and listening.

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Minor Grades (25%): Grades will be based on the points earned on in-class writings, homework,

assignments, and reflections.

Assessments (40%): All assessment scores will come from essays (definition, problem/solution, argument

synthesis, source comparison,) or practice seminar assessments (team project and presentation, individual

written essay and presentation, and written exam).

Materials and Resources:

Binder / dividers / paper

Highlighters, pens, pencils

Laptop (preferred)

Turnitin.com account

Semester Focus: Power Struggles

Overview: The concept of power is multi-faced and constantly evolving in our world. Students will

explore the concept of power and power struggles through each of the units below and within the scope of

the each unit’s essential questions.

Unit 1: Introduction to AP Seminar and Semester Theme: Power Struggles [CR1] [CR2a]

[CR1] Students explore complexities of one or more themes by making connections within, between,

and/or among multiple cross-curricular areas and by exploring multiple perspectives and lenses (e.g.,

cultural and social, artistic and philosophical, political and historical, environmental, economic, scientific,

futuristic, ethical) related to those themes.

[CR2a] The course provides multiple opportunities for students to practice and refine their skills by

engaging with the QUEST process.

Essential Questions: What is QUEST? [CR2a] What do I want to know, learn, or understand? How does

the context or a problem or issue affect how it is interpreted or presented? What strategies help me

comprehend a text? What is the argument’s main idea and what reasoning does the author use to develop

it? Why does the author view the issue this way? What patterns or trends can be identified among the

arguments about this issue? What biases may the author have that influence his or her perspective? [CR1]

How might others see the problem or issue differently? [CR1]

Learning Objectives that will be addressed in this unit include:

Question and Explore

LO 1.1A: Identifying and contextualizing a problem or issue

LO 1.1B: Posing complex questions ad seeking out answers that reflect multiple, divergent, or

contradictory perspectives

LO 1.2A: Retrieving, questioning, organizing, and using prior knowledge about a topic

LO 1.3A: Accessing and managing information using effective strategies

LO 1.3B: Evaluating the relevance and credibility of the source of information and data in relation to the

inquiry

Understand and Analyze

LO 2.1A: Employing appropriate reading strategies and reading critically for a specific purpose

LO 2.1B: Summarizing and explaining a text’s main idea or aim while avoiding faulty generalizations and

oversimplification

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LO 2.1C: Summarizing and explaining the reasoning of an argument

LO 2.2A: Identifying, explaining, and analyzing the logic and line of reasoning of an argument

LO 2.2B: Describing and analyzing the relevance and credibility of evidence used to support an

argument, taking context into consideration

LO 2.3A: Connecting an argument to broader issues by examining the implications of the author’s claim

LO 2.3B: Evaluating potential resolutions, conclusions, or solutions to problems or issues raised by an

argument

Evaluate Multiple Perspectives

LO 3.1A: Identifying, comparing, and interpreting multiple perspectives on or arguments about an issue

Synthesize Ideas

LO 4.1A: Formulating a complex and well-reasoned argument

LO 4.5A: Offering resolutions, conclusions, and/or solutions based on evidence as well as considering

consequences and implications

Team, Transform, Transmit

LO 5.1A: 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)

LO 5.1B: Adhering to established conventions of grammar, usage, style, and mechanics

LO 5.1D: Adapting an argument for context, purpose, and/or audience

LO 5.2A: Providing individual contributions to overall collaborative effort to accomplish a task or goal

LO 5.1C: Communicating information using effective techniques or design

LO 5.2B: Fostering constructive team climate, resolving conflicts, and facilitating the contributions of all

team members to address complex, open-ended problems.

Week 1: Course Framework, Critical Thinking, and Critical Reading

Essential Knowledge:

EK2.1A3: Strategies active readers use to make meaning from texts include annotating, note-taking,

highlighting, and reading aloud.

EK 2.1A2: Strategies active readers use to preview and prioritize a written text include skimming,

scanning, rereading, and questioning.

EK2.1A1: Reading critically means reading closely to identify the main idea, tone, assumptions, context,

perspective, line of reasoning, and evidence used.

EK 1.3A2: Online databases (e.g., EBSCO, ProQuest, JSTOR, Google Scholar) and libraries catalog and

house secondary and some primary sources.

EK1.3B2: Credibility or evidence depends on use of sources and data that are relevant and reliable

(current, authoritative).

EK1.3B3: Determining the credibility of a sources requires considering and evaluating the reputation and

credentials of the author, publisher, site, owner, and/or sponsor; understanding and evaluating the author’s

perspective and research methods; and considering how others respond to their work. Scholarly articles

are often peer reviewed, meaning the research has been reviewed and accepted by disciplinary experts.

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Resource: Handout: P. 110 CED

Learning Activity: Introduce QUEST with group jigsaw: How does each letter/ skill of the

QUEST Acronym apply to the process of reading and writing for research and argument?

Resource: Pp. 55-63 CED, 46-47 CED

Learning Activity: Overview of Course Assessments: PT1, PT2, & EOC

Resource Text: “Effective Ovarian Cancer Treatment Is Underused, Study Finds” by Denise

Grady, New York Times

Learning Activity: Close Reading Practice: Annolighting (text features) and Intro to Argument

Analysis (RAVEN)

Practice Assessment (teams): EOC Section 1 Part A (questions 1, 2, 3) [CR2c]

o Identify the author’s argument, main idea, or thesis.

o Explain the author’s line of reasoning by identifying the claims used to build the

argument and the connections between them.

o Evaluate the effectiveness of the evidence the author uses to support the claims made in

the argument.

[CR2c] – Students develop and apply discrete skills identified in the learning objectives within the Big Idea

2: Understand and Analyze

Unit Practice Assessment: Use Cobb Digital Library to choose a credible article that takes a stance on

gun control. Use the RAVEN strategy to evaluate the author’s position and be ready to concisely present

your findings to the class.

Week 2: Introduce Essential Vocabulary, Theme of POWER Struggles through debate & Lenses


EK1.1A1: Examining the perspectives and ideas of others often leads to questions for further

investigation. Inquiry begins with narrowing scope of interest, identifying a problem or issue and its

origins within that scope, and situating the problem or issue in a larger context.

EK1.1B2: The inquiry process allows one to draw upon curiosity and imagination to engage with ideas or

explore approaches to complex issues.

EK1.2A1: Understanding comes not only through collection of information but also from a variety of

other factors (e.g., experience, external sources, culture, assumptions).

EK1.2A3: Inquiry confirms or challenges one’s existing understandings, assumptions, beliefs, and/or

knowledge.

EK 1.3A3: Advanced search tools, Boolean logic, and key words allow scholar to refine, focus, and/ or

limit their searches based on a variety of factors (e.g., date, peer-reviewed status, type of publication).

EK 2.1A4: Perspectives are shared through written, spoken, visual, or performance texts. A perspective

includes the writer’s attitude/ tone regarding the subject and is expressed through an argument.

EK2.1B1: The main idea of an argument is often expressed in the thesis statement, claim, or conclusion,

or implied throughout a work.

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EK2.1B2: Artistic works (e.g., painting, film, music, dance) convey a perspective. Analysis of a work’s

context, subject, structure, style, and aesthetic is critical to understanding its aims.

EK2.1C1: Authors use reasons to support their arguments. The line of reasoning is composed of one or

more claims justified through evidence.

EK2.2A3: Effective arguments acknowledge other arguments and/or respond to them with

counterarguments (e.g., concession, refutation, rebuttal).

EK2.2B1: An argument’s context (time and purpose) and situation (in relation to other arguments) inform

its interpretation.

EK2.2B3: Authors strategically include evidence to support their claims.

EK2.3A1: The implications and consequences of arguments may be intended or unintended.

EK2.3B1: Arguments are significant and have real-world impact because they can influence behavior

(e.g., call one to action, suggest logical next steps).

EK3.1A2: Perspectives are not always oppositional; they may be concurring, complementary, or

competing.

EK4.1A1: Effective arguments use reason and evidence to convey a perspective, point of view, or some

version of the truth that is stated or implied in the thesis and/or conclusion

EK4.1A2: Effective arguments are supported and unified by carefully chosen and connected claims,

reasons, and evidence.

EK4.5A1: When proposing a solution, the advantages and disadvantages of the options and alternatives

should be weighed against the goal within its context.

EK5.1D1: Arguments can be adapted by strategically selecting and emphasizing information considering

audience, medium, and purpose.

EK5.2A1: Knowing and communicating one’s strengths and challenges to a group allows one’s

contributions to be more effective.

Resource: AP Seminar Essential Vocabulary - Pp. 107-108 CED

Learning Activity: Students use metacognitive markers to evaluate knowledge of terms

Practice / Assessment: Present “Gun Law” Article Perspectives / Source Comparison

Students organize themselves into two teams based on the position of their articles

Students share their findings with their group in 3-5 minutes presentations, including text

features, main argument, line of reasoning, and evidence, discussing similarities and overlap or

new perspectives.

Teams decide on the three most compelling arguments in preparation for a debate

Practice / Assessment: Gun Law Debate

Resource Text: “Big Fish Eat Little Fish Eat Big Fish” painting by Molly Crabapple & Questioning

technique guidelines P. 46 binder [CR2b]

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[CR2b] Students develop and apply discrete skills identified in the learning objectives within the Big Idea 1:

Question and Explore.

Learning Activity: Group Word Association: Power

Intro to Questioning process through art

Resource: https://cirt.gcu.edu/research/developmentresources/tutorials/question

What do good research questions look like and how do they lead to effective research?

Resources: P. 39 of PT2 Sample Assessment Materials (sample page 1 of IWA)

Learning Activity: Class discussion on establishing context and writing an effective research

question

Resources: Pp. 74-75 binder “Identifying Perspectives” / P. 77 binder

Learning Activity: Introduce lenses and multiple perspectives / Practice “identifying

perspectives” activity

Learning Activity: Introduce 8 lenses (clarify terms). In groups, students select an issue/ question

from binder Pp. 74-75 and apply to binder P. 77 activity: Determine perspectives of your issue

within each of the 8 lenses [CR2d]

[CR2d] Students develop and apply discrete skills identified in the learning objectives within the Big Idea 3:

Evaluate Multiple Perspectives.

Resource: Group Roles P. 93 binder

Learning Activity: Establish group norms and expectations

Week 3: Practice Assessment: Assign Definition-Argument Paper (Practice PT1)


EK 1.1B1: Strong research questions are open-ended and lead to an examination, taking into account the

complexity of a problem or issue.

EK5.1B1: A writer expresses tone or attitude about a topic through word choice, sentence structure, and

imagery.

EK5.1B2: Effective sentences create variety, emphasis, and interest through structure, agreement of

elements, placement of modifiers, and consistency of tense.

EK5.1B3: Precision in word choice reduces confusion, wordiness, and redundancy.

EK5.1B4: Spelling and grammar errors detract from credibility.

EK5.2A1: Knowing and communicating one’s strengths and challenges to a group allows one’s

contributions to be more effective.

EK 5.1A1: An argument may include the following elements:

- Introduction: engages the audience by providing background and/or context

- Thesis: conveys the main idea of the argument

- Reasons, evidence, and commentary: provide support for the argument

https://cirt.gcu.edu/research/developmentresources/tutorials/question

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- Counterargument, concession, refutation, and rebuttal: acknowledge and/or respond to opposing

arguments

- Conclusion: synthesizes reasoning, considers possible implications for the future, and ties back to the

introduction

- Bibliography: identifies works cited

EK 5.1A2: Coherence is achieved when the elements and ideas in an argument flow logically and

smoothly. Transitions are used to move the audience from one element or idea to another by illustrating

the relationship between the elements or ideas.

EK 5.1C3: Effective communication requires choosing appropriate media according to context, purpose,

and audience.

EK 5.2B1: Teams are built around tasks. Low-risk teambuilding activities and simulations enhance a

team’s performance

EK 5.2B2: Teams function at their best when they understand the diversity of their social-cultural

perspectives, talents, and skills.

EK 5.2B3: Teams function at their best when they practice effective interpersonal communication,

consensus building, conflict resolution, and negotiation.

EK 5.2B4: Effective teams consider the use of online collaborative tools.

Resources: PT1 Rubrics

Students work in teams of 3-4 to explore and ultimately define “power” as it is treated in a particular

genre of film. Teams establish a research question, then decide on 4 relevant films to explore in

determining a definition. Each student is responsible for a practice IRR (450 words). Teams will compile

findings into a cohesive Team Report that argues a definition of power in that particular genre, addressing

relevant perspectives from the 4 films. Teams will give a 6-8 minute presentation to the class using visual

media. [CR2e] [CR2f] [CR2h]

[CR2e] — Students develop and apply discrete skills identified in the learning objectives within

the Big Idea 4: Synthesize Ideas.

[CR2f] —Students develop and apply collaboration skills identified in the learning objectives

within the Big Idea 5: Team, Transform, and Transmit.

[CR2h] — Students develop and apply written and oral communication skills identified in the

learning objectives within the Big Idea 5: Team, Transform, and Transmit.

Unit 2: Political Power Struggles (Weeks 4-5)

All Learning Objectives (LO) and Essential Knowledge (EK) that were previously introduced will be

consistently practiced throughout as units progress. Each continuing LO or EK may not be explicitly

stated in each practice or assessment listed in the unit even though it is being reviewed and practiced.

Learning Objectives to be introduced in this unit include:

Understand and Analyze:

LO 2.2C: Evaluating the validity of an argument

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EK 2.2C1: An argument is valid when there is logical alignment between the line of reasoning and the

conclusion.

EK 3.1A1: An individual’s perspective is influenced by his or her background (e.g., experiences, culture,

education), assumptions, and worldview, as well as by external sources.

EK 4.1A5: The line of reasoning is a clear, logical path leading the audience through the reasons to a

conclusion.

Essential Questions: Which nations wield the most power in our world? Why? Has it always been this

way? What has changed throughout history? What threats do currently powerful governments pose to

our country, if any? What is our country doing to achieve a balance of power or maintain a majority of

power?

Resources/ Texts:

CNN 2012 “Power” Digital Art Gallery [CR3]

Learning Activity: Choose 1 piece from the collection to evaluate using OPTIC

“Thoughts from the Tao-te Ching” by Lao-Tzu (A World of Ideas, pp.203-213) [CR3]

Learning Activity: Annolight text / choice of discussion questions

Learning Activity: Harkness Table Discussion

“Yes, You Can; No, You Can’t: A Rule for Every Move” by Murray Weidenbaum (USA Today

Magazine) [CR3]

Learning Activity: Annolight text using metacognitive markers

Team Practice Assessment: Use CRAAP test to evaluate the text or complete EOC 1A Questions

1&2 with the text

“The Qualities of a Prince” by Niccolo Machiavelli (A World of Ideas, pp. 219-235) [CR3]


Harkness Table Discussion: Argue for a government that aligns with Lao-Tzu’s main ideas or one

that differs dramatically. Connect all points of reasoning back to textual evidence.

[CR3] Students gain a rich appreciation and understanding of the issues through the following

activities: reading articles and research studies; reading foundational, literary, and philosophical

texts; viewing and listening to speeches, broadcasts, and/or personal accounts; and experiencing

artistic works and performances.

Practice Assessment:

Individual Comparison Essay (Practice EOC 1B): Compare ideological similarities and difference

between Machiavelli and Weidenbaum texts with regard to the unit’s essential questions [CR2c] [CR2d]

[CR2c] Students develop and apply discrete skills identified in the learning objectives within the Big Idea

2: Understand and Analyze.

[CR2d] Students develop and apply discrete skills identified in the learning objectives within the Big Idea

3: Evaluate Multiple Perspectives.

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Unit 3: Power in a Social World (Weeks 6-7)

Learning Objectives that will be addressed in this unit include:

Question and Explore:

LO 1.4A: Identify the information needed and selecting appropriate strategies to find or collect it

Synthesize Ideas:

LO 4.2A: 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.


EK 1.4A1: The way the problem is posed, situated, framed, or contextualized will guide the inquiry

process and influence the type of information needed and the appropriate method of gathering it.

EK 1.2A2: A variety of strategies (e.g., brainstorming, concept mapping, prewriting, exploration of space,

drafting) can be used to illustrate, organize, and connect ideas.

EK 1.3A1: Information used to address a problem may come from various secondary sources and /or

primary sources.

EK 2.1C2: A lack of understanding of the complexities of an argument (tone, implications, limitations,

nuance, context) can lead to oversimplification and/or generalization

EK 2.2B2: Writers use qualitative and/or quantitative evidence (e.g., facts, data, observations, predictions,

analogies, explanations, opinions) to support their claims. Evidence has varying degrees of validity.

EK 4.2A1: Evidence can be collected from print and non-print sources (e.g., libraries, museums,

archives), experts, or data gathered in the field (e.g., interviews, questionnaires, observations).

EK 4.2A2: Evidence is used to support the claims and reasoning of an argument. Compelling evidence is

sufficient, accurate, relevant, current, and credible to support the conclusion.

Essential Questions: What does it look like to be socially powerful? What does power look like in

school? How big of a problem is bullying and is it stoppable? What does power look like among adults in

our suburban community? Are there trends among the powerful? Do any people or groups of people

defy those odds/ trends? How does race factor into the discussion on social power? What is linguistic

power? Does effective communication give us power? How have people used language to exploit others?

Resources Texts:

“If Black Isn’t a Language, Then Tell Me, What Is?” by James Baldwin (A World of Ideas, pp. 795-803)


Practice Assessment: Find and evaluate an scholarly journal article on linguistic power: 3 minute

presentation to the class using visual media of some kind

Ted Talk: “To This Day…For the bullied and the beautiful”:

https://www.ted.com/talks/shane_koyczan_to_this_day_for_the_bullied_and_beautiful?language=en

[CR2e]

https://www.ted.com/talks/shane_koyczan_to_this_day_for_the_bullied_and_beautiful?language=en

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Learning Activity: Group analysis and comparison of graphs depicting bullying statistics

Practice Assessment: Find and evaluate a case study on bullying using EOC 1A

Learning Activity: With a team, conduct research using polls and surveys in order to evaluate the

prevalence of bullying in our high school, feeder middle schools, and feeder elementary schools

Learning Activities: Understanding Quantitative Data Lesson

[CR2e] Students develop and apply discrete skills identified in the learning objectives within the Big Idea 4:

Synthesize Ideas.

“Equality” by Isaiah Berlin (Introduction to Great Books, Second Series, pp. 103-115)

Learning Activity: Record an audio reflection on how personal thoughts on social power and

equality have been influenced by the resource texts. [CR2g]

[CR2g] Students develop and apply reflection skills identified in the learning objectives within the


Unit 4: Power and the Environment (Weeks 8-11)

Learning Objectives to be introduced in this unit include:

Evaluate Multiple Perspectives

LO 3.2A: Evaluating objections, implications, and limitations or alternate, opposing, or competing

perspectives or arguments

Synthesize Ideas

LO 4.2B: Providing insightful and cogent commentary that links evidence with claims

LO 4.3A: Attributing knowledge and ideas accurately and ethically, using an appropriate citation style

LO 4.4A: Extending an idea, question, process, or product to innovate or create new understandings


LO 5.1E: Engaging an audience by employing effective techniques of delivery or performance

LO 5.3B: Reflecting on personal contributions to overall collaborative effort


EK 1.3B1: The scope and purpose of one’s research and the credibility of sources affects the

generalizability and the reliability of the conclusions.

EK 2.2A1: Inductive reasoning uses specific observations and/or data points to identify trends, make

generalizations, and draw conclusions. Deductive reasoning uses broad facts or generalization to generate

additional, more specific conclusions about a phenomenon.

EK 4.1A6 The logic and reasoning of an argument may be deductive (claim followed by evidence) or

inductive (evidence leads to a conclusion).

EK 4.1A7: A line of reasoning is organized based on the argument’s purpose (e.g., to show causality, to

evaluate, to define, to propose a solution).

EK 4.1A8: Claims and supporting evidence are arranged (e.g., spatially, chronologically, order or

importance) to convey reasoning and relationships (e.g., comparative, causal, correlational).

EK 4.1A9: The same argument may be organized, arranged, or supported in multiple ways depending on

audience and context.

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EK 2.2A2: An argument’s line of reasoning is organized based on the argument’s purpose (e.g., to show

causality, to define, to propose a solution) to lead to a conclusion.

EK 3.2A1: Critical thinkers are aware that some arguments may appeal to emotions, core values, personal

biases and assumptions, and logic.

EK 3.2A2: When evaluating multiple perspectives or arguments, consideration must be given to how

one’s own personal biases and assumptions can influence one’s judgment.

EK 4.2A3: Evidence is chosen based on purpose (e.g., to align an argument with authority; to define a

concept, illustrate a process, or clarify a statement; to set a mood; to provide an example to amplify or

qualify a point).

EK 4.2B1: Commentary connects the chosen evidence to the claim through interpretation or inference,

identifying patterns, describing trends, and/or explaining relationships (e.g., comparative, causal,

correlational).

EK 4.3A1: Plagiarism is a serious offense that occurs when a person presents another’s ideas or words as

his or her own. Plagiarism may be avoided by acknowledging sources thoroughly and accurately.

EK 4.3A2: Source material should be introduced, integrated, or embedded into the text of an argument.

EK 4.3A3: Quoted and paraphrased material must be properly attributed, credited, and cited following a

style manual. Quoting is using the exact words of others; paraphrasing is restating an idea in one’s own

words.

EK 4.3A4: Academic disciplines use specific style guides for citing and attributing sources (e.g., APA,

MLA, Chicago, AMA).

EK 4.4A1: Innovative solutions and arguments identify and challenge assumptions, acknowledge the

importance of content, imagine and explore alternatives and engage in reflective skepticism.

EK 5.1C1: Effective organizational and design elements (e.g., headings, layout, illustrations, pull quotes,

captions, lists) may aid in audience engagement and understanding by calling attention to important

information and/or creating emotional responses in the audience. Ineffective use or overuse of these

elements disrupts audience engagement and understanding.

EK 5.1C2: Data and other information can be presented graphically (e.g., infographics, graphs, tables,

models) to aid audience understanding and interpretation.

EK 5.1E1: Speakers vary elements of delivery (e.g., volume, tempo, movement, eye contact, vocal

variety, energy) to emphasize information, convey tone, and engage their audience.

EK 5.3B1: Reflective contributors acknowledge the impact of their actions on the outcome of the group’s

efforts, noting the reasons for such actions, assumptions made, and whether or not such actions and

assumptions hindered or helped the achievement of the group’s goals.

Essential Questions: What does our planet currently use as dominant sources of power? How

sustainable are these? Are some more sustainable than others? What new power sources are being

explored? Who is leading the charge behind these? Are they equally realistic, cost-effective, popular,

etc.?

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Resources / Texts:

“Do Seed Companies Control GM Crop Research” by the editors of Scientific American (Critical

Thinking, Thoughtful Writing, p. 360)

Learning Activity: EOC 1A [CR2c]

[CR2c] – Students develop and apply discrete skills identified in the learning objectives within the Big Idea

2: Understand and Analyze

Visual Argument: “How Much is Left” by Adam Frus, 2007

Learning Activity: Class discussion - What makes this an argument?

Documentary: Pump. Directed by Joshua Tickell and Rebecca Harrell Tickell, 2014.

Documentary: GMO OMG: Is this the end of real food? Directed by Jeremy Seifert, 2013.

Practice /Assessment: Practice PT1 (Team Project & Presentation):

Determine teams and choose an issue related to power and the environment to research (includes

small-scale IRR, Team Report, and Oral Presentation)

Team Project & Presentation [CR2f]

Submit Team Research Question [CR2b]

Individual Research & Reflection (single document, approximately 1000 words: 800 research/200

reflection) [CR2g] [CR2h]

Written Team Report (approximately 2000 words)

Team Multimedia Presentation (6-8 minutes) with follow-up questions [CR2h]

[CR2f] — Students develop and apply collaboration skills identified in the learning objectives within the


[CR2b] — Students develop and apply discrete skills identified in the learning objectives within the Big

Idea 1: Question and Explore.

[CR2g] — Students develop and apply reflection skills identified in the learning objectives within the Big

Idea 5: Team, Transform, and Transmit.

[CR2h] — Students develop and apply written and oral communication skills identified in the learning

objectives within the Big Idea 5: Team, Transform, and Transmit.

Unit 5: The Power of Technology (Weeks 11-12)

** No new Learning Objectives to be introduced in this unit **


EK 2.2 B4: Writers appeal to (or possibly manipulate) readers through a variety of strategies and

techniques (e.g., language, authority, qualifiers, fallacies, emphasis).

EK 2.2B5: Evidence may be used to identify and explain relationships (comparative, causal, or

correlational) and/or patterns and trends.

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EK 2.2B6: Credibility is compromised when authors fail to acknowledge and/or consider the limitations

of their conclusions, opposing views or perspectives, and/or their own biases.

EK 4.1A3: Qualifiers place limits on how far a claim may be carried. Effective arguments acknowledge

these limits, increasing credibility by reducing overgeneralization or oversimplification.

EK 4.1A4: Effective arguments acknowledge other arguments and/or respond to them with

counterarguments (e.g., concession, refutation, rebuttal)

Essential Questions: In what ways is technology wielding power over our world? What does it have the

power to determine/ control/ influence how we live and how our world operates? How has it transformed

our world in powerful ways? How do those in the technology industry hold power over other industries?

Resources/ Texts:

“The (Terrifying) Transformative Potential of Technology” by Lisa Wade (Critical Thinking, Thoughtful

Writing, p. 301) [CR3]

Learning Activity: Questions for Critical Reading

“Eating Genes: What the Green Revolution Did for Grain, Biotechnology May do for Protein” by Richard

Manning (Critical Thinking, Thoughtful Writing, p. 362) [CR3]

“Is Google Making us Stupid?” by Nicholas Carr (Critical Thinking, Thoughtful Writing, pp. 458-464)

[CR3]

Learning Activity: EOC Practice: Section 1B: Students are asked to evaluate the effectiveness of

two arguments on a similar question, problem, or issue. Each of the sources should present

alternate, divergent, or contradictory perspectives. Read the following two articles carefully.

Focus on the relevance and credibility of the evidence the writers use to develop their lines of

reasoning. Then, write an essay that evaluates the validity of the two arguments. [CR2c] [CR2e]

[CR2e] Students develop and apply discrete skills identified in the learning objectives within the Big Idea 4:

Synthesize Ideas.

[CR3] Students gain a rich appreciation and understanding of the issues through the following activities:

reading articles and research studies; reading foundational, literary, and philosophical texts; viewing and

listening to speeches, broadcasts, and/or personal accounts; and experiencing artistic works and performances.

“The Perfect Technocracy: Facebook’s Attempt to Create Good Government for 900 Million People” by

Alexis C. Madrigal (Critical Thinking, Thoughtful Writing, pp. 495-498)

Learning Activity: EOC Practice: Section IA: Students are asked to analyze an argument using

evidence. Identify the author’s argument, main idea, or thesis. Identify claims the author uses to

develop the line of reasoning. Evaluate the effectiveness of the author’s use of evidence to

support his or her argument. [CR2c]

[CR2c] — Students develop and apply discrete skills identified in the learning objectives within the Big

Idea 2: Understand and Analyze.

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Unit 6: Practice Individual Written Argument

Learning Objectives to be introduced:


LO 5.3A: Reflecting on and revising their own writing, thinking, and creative processes


EK 5.3A1: Reflection is an ongoing and recursive process in inquiry, often leading to changes in

understanding. Strategies for reflection may include journal writing, self-questioning, drawing,

exploration of space, and/or guided contemplation.

EK 5.3A2: Learning requires practice through an iterative process of thinking/ rethinking, vision/

revision, and writing/ rewriting.

Practice Assessments:

Create an annotated bibliography of potential sources to include in your research, citing and attributing

work with accuracy and providing an evaluation and summary of the source. [CR4]

[CR4] Students develop an understanding of how to ethically use others’ knowledge and ideas in their own

work, avoiding plagiarism.

Create a detailed outline of your IWA with annotations that align with the assessment rubric. [CR6]

[CR6] Students work independently to identify a research question based on provided stimulus material; research

the issue; analyze, evaluate, and select evidence to develop an argument; present and defend a conclusion; and

produce a multimedia presentation to be delivered to their peers.

Second Semester Units:

Unit 7: Performance Assessment Task 1 – Team Project & Presentation (December-February)

Students work in teams of three to six to identify, investigate, analyze, and evaluate an academic or real-

world problem, question, or issue. Each team designs and/or considers options, alternatives, and

approaches and develops a written report and multimedia presentations to communicate its conclusion,

solution, or recommendation. This task consists of three parts: (1) An individual research and reflection;

(2) A written team report; and (3) Team Multimedia Presentation and Defense. [CR5]




Individual Work on Team Project (IRR)

Questioning [CR2b]

Research

Literature review/ annotated bibliography [CR4]

Arguments

Lenses and perspectives [CR2d]

Refining research

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Connecting evidence to research

Developing line of reasoning

Reflection [CR2g]

Editing [CR2h]

Finalizing format and works cited [CR4]





[CR2g] Students develop and apply reflection skills identified in the learning objectives within the Big Idea 5:

Team, Transform, and Transmit.

[CR2h] Students develop and apply written and oral communication skills identified in the learning objectives




Individual Research and Reflection Due

Team Work on Team Project [CR2f]

Development of unified context and introduction to team report

Development of group line of reasoning

Connecting individual arguments: refining, revising, adding, eliminating

Final group editing and polishing

[CR2f] Students develop and apply collaboration skills identified in the learning objectives within the Big Idea

5: Team, Transform, and Transmit.

Team Report Due

Team Presentations

Unit 8: Performance Assessment Task 2 – Individual Written Argument (IWA) (February – April)

The College Board will release cross-curricular source material 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. This task consists of three parts: (1) An individual written argument, (2) An individual

multimedia presentation, and (3) An oral defense.

The release date for the source material is early January. Students are allowed 30 school days to prepare

the written report and multimedia presentation. Students have 30 school days to complete their research,

compose their essays, and develop their presentations. [CR6]




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Individual Work on IWA: (see annotations above)

Questioning [CR2b]

Research

Literature review/ annotated bibliography [CR4]

Arguments

Lenses and perspectives [CR2d]

Refining research

Connecting evidence to research

Developing line of reasoning

Reflection [CR2g]

Editing [CR2h]

Finalizing format and works cited [CR4]





[CR2g] Students develop and apply reflection skills identified in the learning objectives within the Big Idea 5:

Team, Transform, and Transmit.

[CR2h] Students develop and apply written and oral communication skills identified in the learning objectives




IWA Due

Individual Presentations

Task 3: End of Course Exam

During the AP Exam administration window, students will take the AP Seminar written exam. The exam

consists of three parts: (1) Understanding and analyzing an argument (3 short answer questions); (2)

Evaluating and comparing the effectiveness of arguments (essay); (3) Synthesizing information to

develop an evidence-based argument essay (evidence based argument essay).

ap seminar course syllabus · the ap seminar and/or ap research performance assessment task. in ap...

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