Science Department Robert H. Winston AP Capstone TM Seminar: How are Evolution and Sustainability Interrelated? Table of Contents Section / Heading Page(s) Instructional Overview—Big Ideas (QUEST) 1-2 Curriculum Requirements & Annotated References 2-3 Capstone Calendar 3-4 Course Overview and Goals 4-5 Keys to Success, Ethical Standards, Plagiarism policy 6-7 Unit 1A. Introduction to Course: Struggle for Survival 8-9 Unit 1B. Class Systems and the Struggle for Survival 9-19 Unit 2A. Evolution and the Struggle for Survival 19-25 Unit 2B. Struggle for Survival and Demand for Resources 25-26 Unit 3A. Performance Task 1 – Team Project and Presentation 36-40 Unit 3B. Performance Task 2 – Individual Research-Based Essay and Presentation 40-44 Unit 4A. AP Seminar End-of Course Exam (May 4, 2017) 44-45 Unit 4B 2 nd Individual Multimedia Presentation: Based on 2-3 pieces from the 2017 Stimulus Package 45 Assessments Summary 46 1 Mary Ann Spicijaric, Principal FONTBONNE HALL ACADEMY 9901 Shore Road Brooklyn, NY 11209 Overview of the Instructional Framework—Big Ideas Big Idea 1: Q uestion and Explore Big Idea 2: U nderstand and Analyze Big Idea 3: E valuate Multiple
Transcript
Science DepartmentRobert H. Winston
AP CapstoneTM Seminar: How are Evolution and Sustainability Interrelated?
Table of Contents
Section / HeadingPage(s)
Instructional Overview—Big Ideas (QUEST) 1-2Curriculum Requirements & Annotated References 2-3Capstone Calendar 3-4Course Overview and Goals 4-5Keys to Success, Ethical Standards, Plagiarism policy 6-7Unit 1A. Introduction to Course: Struggle for Survival 8-9Unit 1B. Class Systems and the Struggle for Survival 9-19Unit 2A. Evolution and the Struggle for Survival 19-25Unit 2B. Struggle for Survival and Demand for Resources 25-26Unit 3A. Performance Task 1 – Team Project and Presentation 36-40Unit 3B. Performance Task 2 – Individual Research-Based Essay and Presentation 40-44Unit 4A. AP Seminar End-of Course Exam (May 4, 2017) 44-45Unit 4B 2nd Individual Multimedia Presentation: Based on 2-3 pieces from the 2017 Stimulus Package 45
Assessments Summary 46
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Mary Ann Spicijaric, PrincipalFONTBONNE HALL ACADEMY
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
Throughout the AP Capstone Program, students consider and evaluate multiple points of view to develop their own perspectives on complex issues and topics through inquiry and investigation. The course teacher provides students with a framework through five Big Ideas (Figure 1, page 1) that allows them to:
develop practice, and refine and prepare
their critical and creative thinking skills as they make connections between various issues and their own lives. The teacher has the task of helping the students understand that this process is recursive, not linear. The recursive nature of this process allows students to go back and forth between the different stages of inquiry as they encounter new information.
Curricular Requirements
Curriculum Requirement
(CR)Description
Syllabus Pages
Referenced
1
Students explore complexities of one or more themes by making con-nections within, between, and/or among multiple cross-curricular ar-eas and by exploring multiple perspectives and lenses (e.g., cultural and social, artistic and philosophical, political and historical, environ-mental, economic, scientific, futuristic, ethical) related to those themes.
8, 9, 10, 19, 20, 25
2aThe course provides multiple opportunities for students to practice and refine their skills by engaging with the QUEST process. 8, 10, 20,
26
2bStudents develop and apply discrete skills identified in the learning objectives within the Big Idea 1: Question and Explore.
11, 12, 19, 20, 21, 24, 25
2cStudents develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.
10, 13, 15, 17, 19, 23,
25, 30
2dStudents develop and apply discrete skills identified in the learning objectives within the Big Idea 3: Evaluate Multiple Perspectives. 16, 22, 23
2eStudents develop and apply discrete skills identified in the learning objectives within the Big Idea 4: Synthesize Ideas.
8, 20, 21, 23, 24, 35,
36
2fStudents develop and apply collaboration skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.
9, 18, 33, 34, 35, 36
2
2gStudents develop and apply reflection skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.
21, 25, 35, 36
2hStudents develop and apply written and oral communication skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.
9, 11, 18, 19, 20, 21, 33,35, 36
3
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 expe-riencing artistic works and performances.
11, 12, 22, 23,
4a Students develop an understanding of ethical research practices. 11, 19, 24
4bStudents develop an understanding of the AP Capstone™ Board Pol-icy on Plagiarism and Falsification or Fabrication of Information. 6, 7
5
Students work collaboratively with a team to identify, investigate, an-alyze, and evaluate a real-world or academic problem or issue; con-sider and evaluate alternatives or options; propose one or more solu-tions or resolutions; and present and defend the argument for their so-lutions through a multimedia presentation.
36
6
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 conclu-sion; and produce a multimedia presentation to be delivered to their peers.
40, 45
Capstone Seminar Calendar: 2016-2017Course Event Date(s)Unit 1A Sept 12-16, 2016 Unit 1B Sept 19-Oct 25, 2016Unit 2A Oct 26-Nov 15, 2016Unit 2B Nov 26-Dec 20, 2016Unit 3A Jan 2-Feb 10, 2017PT 1: Team Project and PresentationGroup Argument Submitted Jan 2, 2017Individual Research Report—Due Date Feb 3, 2017Team Presentation—Due Date Feb 9-10, 2017Oral Defense—Due Date “ “ “ Unit 3B Feb 13-Apr 6, 2017Release of Task 2 Stimulus Materials (anticipated) ~Feb 13, 2017
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PT 2: Individual Research-Based Essay & PresentationIndividual Written Argument—Due Date Apr 4, 2017Individual Multimedia Presentation—Due Date Apr 5-6, 2017Course Event Date(s)Oral Defense—Due Date Apr 5-6, 2017Unit 4A- Seminar End-of-Course Exam Preparation Apr 7-May 3, 2017AP Seminar End-of-Course Exam May 4, 2017Unit 4B- Local Summative Assessment: In-Class Final Individual Multimedia Preparation May 5-June 9, 2017Individual Multimedia Preparation ~June 12, 2017
Course Overview
AP Seminar is the foundational course in the AP Capstone Program. It 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 own 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 endow students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments. Through this inquiry-based, interdisciplinary course, students will develop skills that allow them to effectively question, explore, understand, analyze, examine, synthesize, team, transmit, and transform. Evolution functions as the initial theme through which students practice and develop the aforementioned skills. In order to understand how to holistically examine a particular issue or problem, students will evaluate the issues through a myriad of perspectives and lenses. Resources provided by the teacher as well as student research, will function as the means through which both the topic and perspectives are explored. The resources we examine should be from multiple primary and secondary sources (e.g., articles, speeches, art, opinion pieces, etc.). By looking at these perspectives, students realize how to unravel complexities of research questions in order to completely answer them.
Goals
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.
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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 in order to develop their own perspectives on complex issues and topics through inquiry and investigation. o 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. In enabling 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.
Engaging in inquiry exposes students to a variety of primary and secondary print and non-print sources such as:o articleo research studieso foundational literary and philosophical textso speeches, broadcasts, and personal accounts and o artistic works and performances.
A wide variety of academic sources provide the opportunity to gain a rich appreciation and understanding of issues.
Students independently and/or collaborative analyze and evaluate evidence to consider options, alternatives, solutions, or resolutions of real-world or academic problems.
Course Textbooks and Resources
Textbook & Net Resources American Psychological Association. Purdue Online Writing Lab, West Lafayette: Purdue
University, 1995-2016. https://owl.english.purdue.edu/owl/section/2/10/ Austin, Michael. Reading the World: Ideas That Matter, 3rd edition, New York: W.W. Norton &
Company, 2015. Jacobus, Lee A. A World of Ideas-Essential Readings for College Writers, 9th edition, Boston:
Bedford/St. Martin's, 2013. Muller, Gilbert H. The McGraw-Hill Reader—Issues Across the Disciplines, 12th edition, New
York: McGraw-Hill, Inc., 2014. Palmquist, Mike. The Bedford Researcher 5th edition, Boston: Bedford/St. Martin's, 2015. Various other activities: web-sites, journal articles, classroom media.
● You will be need your Chromebook (please note: a Windows-based laptop with either Microsoft Office or Open-Office would actually provide superior performance for all projects) for your personal use this year. Your teachers will give you further instruction on specific apps (or applications) to download and how to organize them.
● You will need regular access to the Internet (home, the library, computer labs, AV, etc.).● The inquiry nature of this course requires activities and assessment from a
variety of resources (e.g., library research, internet research, etc.). ● Information used to assess a problem may come from various print and
non-print primary and secondary sources. Students will be expected to use technology to access and manage information from databases that grant access to these sources.
Keys to Success and Ethical Standards
Attendance/Lateness: The school policies will be followed and enforced. Responsibilities: You are responsible for the materials needed for this course. You will also be
responsible for any and all work missed due to excused absences. Work missed due to unexcused absences will receive an automatic zero. Late work will be penalized. No late work in a unit of study is accepted after the unit assessment.
Preparation: Completion of homework and readings is essential. Being prepared gives you the opportunity to succeed on tests and quizzes. As an upper level student, you must understand that your studying is not finished until you have a thorough understanding of the topics covered in each unit. Not being prepared leads to poor performance and missing assignments.
Organization: You will be responsible for collecting handouts, taking notes, and keeping all these materials organized.
Participation: You are expected to participate in discussions and group work, answer when called upon, and be attentive to material being presented.
Respect: Respect the opinions and input of your classmates, their goals, and the goals of the teacher. Respect yourself by taking ownership of the things you produce, the knowledge you acquire, and the skills you learn.
Plagiarism Policy:
o 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.”
o AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information [CR4b] 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 individual voice should be clearly evident, and the ideas of others must be acknowledged, attributed, and/or cited.
o A student who fails to acknowledge the source or author of any and all information or evidence taken from the work of someone else through citation, attribution or reference in
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the body of the work, or through a bibliographic entry, will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Task. In AP Seminar, a team of students that fails to properly acknowledge sources or authors on the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation.
o A student who incorporates falsified or fabricated information (e.g. evidence, data, sources, and/or authors) will receive a score of 0 on that particular component of the AP Seminar and/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.
o Note: [CR4b] — Students develop an understanding of the AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information.
o To the best of their ability, teachers will ensure that students understand ethical use and acknowledgment of the ideas and work of 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.
o Help: Check with your teacher. He/she is often available before/after school or during the school day. You are strongly encouraged to meet with the teacher to discuss any problems you are having in this course.
o Commitment: It is expected that all students have made a two-year commitment to this course and will continue on to the AP Research course next year.
o Evaluation: You should expect one major, summative assessment for each unit. These will be in diverse formats. You will be given multiple practice formative assignments, which will help you prepare for the summative assessments.
o Final Exam → The final exam(s) will mimic the AP Seminar End-of-Course Exam format.
In Addition, . . .
o AP Seminar 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.
o 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.
o 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.
o 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. o 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. 7
Students are expected to be on task at all times, and respect the thoughts and opinions of classmates.
Semester 1: Instruction and Preparations for Assessment
Unit 1A-Introduction to AP Seminar: Struggle for Survival September 12-16 (5 Days) [CR1][CR1] — Students explore complexities of one or more themes by making connections within, between, and/oramong 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.
Big Idea 1: Question and ExploreLO 1.1A – Contextualizing and identifying the complexities of a problem or issue.
Big Idea 5: Team, Transform, and TransmitLO 5.2A – Providing individual contributions to overall collaborative effort to accomplish a task or goal.LO 5.2B – Fostering constructive team climate, resolving conflicts, and facilitating the contributions of all team members to address complex, open-ended problems. [CR2a]
[CR2a] — The course provides multiple opportunities for students to practice and refine their skills by engaging with the QUEST process.
Assessment: Group Analysis and Presentation
In groups, students will identify a problem that must become overcome in order to survive junior year. Team members will select a lens to focus their support to the defined problem. Students will then individually submit their unique perspective and create a combined team presentation that summarizes their beliefs and findings. (LO 1.1A, LO 5.2A, and LO 5.2B)
Subunit: Surviving Junior Year—Acquiring Personal Sustainability
QUEST Team building Lens
Day 1: Introduction to the Course/Team Building Syllabus: Expectations; QUEST introduction Team building activities: Great Egg Drop—Small groups design an egg package to save an egg
from breaking when dropped. Plus a 30 second jingle to sell their package. Followed by the Great Egg Drop-Off [http://wilderdom.com/games/descriptions/GreatEggDrop.html]
Homework: Refer to the following Links / URL’s:o 10 Ways to Survive the 11 th Grade-Washington Post
o Survive High School with Our How-To Guide— GIRLS’ LIFE http://www.girlslife.com/life/school/18761/survive-high-school-with-our-how-to-guide
o 10 Ways to Enjoy High School - fremont.k12.ca.us http://www.fremont.k12.ca.us/Domain/4310
o After reviewing the aforementioned webpages, construct answers to the questions that appear below. Work collaboratively with the same person(s) you worked with in the Great Egg-Drop Off. [You may ask the your teacher questions concerning the questions.]:
Why can it be important to eat during lunch? Why is it good to take AP or Honors-level classes? Why do the students in our school collectively have a more difficult set of
problems than students in other high schools (e.g., Xaverian High School)? Why is it important to budget your time within and outside of the classroom in
junior year and on? Why is it bad to procrastinate—after all, you should deliberate and take the time
to think things over? What should you do if in order to create a network of friends? How should you maintain your focus in class? Why is it important to do this? How do you create a good impression? Why are good impressions important?
Day 2: Survival Define what it means to survive with your Egg-Drop partner(s)—try brainstorming as it helps
you build a best answer. Discuss: Is surviving enough? What are the lenses that you should think about using? Groups: What is the problem/challenge for junior year? Students assign each person a lens
through which to write. Homework: Write a one-page personal lens perspective (need two copies).
Day 3: Building Consensus [CR2f] Share individual perspectives within group; each student speaks for 1 minute followed by a
30-second response. Determine overall findings to share with class; how to present to a group; share rubric
for grading presentations.[CR2f] — Students develop and apply collaboration skills identified in the
learning objectives within the Big Idea 5: Team, Transform, and Transmit.
Day 4: Team Presentations [CR2f] [CR2h] All members must speak Two-minute talk Teacher follow-up question (model oral defense questions from end-of-year presentation)
[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.
Identification of main idea, reasons, evidence (modeled after end-of-year exam) Fact versus opinion
Unit 1B-Class Systems and the Struggle for Survival September 19–October 25 (24 days) [CR1][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.)All prior learning objectives as well as the following:
Big Idea 1: Question and ExploreLO 1.1B – Posing complex questions and seeking out answers that reflect multiple, divergent, or contradictory perspectives.LO 1.4A – Evaluating the relevance and credibility of the source of information and data in relation to the inquiry.
Big Idea 2: Understand and AnalyzeLO 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.LO 2.2A – Explaining and analyzing the logic and line of reasoning of an argument.
Big Idea 3: Evaluate Multiple PerspectivesLO 3.1A – Identifying, comparing, and interpreting multiple perspectives on or arguments about an issue.
Big Idea 4: Synthesize IdeasLO 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.
Big Idea 5: Team, Transform, and TransmitLO 5.1A – Planning, producing, and presenting a cohesive argument, considering audience, context, and purpose. [CR2a]
[CR2a] — The course provides multiple opportunities for students to practice and refine their skills by engaging with the QUEST process.
Assessment: Document Analysis Essay and Group PresentationThe summative assessment will be divided into four parts. Each part will reflect a portion of the unit and the AP Seminar End-of-Course Exam.
Individual: Part 1 – In class writing evaluation: Students will be given a document and asked to identify the
main idea, line of reasoning, and evaluate the evidence. [CR2c] Part 2– Document validation: Students will be provided a document and asked to identify and
critique the author’s work. Students will be given the RAVEN technique and a list of fallacies to help in the validation process.[CR2c] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.
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Partner: Part 3 – Research: You will submit your research question based on survival in your assigned
country along with bibliography that supports your final presentation. APA format [https://owl.english.purdue.edu/owl/section/2/10/]; ALSO CONSULT [Palmquist, The Bedford Researcher, p. 368] is preferred for your bibliography. [To be modeled in class.] Please organize your research according to your argument. [CR2b] [CR4a]
Part 4 – Argument: You and your partner will prepare a 5-minute verbal argument that supports your position about survival in your country. While you will each take a different position based on your argument, you need to be aware of your partner’s position and evidence in order to make a valid counter argument. Together you will create an oral introduction and conclusion/concession. [CR2h][CR2b] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 1: Question and Explore.[CR4a] — Students develop an understanding of ethical research practices.[CR2h] — Students develop and apply written and oral communication skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.
Subunit: Questions and Reading Skills (Notability and Identification) – Economics Questioning Lens Reflection Annotating reading
Day 6: Discuss Questions: Is Surviving Enough? Is Money/Wealth Enough to Survive in the World? What does that mean?
o Themeo Lenses (e.g., education, religion, wealth, politics)
Book: “Economic and Moral Progress” by Mohandas Gandhi in Reading the World: Ideas That Matter, 3rd ed. . (philosophical text) Read page 560 and Answer UNDERSTANDING THE TEXT-1,3; WRITING ABOUT THE TEXT-1 [CR3][CR2b] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 1: Question and Explore.[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.
Day 7: Discuss Questions: Is Surviving Enough? Is Money/Wealth Enough to Survive in the World? Discuss Gandhi Look at the level of detail the book uses to answer the questions Provide a reflection comparing your answers to the book answers Discuss class questions – evaluate [CR2b] Students receive an assigned country with CIA World Factbook Data (Figure 2) https://www.cia.gov/library/publications/the-world-factbook/geos/xx.html
Figure 2-FromCentral Intelligence Agency, Washington, D.C. and Langley, VA—The World
Students use QFT: What does it mean to survive in [assigned country]? [CR2b] Homework: Prioritize questions.
[CR2b] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 1: Question and Explore.
Day 8: How is Poverty Defined? Share, prioritize, and rationalize questions How would you define poverty?
o Definitions: Personal, Gandhi, census, World Bank, UN
Day 9: Causes of Poverty/Aspects of Poverty Class Readings:
o Pasquali, Valentina. “The Poorest countries in the World.” gfmag.com, August 17, 2016.o Doyle, Mark. “Why is the African Continent Poor?” BBC News, August 24, 2009.
[http://news.bbc.co.uk/2/hi/africa/8215083.stm] [CR3]o Identify theme/lenso Identify main idea, reasoning, 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.
● Homework: Book: “Africans Are Not Poor” by Lucy Lameck in Reading the World: Ideas That Matter.2nd ed. Read page 352 and Answer-UNDERSTANDING THE TEXT: 2-4 and MAKING CONNECTIONS: 3 book.
Day 10: Craft an Argument about Poverty in Africa Discuss strengths and weakness about two African arguments [CR2c] Argument qualities:
o Handouts-The UNC Writing Center [http://writingcenter.unc.edu/handouts/] College Writing [http://writingcenter.unc.edu/handouts/college-writing/] Thesis Statements [http://writingcenter.unc.edu/handouts/thesis-statements/] Introductions [http://writingcenter.unc.edu/handouts/introductions/] Arguments [http://writingcenter.unc.edu/handouts/argument/] Brainstorming [http://writingcenter.unc.edu/handouts/brainstorming/]
o Book: Reading the World: Ideas That Matter, 3rd ed., page 633-648. o Dowden, Bradley H. Logical Reasoning California State University at Sacramento: April
26, 2016 [http://www.csus.edu/indiv/d/dowdenb/4/logical-reasoning.pdf] [CR2c] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.
Day 11: Arguments Can Also Be Found in Images Book: “Migrant Mother” by Dorothea Lange in Reading the World: Ideas That Matter, 3rd ed.,
p. 568 Answer-MAKING CONNECTIONS: 1 Book “Gin Lane” by William Hogarth in Reading the World: Ideas That Matter, 3rd ed. P. 548.
Answer-MAKING CONNECTIONS: 2 [NOTE—Picasso’s Guernica is on p. 498 (Biography on p. 497)]
CRAFT ARGUMENTS TOGETHER: How can you graphically connect these arguments together?
Homework:o Book: Kotlowitz, Alex. There Are No Children Here. New York: Doubleday, 1992. Read excerpt
from book from www.jstor.org [http://www.jstor.org/stable/10.7721/chilyoutenvi.13.1.0291?seq=1#page_scan_tab_contents]
o Find image to support this excerpt @ https://www.google.com/search?q=There+Are+No+Children+Here.+New+York:+Doubleday,+1992.&espv=2&biw=1131&bih=1033&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjgyYCsoMnOAhVoD8AKHVZPCnUQ_AUIBygC&dpr=0.9#tbm=isch&q=there+are+no+children+here+summary
o Post argument on Google Classroomo Students must provide feedback to one another online —if nothing else, describe your reactions
and feelings—AND through what lens(es) are you expressing these thoughts?
Here are Your Challenges: o Main ideao Evidence o Reasoning
Summary skillo Use information and guidelines on page 617-620 Reading the World: Ideas That Matter, 3rd
ed.to summarize Homework: Select an article in either: Reading the World: Ideas That Matter, 3rd ed. and/or
Jacobus’s A World of Ideas to summarize for homework—Post the Summary on Google Classroom.
Suggested Readingso Reading the World: Ideas That Matter, 3rd ed.:
Aristotle—Rhetoric (177-183) Toni Morrison—Nobel Lecture (217-224) Margaret Meade—Warfare: An Invention—Not a Biological Necessity (500-507) Barry Commoner—The Four Laws of Ecology Niccolò Machiavelli—The Prince (405-413)
o A World of Ideas-Essential Reading for College Writers, 9th ed.: Adam Smith—Of the Natural Progress of Opulence (441-452) Benazir Bhutto—Islam and Democracy (177-194) Martin Luther King—Letter from Birmingham Jail (375-396) John Kenneth Galbraith—The Position of Poverty (499-512)
Homework:o Watch the YouTube video for: Kristof, Nicholas D. and Sheryl WuDunn. Half the Sky:
Turning Oppression into Opportunity for Women [https://www.youtube.com/watch?v=ldz4eesmJqY]
o Here are your Challenges: Main Idea Evidence Reasoning Cite your feelings comparing watching the video to reading the Harvard
Review
Subunit: Argument and Perspectives Government and/or NGO (Non-Governmental Organizations) Support RAVEN=a mnemonic that can be used with AP Seminar students to help them determine the
credibility of a source or sources Evidence Multiple perspectives Argument qualities
Day 15: Argument Analysis – Education Complete Argument Analysis for reading from Kristof & WuDunn—Half the Sky: Turning
Oppression into Opportunity for Women Worldwide [CR2c] introduction Assertion Reasons (Rationale) Concession(s) Refutation(s) Rebuttal Conclusion References
o Identify and discuss[CR2c] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.
Deductive Inductive Discuss types of evidence utilized
Day 17: RAVEN and Evernote Download periodicals onto Chromebooks (CNN, Fox News, NPR, BBC, and one choice) Download Evernote app from Google Play OR https://play.google.com/store/apps/details?
id=com.evernoteo Evernote includes a special blend of abundant features, a very cool layout, and near-
limitless note variety. There's a reason everyone seems to sing its praises. It is a phenomenal productivity tool, no matter what you use it for.
o Evernote is the modern workspace that enables you to be your most productive. Whether you’re a freelance designer collecting sources of inspiration or are a part of a team of professionals who want to work together more efficiently, Evernote helps you achieve your goals.
o Evernote is an easy-to-use, free app that helps you remember everything across all of the devices you use. Stay organized, save your ideas and improve productivity. Evernote lets you take notes, capture photos, create to-do lists, record voice reminders--and makes these notes completely searchable, whether you are at home, at work, or on the go. Students can also obtain different versions of Evernote (i.e., Evernote Plus, Evernote Premium) but please note that these are not free!
Introduce RAVENo Reputationo Ability to observeo Vested interesto Expertiseo Neutrality
Select class article and use RAVEN and Evernote together
Day 18: Who is Responsible to Help Those Who Cannot Help Themselves? Using the periodicals, find an article about a nation that is struggling [CR2d]
o Read from multiple publicationso Main ideao Evidenceo Bias
Multiple perspectives [CR2d]o Same content different publicationso Compare and contrast
Homework:o Book: “Supporting Claims with Evidence” in Reading the World: Ideas That Matter, 3rd
o Complete Worksheet [https://www.montclair.edu/media/montclairedu/chss/departments/english/firstyearwriting/resources/samplesyllabi/100/WS_Claim_Reason_Evidence_100.pdf]
Facts/statistics/authorities/examples/textual citation[CR2d] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 3: Evaluate Multiple Perspectives.
Day 19: Discuss Flaws in Reasoning Discuss flaws in periodicals [CR2c]
o Fallacieso Read textbook
Reading the World—Ideas that Matter, 3rd ed., Part 2, Chapter 14, p. 681…o Reference @ Cornell University Library—Critically Analyzing Information Sources:
Critical Appraisal and Analysis (Ten things to look for when you evaluate an information source) [http://guides.library.cornell.edu/criticallyanalyzing]
o Online examples Homework: Article: “Foreign Funding of NGOs: Donors: keep out.” The Economist ,
September 13, 2014 . [http://www.economist.com/news/international/21616969-more-and-more-autocrats-are-stifling-criticism-barring-non-governmental-organisations]o Main Ideao Evidenceo Reasoningo Bias
[CR2c] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.
Subunit: Solutions to Poverty
Day 20: Government vs. NGOs Use NGO Map posted on Google Classroom [https://www.ngoaidmap.org/] (see Figure 3)
[https://www.interaction.org/ngoaidmapseemoredobetter] Discuss NGO article and comments Post findings and comments on Google Classroom
Figure 3-NGO Aid Map (reference URL https://www.ngoaidmap.org/)
Homework: Book: “Lifeboat Ethics: The Case Against Helping the Poor” by Garrett Hardin in Reading the World: Ideas That Matter, 3rd ed., p. 582. Answer-UNDERSTANDING THE TEXT: p. 592/1,3,4; MAKING CONNECTIONS: p. 592-593/1 & 3
Day 21: In-class writing: Formative Assessment [CR2h] Evaluation similar to AP Seminar Scoring Guidelines 2016-Reference End of Course Exam Rubric,
Section II (see Appendix A)o Argument/claimo Line of reasoningo Evidenceo Complete with a partnero Teacher will grade/evaluate prior to final writing assignment
Homework: Find an article to counter Hardin’s argument.[CR2h] — Students develop and apply written and oral communication skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.
Day 22–24: Debate/Assessment Prep Look at sources to counter article “Lifeboat Ethics: The Case Against Helping the Poor” by
Garrett Hardin With country partner, practice argument strategy
Assign Final assessment: With country partner, craft an oral argument surrounding survival in your assigned country. [CR2e] [CR2f][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.
Assessment: Document Analysis(LO 1.1B, LO 1.4AB, LO 2.1A, LO 2.1B, LO 2.2A)
The assignment is outlined below. The rubric for assessment is a modification of the Part I-Team Multimedia Presentation Draft 2016-2017 (see Appendix)
Day 25: Provide Assessment Prep Focus question Research/bibliography Claim
Day 26: Assessment Prep Reasons Counter reasons Evidence(s) Conclusion(s)
Day 27: Partner Argument Presentations
Day 28-29: In-Class Writing Octavio Paz’s The Day of the Dead ** [http://chuma.cas.usf.edu/~pinsky/texts/The%20Day
%20of%20the%20Dead.pdf] reading (Use AP Seminar rubric: Claim/reason/evidence) ** Also p. 575-581 Reading the World-Ideas that Matter, 3rd ed. RAVEN a periodical
o Unit 2 Assessmentso Your summative assessment will be divided into four parts. Each part will reflect a portion of the
unit and the AP Seminar performance tasks.o Individual
Part 1 – In-class writing evaluation: You will be given a document and asked to identify the main idea and line of reasoning, and to evaluate the evidence. The rubric from the pretest will be used to evaluate your work. [CR2c]
Part 2 – Document validation: You will be provided a document and asked to identify and critique the author’s work. You will be given the RAVEN technique and a list of fallacies to help in your validation process.
Part 3 – Research: You will submit your research question based on survival in your assigned country and bibliography that supports your final presentation. APA format [https://owl.english.purdue.edu/owl/section/2/10/]; ALSO CONSULT[Palmquist, The Bedford Researcher, p. 368] is recommended for your
bibliography. Please organize your research according to your argument. [CR2b] [CR4a]
[CR2c] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.[CR2b] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 1: Question and Explore.[CR4a] — Students develop an understanding of ethical research practices.
o Partner Part 4 – Argument: You and your partner will prepare a five-minute verbal argument
that supports your position about survival in your country. While you will each take a different position based on your argument, you need to be aware of your partner’s position and evidence in order to make a valid counter- argument. Together you will craft an oral introduction and conclusion/concession. [CR2h][CR2h] — Students develop and apply written and oral communication skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.
The verbal argument is as follows: Person A: Introduction/claim and/or argument Person B: Reason 1 Person A: Counter reason 1 Person B: Reason 2 Person A: Counter reason 2 Person B: Conclusion/concession/main idea
Unit 2A-Evolution and the Struggle for Survival October 26-Nov 15 (13 Days) [CR1][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.All prior learning objectives as well as the following:
Big Idea 1: Question and ExploreLO 1.2A – Retrieving, questioning, organizing, and using prior knowledge about a topic. LO 1.3A – Accessing and managing information using effective strategies.LO 1.4A – Evaluating the relevance and credibility of the source of information and data in relation to the inquiry.
Big Idea 2: Understand and AnalyzeLO 2.2B – Evaluating the relevance and credibility of evidence used to support an argument, taking context into consideration.
Big Idea 3: Evaluate Multiple PerspectivesLO 3.2A – Evaluating objections, implications, and limitations of alternate, opposing, or competing perspectives or arguments.
Big Idea 4: Synthesize IdeasLO 4.2B – Providing insightful and cogent commentary that links evidence with claims.
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LO 4.3A – Attributing knowledge and ideas accurately and ethically, using an appropriate citation style.
Big Idea 5: Team, Transform, and TransmitLO 5.1B – Adhering to established conventions of grammar, usage, style, and mechanics.LO 5.3A – Reflecting on and revising their own writing, thinking, and creative processes. [CR2a][CR2a] — The course provides multiple opportunities for students to practice and refine their skills by engaging with the QUEST process.
Assessment: Invasive Species Essay, Reflection, and Personal Presentation Students are provided with a set of introductory readings on invasive species. These are
intended as a guide and are recommended. o Invasive Species Definition Clarification and Guidance White Paper
[https://www.invasivespeciesinfo.gov/docs/council/isacdef.pdf]o Impacts of Invasive Species on Ecosystem Services
[http://globalecology.stanford.edu/DGE/Dukes/Charles_Dukes_inpress.pdf]o Invasive Plants Field and Reference Guide: An Ecological Perspective of Plant Invaders of
Forests and Woodlands [http://www.fs.fed.us/ne/morgantown/4557/cindy/InvasiveSpeciesFieldGuide.pdf]
Essay (75-1000 Words): Students will ask a research question, research both sides of the issue, and defend a claim about invasive species. Students will cite sources using APA format https://owl.english.purdue.edu/owl/section/2/10/]; ALSO CONSULT Palmquist, The Bedford Researcher, p. 368]and provide a bibliography. [CR2b] [CR2e] [CR2h]
Students will record a 2-minute presentation of their essay and post it to Google Classroom. Students should understand that they may use a Smartphone to carry out this task and all recorded data must be in either mp3 or mov. It should be playable on a through: o Windows OSo Apple OS and/or o Android OS [CR2h]
Students will use Google Classroom to post questions about each other’s presentations. Students (authors) will then respond to or answer at least two questions of their choice. Students will then write a reflection on their process. [CR2g]
[CR2b] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 1: Question and Explore.[CR2e] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 4: Synthesize Ideas.[CR2h] — Students develop and apply written and oral communication 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.
Subunit: The Development of Evolution Prior knowledge
Day 30: What are Your Prior Knowledge/Preconceived Notions about Evolution? Individually, students will list their prior factual understandings, conceptual learnings and
constructs on evolution. Students will work collaboratively via “Sharathon” with each other to generate a whole-class
discussion. Students should be instructed to be wary of and consider how their personal biases may affect
their conclusions. Homework
o Read: Natural Selection; or, the Survival of the Fittest by Charles Darwin in Reading the World: Ideas That Matter, 3rd ed. p. 314. Answer-UNSTANDING THE TEXT: 1,6; MAKING CONNECTIONS: 1, 2 and 4.
Day 31: What Did Scientists Think about Evolution Before Darwin? Direct students’ attention to front of the Seminar Center in order to visualize AND compare:
Figure 4A: Joseph Wright of Derby’s “An Experiment on a Bird in the Air Pump”. (also on p. 309 ) [Below Left] and Figure 4B: William Hogarth’s “Gin Lane”p. 549 [Below Right] Reading the World: Ideas That Matter, 3rd ed..
Instruct students to read the little descriptive blurb regarding in artwork (see next page).
Students will evaluate these competing perspectives in art and consider the way that the artists appeal to: o emotionso core values and/or o personal biases. [CR3]
The teacher will present some of the scientists that worked prior to Darwin: Lamarck, Wallace, and others, Students will consider alternate, opposing, and competing perspectives. [CR2d]
Homework: Read Michael Rectenwald’s “Darwin’s Ancestors: the Evolution of Evolution.”
[http://www.nyu.edu/projects/mediamosaic/darwin/pdf/Rectenwald_Darwins_Ancestors.pdf][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.[CR2d] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 3: Evaluate Multiple Perspectives.
Day 32: How Did Darwin Change Things? Students will analyze and evaluate Charles Darwin’s treatise exploring its context in time and
place: o Historicallyo Sociallyo Economicallyo Politicallyo Culturallyo Intellectually and o Scientifically
Students will consider how Darwin provides commentary that links evidence with his claims. Homework: Students must re-read- Natural Selection; or, the Survival of the Fittest by Charles
Darwin in Reading the World: Ideas That Matter, 3rd ed. p. 314. They should perform a minimum of two tasks: o Create an honest list of misperceptions that had been produced as the result of the reading
the first time.o Why can you safely assert that Charles Darwin was a geneticist before there were genes and
was way ahead of most if not all of his contemporary naturalists or biologists? [CR3] [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.
Day 33: RAVEN Darwin – How Sound was His Argument? Students will describe and analyze the relevance and credibility of the evidence used to support
Darwin’s claim. [CR2c] Students will suggest where more evidence is needed to strengthen Darwin’s claim; discussion
will help to break this evidence into categories. [CR2c] Homework: Students will research articles/studies that have provided the data needed to
support Darwin.[CR2c] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.
Day 34: Alternative and Competing Perspectives about Evolution Students will evaluate objections, implications, and limitations of alternate arguments. [CR2d]
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Homework: Read Maimonides, Moses. The Guide for the Perplexed. Huntington, WV: Empire, 2013. [CR2d] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 3: Evaluate Multiple Perspectives Evaluate:
Objections Implications and Limitations of:
Alternate opposing, or competing perspectives or arguments
Subunit: Evolution of Genes and Culture
Relevance of articles to an argument and accessing information online.
Day 35: “Got Lactose? The Coevolution of Genes and Culture” Video and “Fact or Fiction” Activity Students will identify and contextualize a problem or issue. Students show peruse the Howard Hughes Medical Institute (HHMI) Regulation of the Lactase Gene
[http://www.hhmi.org/biointeractive/regulation-lactase-gene] Homework--Use EBSCO Information Services, Inc. to research lactose and lactose intolerance
[https://www.ebsco.com/]
Day 36: “ Milk: How Sweet Is It?” Activity [http://media.hhmi.org/biointeractive/activities/lactase/Lactase_Lab_Student.pdf]
Students will collect data and analyze its relevance in supporting an argument. [CR2c][CR2c] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.
Homework: Answer lab questions: Students will research lactose intolerance in a particular country to determine how its culture might affect the gene pool.
Day 37: “Got Lactose? Blood Glucose Data Analysis” Activity Students will provide insightful and cogent commentary that links evidence with claims. [CR2e] Homework: Students will make a claim about lactose intolerance and culture in a particular country,
and find three pieces of evidence that would support their claim.[CR2e] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 4: Synthesize Ideas.
Subunit: Zebra Fish – How Do Pieces of Evidence Link with the Claim?
Day 38: Comparison of EBSCO and Google Scholar: Which Do We Prefer? Why? Students will access information using effective strategies; students will use technology to
access and manage information. [CR2b] Homework: Students will complete their essay about lactose intolerance and culture in their
[CR2b] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 1: Question and Explore.
Day 39: Teacher Presents Information about Invasive Species and Students Work in Pairs to Develop Questions about Invasive Species (QFT)
Students are introduced to Question Formulation Technique ( QFT ) [http://condor.depaul.edu/tps/resources/level1/experienceqft.pdf]
Students will develop questions that reflect multiple perspectives about invasive species. [CR2b] Homework: (1) Students find articles for background information.
(2) Students will access information from a variety of secondary and primary sources. [CR2b] — Students develop and apply discrete skills identified in the
learning objectives within the Big Idea 1: Question and Explore.
Day 40: Students Work to Link Pieces of Evidence to Their Reasons Students will evaluate the relevance and credibility of information from sources and data. Homework: Students will continue to work on their individual essays.
Day 41: Students Work to Develop Their Lines of Reasoning Students will provide insightful and cogent commentary that links their researched evidence
with their claims. [CR2e] Homework: Students will continue to work on their individual essays.
[CR2e] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 4: Synthesize Ideas.
Day 42: Students Peer Edit Claim, Line of Reasoning, and Evidence Students will attribute their knowledge and ideas accurately and ethically using APA
[https://owl.english.purdue.edu/owl/section/2/10/]. Should reference Purdue OWL (Purdue University Online Writing Lab) https://owl.english.purdue.edu/owl/section/2/10/ ). ALSO CONSULT [Palmquist, The Bedford Researcher, p. 368] [CR4a]
Homework: Students will develop their bibliographies for their essays.[CR4a] — Students develop an understanding of ethical research practices.
Assessment: Individual Essay on Invasive Species(LO 2.2B, LO 3.2A, LO 4.2B, LO 4.3A, LO 5.3A) (5 Days)
Word Essay (800-1200 words)—Students will: pose a research question, research both sides of the issue, and defend a claim
about invasive species. cite sources using APA format
[https://owl.english.purdue.edu/owl/section/2/10/] and provide a bibliography. ALSO CONSULT [Palmquist, The Bedford Researcher, p. 368] [CR2b]
In addition—students will also: communicate their argument clearly and effectively by recording a two-
minute presentation of their essay and post it to Google Classroom. [CR2h] use Google Classroom to post questions about each other’s presentations.
then respond to or answer at least two questions of their choice. then write a reflection on their process and how it has changed their
understanding of evolution. [CR2g][CR2b] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 1: Question and Explore.[CR2h] — Students develop and apply written and oral communication skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.[CR2c] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.[CR2g] — Students develop and apply reflection skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.
Unit 2B-The Struggle for Survival and Demand for Resources November 16–December 20 (20 Days) [CR1]
[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.
Big Idea 1: Question and Explore
LO 1.3A – Accessing and managing information using effective strategies.Big Idea 2: Understand and Analyze
LO 2.2C – Evaluating the validity of an argument.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.
Big Idea 4: Synthesize IdeasLO 4.1A – Formulating a well-reasoned argument, taking the complexities of the program or issues into consideration.LO 4.4A – Extending an idea, question, process, or product to innovate or create new understandings. LO 4.5A – Offering resolutions, conclusions, and/or solutions based on evidence as well as considering consequences and implications.
Big Idea 5: Team, Transform, and TransmitLO 5.1A – Planning, producing, and presenting a cohesive argument, considering audience, context, and purpose, LO 5.1C – Communicating information through appropriate media using effective techniques of design.LO 5.1D – Adapting an argument for context, purpose, and/or audience.LO 5.1E – Engaging an audience by employing effective techniques of delivery or performance. LO 5.3B – Reflecting on experiences of collaborative effort. [CR2a]
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Note—All Prior Learning Objectives Will Apply and Be Applicable in Addition to the following:
[CR2a] — The course provides multiple opportunities for students to practice and refine their skills by engaging with the QUEST process.
Assessment: Debate and Reflection Argument: Create an argument surrounding the role of natural resources in our world. Lens: Identify lens and reasons within groups. Position Paper: Students will be assigned a specific lens or role to support, counter, and
defend within the debate. The position paper should outline the individual perspective in the overall argument.
Debate: Students will conduct a class debate. Reflection: Students will submit a one-page reflection about their overall position, role, and
findings.
Activities: What are the alternatives to the problem? Brainstorming activity Validity of the argument: Connection between reasons and conclusions. Students/teams share
and try to poke holes in their connections. What are the implications/consequences to broader issues?
Take a resource issue and discuss potential solutions to real-world problems Counterarguments—acknowledge the other side Multiple Perspectives—immigrant assignment tweak to use with resources as preparation
for debate; include potential solutions Debate rubric analysis Team reflection—contribution and reflection process
Subunit: Roles of Resources in Survival – Unequal Distribution Examine the implications: Intended and unintended consequences Using images, media, data, and visuals to enhance an argument
Day 43: Resource Allocations QFT** : What is needed for survival? **Question Formulation Technique Brainstorm necessary resources to survive from a variety of lenses. Locate maps in class using Chromebooks to compare and contrast specific resource locations. Assign each student a specific resource based on class discussion
o Where is it located in the world?o What is the demand?o What is the cost? Financial and environmental?o Import/export locations?o Other implications of the product
Day 44: What Role Does Man Play in the Future? Share findings from homework
o predictions Use inductive and deductive reasoning: To what extent do the predictions change? Why?
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o Read selections from Reading the World: Ideas That Matter, 3rd ed.,o Half of the class: “Man’s Nature is Good” by Mencius in Reading the World: Ideas That
Matter. Read p. 78-83..o Other half of class: “Man’s Nature is Evil” by Hsün Tzu in Reading the World: Ideas
That Matter. Read p. 84-93. Homework: Explain in your own words the underlying argument about human nature.
Day 45: What Role Do Humans Play in the Future? Mini-debate
o Group consensus about argumento Reasons/evidenceo How can these literary works connect to the role that man plays in the environment?
Intended consequences Unintended consequences Discuss debate techniques Homework: What visual could support your argument? Post in Google Classroom.
Day 46: What Role Do Images Play in Creating Arguments? Have students working individually with their Chromebooks Display the following on the Smart Board and use the images to generate discussion:
o Potential images to start discussion Shrinking of the ice caps (Figure 5A)
Rising water levels-Figure 5D @ lower left (http://www.zmescience.com/ecology/climate/sea-level-rise-global-warming-states-043232/ ) & 5E @ lower right
Subunit: Roles of Resources in Survival – Population Drawing conclusions Evaluating the validity of an argument Potential solutions to the problem
Day 47: Revisit Life Boat Ethics: The Case Against Helping the Poor—Garrett Hardin Reading the World: Ideas That Matter, 3rd ed. p. 582-592. Review argument
o Role of unequal distribution of resourceso His real problem … population
Brainstorm alternativeso Look for real-world examples
Day 48: Population Explosion World population theory
o Video clipso Datao Projections
Implicationso What conclusions can be made based on the data?
Homework—Read An Essay on Principle of Population Thomas Malthus in Reading the World: Ideas That Matter, 3rd ed.. p. 552-559.
Answer—UNDERSTANDING THE TEXT: 558 / 6; MAKING CONNECTIONS: 558 /1; 559 / 3o Discuss natural consequences for human population to grow unchecked.o How are the natural consequences for animals and plants different? Why are they so…?o What is the root of the problem?
Day 49: Malthus vs. Boserup Read a counter-argument: Ester Boserup
o Article: Turner, B. L. and Marina Fischer-Kowalski. Ester Boserup: An interdisciplinary visionary relevant for sustainability. Proceedings of the National Academy of Sciences, 107, no. 51 (December 2010): 21693–21695. [https://www.researchgate.net/profile/Marina_Fischer-Kowalski/publication/49661742_Ester_Boserup_An_interdisciplinary_visionary_relevant_for_sustainability/links/0c960526a3f4719975000000.pdf]
o Validity of argumentso Characteristicso Dispute Malthus’ claim that poverty is an unsolvable problem
Assignment: Analyze the validity of Malthus or Boserup [CR2c][CR2c] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.
Read Malthus, the false prophet : The pessimistic parson and early political economist remains as wrong as ever The Economist, May 15, 2008 [http://www.economist.com/node/11374623]
Kaack, Lynn H. and Gabriel G. Katul. Fifty Years to Prove Malthus right, Proceeding of the National Academy of the Sciences, Early Edition, March 12, 2013 [http://www.pnas.org/content/110/11/4161.full]
Define NeoMalthusian Data to support Homework: Examine criticism of NeoMalthusianso Provide evidence to support your findingso Document in a one-page paper with sources and citations, APA style.
Subunit: Roles of Resources in Survival – Water and Food
Day 51: Innovations: strengths and weaknesses
Population Policies/Eugenics – Solutions Historical Solutions:o Ad for population in China
o policy in China (Figure 6A)
o Ad for population in China (Figure 6A)oooo Ad for population policy in India
o Read: Whyte, Martin K., et al.(2015). Challenging Myths About China’s One-Child Policy, The China Journal, 74:1324-1339. [http://scholar.harvard.edu/files/martinwhyte/files/chal-lenging_myths_published_version.pdf]
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Figure 6B-India’s Policies have been less effective at controlling the enormous population growth rate and birth rate. healthcareprograms-pmzabat-140225053149-phpapp02/95/health-care-programs-16-638.jpg?cb=1393306667
Figure 6A-Advertisement advocating moderate growth via limiting birth rate. China's family planning policy has helped slow the pace of global warming, providing an additional measure in tackling climate change. The Vice minister of China's National Population and Family Planning Commission, Zhao Baige, made the remarks on the sidelines of the Copenhagen conference on Wednesday.http://english.cctv.com/program/newshour/20091211/102889.shtml
o Read: Barry, Ellen, Duggar, Celia W. India rethinks birth control, reliance on ‘sterilization camps’. Seattle Times, February 20, 2016. [http://www.seattletimes.com/nation-world/india-rethinks-birth-control-reliance-sterilization-camps/]
o Read: Rao, Menaka. The two serious problems with India’s new family planning push, April 11, 2016 [http://scroll.in/pulse/806365/the-two-serious-problems-with-indias-new-family-planning-push]
o Perlman, F. and McKee, M. (2009), Trends in Family Planning in Russia, 1994–2003. Perspectives on Sexual and Reproductive Health, 41: 40–50. [http://onlinelibrary.wiley.com/doi/10.1363/4104009/full]
Potential Solutions:o Students brainstorm o Students evaluate strengths and weakness of other students’ solutions
Day 52: What Are Our Greatest Threats to Survival Besides Our Own Excessive Growth in Birthrates (coupled with a Decrease in Death Rates)? Anticipatory Set—Display a slide on the Smart Board of Frida Kahlo
o Provide an overview of her life and enunciate some of her opinions
o Point out that, “She liked to include her own likeness in many of her paintings.”
o Challenge students, “Why do you think she did that?”
o Have students TPS their responseso Show the following painting (students will
recognize it from the 2016 stimulus package),Figure 7
o Challenge students, “Look at some of the imagery that Ms. Kahlo uses in this painting.” Follow-up, “How could we surmise from the images that, “She didn’t care for the United States and she perceived us to wrecking planet, Earth?””
o Guide students to the perception that there are messages within the painting relating to: Evolution Pollution Sustainability
Provide students with this list of resources for reading, analysis, evaluation to synthesize ideas relating to human misuse of Planet Earth!
Read: Dietz, Thomas, Ostrom, Elinor, Stern Paul C. (2003) The Struggle to Govern the Commons. Science: 302:1907-1912.o Subject Lineo Summaryo Data: Highs/lows
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Figure 7: Frida Kahlo, Self-Portrait on the Borderline between Mexico and the United States https://news.artnet.com/app/news-upload/2015/03/Self-Portrait-on-Borderline-Frida-ahlo.jpg?w=304&h=265&crop=1
o Consequences Readings in The McGraw-Hill Reader, 12th ed.
o Parkinson’s Alley-Joy Horowitz: p. 658-665o The Environmental Issue from Hell-Bill McKibben: p. 666-668o The Obligation to Endure-Rachel Carson: p 669-674o The Last Americans: Environmental Collapse and the end of Civilization-Jared
Diamond: p. 684-699 For as many of the above that you utilize : Subject Line Summary Data: Highs/lows Consequences
Read : Allan, J. David, Abell, Robin. Hogan, Zeb, Revenga, Carmen, et al. (2005). Overfishing of Inland Waters. BioScience, 55: 1041-1051. o Subject Lineo Summaryo Data: Highs/lowso Consequences
Read: Abbott, Joshua, Anderson, James L., Campling, Liam, et al. (2014). Steering the Global Partnership for Oceans. Marine Resource Economics: 29: 1-16. o Subject Lineo Summaryo Data: Highs/lowso Consequences
Read: Powledge, Fred. (2008), Climate Change and Public Lands, BioScience, 58: 912-918o Subject Lineo Summaryo Data: High/lowso Consequences
Read: Feeley, Hugh B., Kelly-Quinn, Mary. Re-examining the effects of episodic acidity on macroinvertebrates in small conifer-forested streams in Ireland and empirical evidence for biological recoveryo Subject Lineo Summaryo Data: High/lowso Consequences
Homework: List and describe your own, individual solutions from at least three (3) of the aforementioned articles that deal with threats to sustainability. Please note that one (1) of the three pieces must be the Dietz, Thomas, and Stern reading (The Struggle to Govern the Commons). If you choose to do more, than 3, that’s up to you.
Day 53: Group Research Solutions Watch ad campaigns (broadcast) [CR3]
o Food: UNICEF Create advertisement supporting position
o Think Pair Share-Describe what is needed for a successful ad campaign? Discuss why you both believe that it is needed
o Homework: Research based on group needs and create a graphic, a power point deck or write copy of advertisement for a campaign that’s either: ANTI-POLLUTION OR PRO-SUSTAINABILITY
[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.
Day 54: Group Work Advertisement pitch
o Address these issues: Challenges The Medium is the Message
Why should anyone or any group support your cause? What can you do to insure the advisement’s success? How do you if the advertisement if effective?
o Class: Evaluation of strength and weakness of the proposal
Day 55: Group Presentations [CR2f] Effectiveness of the advertisement Videotape presentations or play [CR2h] Homework:
o Read Article: Gore, Al. “The Climate Emergency.” Lecture presented at Battell Chapel, Yale University, New Haven, CT, April 13, 2004. [http://environment.yale.edu/publication-series/documents/downloads/a-g/gore.pdf]
o Watch: TED Talk—Al Gore: Averting the climate crisis [https://www.ted.com/talks/al_gore_on_averting_climate_crisis]
o Read: Climate Sanity—Criticisms of Al Gore’s “An Inconvenient Truth” https://climatesanity.wordpress.com/criticisms-or-al-gores-an-inconvenient-truth/[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.
Subunit: Roles of Resources in Survival - Solutions New understandings Argument analysis
Climate Change: Why so controversial?o Flaws with Gore’s articleo Read criticisms to Goreo Formulate your own opiniono What evidence is needed?o Homework:
Formulate your own opinion(s). How did you make your decisions? What did you base your opinion(s) on? Why?
Day 57: Bias Carry out a Think Pair Share Internet Search:
o Seek out and find a political cartoon that finds flaws in reasoningo List and delineate the strengths and weakness es of arguments surrounding climate
changeo Cite your sources and establish irrefutable credibilityo So is (are) there a problem(s)?o What is (are) the problem(s)? o Homework:
Find political cartoons concerning climate change and evaluate effectiveness. Review: NASA’s Responding to Climate Change
[http://climate.nasa.gov/solutions/adaptation-mitigation/] Read: Approaches to Climate Change / Adaptation
Day 58: Solutions to Climate Change Historical approach Potential resources: UN Homework: Student solutions: Write a one-page description that proposes a possible solution
(human role in climate change, unequal distribution of resources, decline of water and food). [CR2e][CR2e] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 4: Synthesize Ideas.
Day 59: Student Solutions to the Problem Jigsaw Solutions**
The class into is divided it mixed groups to work on possible solutions that the group collates into a final outcome:
Students are then split into groups with one member assigned to each solution. Each student by themselves learns about their solution and presents it to their group. Next, students gather into groups divided by the solution.
Each member presents again to the group. In the same-topic groups, students reconcile points of view and synthesize information
They create a report. Finally, the original groups reconvene and listen to presentations from each member. The final presentations provide all group members with an understanding of their own
material, as well as the findings that have emerged from topic-specific group discussion.Day 60: Reflections
Each student evaluates their opinion(s) on climate change [CR2g]o Has it changed? Why or why not?o Validity of evidence?
Create teams for assessmento Decide on focus for debateo Students us the QFT: Resources and survival[CR2g] — Students develop and apply reflection skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.
Day 61–63: Debate PreparationAssessment: Debate and Reflection (December) Presentations/debate [CR2f]
In-class reflectiono Argument: Create an argument surrounding the role of natural resources in our world.
[CR2e]o Lens: Identify lens and reasons within groups.o Position Paper: Students will be assigned a specific lens or role to support, counter,
and defend within the debate. The position paper should outline the individual perspective in the overall argument. [CR2h]
o Debate: Students will conduct a class debate. [CR2h]o Reflection: Students will submit a one-page reflection about their overall position, role,
and findings. [CR2g][CR2f] — Students develop and apply collaboration skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.[CR2e] — Students develop and apply discrete skills identified in the learning objectives within the Big Idea 4: Synthesize Ideas.[CR2h] — Students develop and apply written and oral communication 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.
Day 62: Performance Task I Groups formed
Day 63: Performance Task I Team Presented with Argument 1
Semester 2: Assessment
Unit 3A: Performance Task 1 – Team Project and Presentation—January 2-February 10 (26 Days)
AP Seminar Performance Task 1: Team Project and Presentation
Student Version Weight: 20% of the AP Seminar
score Task Overview
o You will work in teams of three to five to identify, investigate, and analyze an academic or real-world problem or issue; consider options and alternatives; and present and defend your proposed solution(s) or resolution(s). The components that comprise this task are the
o Individual Research Report and the Team Presentation and Defense. These components are made up of the following elements, each of which you will need to complete in order to fulfill the task requirements:
Task Elements Length Day # Date DueIndividual
Research Report 1200 words 84 February 3, 2017
Team Presentation 8-10 minutes 88-89 February 9-10, 2017Oral Defense
(part of Team Presentation)
Each student Responds to one (1)
question88-89 “ “ “
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For Your Information (FI’s)—Regarding an Individual’s Work on a Team Project for PT I
Questioning Research Arguments Lens Refining your research and the research question Connecting evidence to reason Developing lines of reasoning Finalizing Format: Spelling, references, etc.
Task Directions1. Team Coordination
▶ As a team, collaborate to identify an academic or real-world problem or issue (e.g., local, national, global, academic/theoretical/philosophical).
▶ Develop a team research question that can be viewed from multiple perspectives.
AP Seminar Performance Task 1: Team Project and Presentation (continued)
Task Directionso Team Coordination
Conduct preliminary research to identify possible approaches, perspectives, or lenses.
Divide responsibilities among group members for individual research that will address the team’s research question.
Individual Research Report (1200 words)o Work with your team to decide and clarify your individual
approach to the team question.o Throughout your research and as a team, continually revisit
and refine your original team research question to ensure that the evidence you gather addresses your collective purpose and focus.
Student Directions for PTI:o On your own, investigate your assigned approach, range of
perspectives or lens on the problem or issue of your team research question.
o Identify a variety of sources that relate to your particular approach to the team research question.
o Analyze and evaluate the relevance and credibility of sources and evidence.
o Synthesize the perspectives you have gathered and chose which ones would be most valuable to share with your team in your individual report.
o Consult with your peers to get feedback and refine your approach throughout.
o Ensure that the report that you submit is entirely your own work.
o Present your findings and analysis to your group in a well-researched and well- written report in which you: Identify an area of investigation and explain its
relationship to the overall problem or issue. Summarize, explain, analyze and evaluate the main
ideas and reasoning in the chosen sources. Evaluate the credibility of chosen sources and
relevance of evidence to the inquiry. Identify, compare and interpret a range of perspectives
about the problem or issue. Cite all sources that you have used, and include a list of
works cited or a bibliography. Use correct grammar and style.
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Do a word count and keep under the 1200-word limit (excluding footnotes, bibliography, and text in figures or tables).
Remove any references to your name, school, or teacher. Upload your document to the AP Digital Portfolio.
Team Collaboration and Argument Constructiono Read all team members’ reports.o Teach other team members what you learned so that all
team members understand all perspectives presented in the reports (in the Oral Defense, you may be asked about any team member’s work)
o Collaboratively synthesize and evaluate individual findings and perspectives to create a collective understanding of different approaches to the problem or issue.
o Consider potential solutions or resolutions to your team’s problem or issue.
o Conduct additional research on solutions or resolutions.o Evaluate different solutions in relation to context and
complexity of the problem.o Propose a solution or resolution to your problem or issue.o Develop an argument to support your proposed solution.
Team Multimedia Presentation and Defense (8–10 minutes)o Together with your team, develop a presentation that presents a convincing ar-
gument for your proposed solution or resolution. Your claims should be sup-ported by evidence and you should show you have considered different perspec-tives and the limitations and implications of your proposed solution or resolu-tion. When preparing your presentation: Develop and prepare a multimedia presentation that will present your ar-
gument for your proposed solution or resolution. Plan each team member’s role in the presentation design and delivery. Design your oral presentation with supporting visual media, and consider
audience, context, and purpose. Prepare to engage your audience using appropriate strategies (e.g., eye
contact, vocal variety, expressive gestures, movement). Prepare notecards or an outline that you can quickly reference as you are
speaking so that you can interact with supporting visuals and the audi-ence.
Rehearse your presentation in order to refine your design and practice your delivery.
Check that you can do the presentation within the 8- to 10-minute time limit. Practice asking each other questions about the process and product of this
project to prepare for your oral defense.
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Deliver an 8–10 minute multimedia presentation in which you:38
Evaluate potential resolutions, conclusions, or solutions to problems or is-sues raised by different perspectives considered by your team by consid-ering their implications and consequences.
Present a well-reasoned argument that links claims and evidence about why you chose your proposed solution or resolution.
Identify and explain objections, implications, and limitations of compet-ing perspectives.
Engage the audience with an effective and clearly organized presenta-tion design.
Engage the audience with effective techniques of delivery and perfor-mance.
Demonstrate equitable participation and engagement of all team mem-bers.
Following the presentation, your team will defend its argument. Your teacher will ask each individual team member a question in which you will:
o Reflect on experiences of collaborative effort and defend your team’s work.o Each team member should be prepared to answer questions about any part
of the presentation or research process (including information that others in your team have researched and/or presented).
Sample Oral Defense Questions: Some examples of the types of questions your
teacher might ask you during your oral defense. These are examples only; your teacher may ask you different questions.1. Describe how the content of the team presentation was changed as a result
of group discussion.2. Student A, how did the group decide to include Student B’s perspective/
lens/ conclusions into the overall presentation?3. Student A, give one specific way that your thinking changed as a result of
learning about Student B’s findings.4. In the future, what change would you make to your group norms, and how
would you expect that to improve the team presentation.5. Reflecting on your colleagues’ work, which one had the greatest impact on
your overall understanding of the problem your group identified? In what way did you improve your ability to work with a group as a result of this project?
6. What is an example of a compelling argument from one of your peer’s in-dividual reports that you decided to exclude from your team presentation and why?
7. What is a way in which your team’s resolution makes you think differently about your own individual research?
8. What was the strongest counter argument to the solution or conclusion your team identified and why?
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9. Describe an argument from one of your peer’s individual reports that made you think differently about your team’s solution or conclusion?
3910.Having finished your project, what if anything do you consider to be a gap in
your team’s research that, if addressed, would make you feel more confident about your conclusion?
All students should be aware of the Role of the AP Seminar Teacher:o Teachers:
must ensure students are aware of the task, timeline, components, types of and sample generic questions for the defense, and scoring criteria
may lead discussion of the stimulus material, discuss topics and perspectives, and/or question students as necessary
may continue whole-class teaching of skills pertinent to the performance task as students are working on their research and/or presentations
may share the rubric with students may encourage students to review each other’s work
o Teachers may not: assign, provide, distribute, or generate research questions for students conduct or provide research/articles/evidence for students write, revise, amend, or correct student work give specific, directive feedback to individual students on their work provide or identify specific defense questions a student will be asked
prior to his or her defense
Unit 3B: Performance Task 2– Individual Research-Based Essay and Presentation-February 13-April 6 (35 Days) [CR6]
Day 90: Give out AP Seminar Stimulus Package
Day 122: Performance Task 2 due for submission at 12:00 p.m.
Days 123-124: PT 2 Individual Presentations & Oral Defense
AP Seminar Performance Task 2: Individual Research-Based Essay and Presentation Weight: 35% of the AP Seminar score Task Overview
This packet includes a set of stimulus materials for the AP Seminar Performance Task 2: Individual Research-Based Essay and Presentation.You must identify a research question prompted by analysis of the provided stimulus materials, gather information from a range of additional sources, develop and refine an argument, write and revise your argument, and create a presentation that you will be expected to defend. Your teacher will give you a
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deadline for when you need to submit your written argument and presentation media. Your teacher will also give you a date on which you will give your presentation.
40Task Components Length Day # Date DueIndividual Written
Argument 2000 words 122 @12:00 p.m. April 4, 2017
Individual Multimedia Presentation
8-10 minutes 123-124 April 5-6, 2017
Oral Defense Responds to two (2) questions 123-124 “ “ “
In all written work, you must:o Acknowledge, attribute, and/or cite sources using in-text citations, endnotes or
footnotes, and/or through bibliographic entry. You must avoid plagiarizing (see the attached AP Capstone Policy on Plagiarism).
o Adhere to established conventions of grammar, usage, style, and mechanics.
Task Directions Individual Written Argument (2000 words)o Read and analyze the provided stimulus materials to identify thematic
connections among the sources and possible areas for inquiry.o Compose a research question of your own prompted by analysis of the
stimulus materials.o Gather information from a range of additional sources representing a variety
of perspectives, including scholarly work.o Analyze, evaluate, and select evidence. Interpret the evidence to develop a
well-reasoned argument that answers the research question and conveys your perspective.
o Throughout your research, continually revisit and refine your original research question to ensure that the evidence you gather addresses your purpose and focus.
o Identify opposing or alternate views and consider their implications and/or limitations as you develop resolutions, conclusions, or solutions to your research question.
o Compose a coherent, convincing and well-written argument in which you: Identify and explain the relationship of your inquiry to a theme or
connection among at least two of the stimulus materials prompted by your reading.
Incorporate at least one of the stimulus materials. Place your research question in context. Include a variety of perspectives.
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Include evidence from a range of sources. Establish an argument that links claims and evidence. Provide specific resolutions, conclusions and/or solutions. Evaluate objections, limitations or competing perspectives and arguments.
41 Cite all sources that you have used, including the stimulus materials, and include
a list of works cited or a bibliography. Use correct grammar and style. Do a word count and keep under the 2000-word limit (excluding
footnotes, bibliography, and text in figures or tables). Remove references to your name, school or teacher. Upload your document to the AP Digital Portfolio.
Individual Multimedia Presentation (6–8 minutes)o Develop and prepare a multimedia presentation that will convey your
argument to an audience of your peers.o Be selective about the information you choose for your presentation by
focusing on key points you want your audience to understand.o Design your oral presentation with supporting visual media, and consider
audience, context, and purpose.o Prepare to engage your audience using appropriate strategies (e.g., eye
contact, vocal variety, expressive gestures, movement).o Prepare notecards or an outline that you can quickly reference as you are
speaking so that you can interact with supporting visuals and the audience.o Rehearse your presentation in order to refine your design and practice
your delivery.o Check that you can do the presentation within the 6- to 8-minute time
limit.o Deliver a 6–8 minute multimedia presentation in which you: Contextualize and identify the importance of your research question Explain the connection between your research and your analysis of the
stimulus materials. Deliver an argument that connects claims and evidence. Incorporate, synthesize and interpret evidence from various perspectives. Offer resolutions, conclusions, and/or solutions based on evidence and
consider the implications of any suggested solutions. Engage the audience with an effective and clearly organized presentation
design. Engage the audience with effective techniques of delivery and performance.
Individual Oral Defense (two questions)o Defend your research process, use of evidence, and conclusion(s), solution(s), or
recommendation(s) through oral responses to two questions asked by your teacher. Be prepared to describe and reflect on your process as well as defend and extend your written work and oral presentation.
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42o Sample Oral Defense Questionso Here are some examples of the types of questions your teacher might ask you
during your oral defense. These are examples only; your teacher may ask you different questions, but there will still be one question that relates to each of the following two categories.
1. Reflection on Research Process• What information did you need before you began your research,
and how did that information shape your research?• What evidence did you gather that you didn’t use? Why did you
choose not to use it?• How valid and reliable are the sources you used? How do you
know? Which sources didn’t work?• How did you select the strategies you used to gather information or
conduct research? Were they effective?• How did your research question evolve as you moved through the
research process? Did your research go in a different direction than you originally planned/hypothesized?
• What information did you need that you weren’t able to find or lo-cate? How did you go about trying to find that information?
• How did you handle the differing perspectives in order to reach a conclusion?
2. Extending argumentation through effective questioning and inquiry• What additional questions emerged from your research? Why are
these questions important?• What advice would you have for other researchers who consider this
topic?• What might be the real-world implications or consequences (influ-
ence on others’ behaviors or decision-making processes) of your findings? What are the implications to your community?
• If you had more time, what additional research would you conduct related to this issue?
• Explain the level of certainty you have about your conclusion, solu-tion, or recommendation.
• How does your conclusion respond to any of the other research or sources you examined?
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• How did you use the conclusions and questions of others to advance your own research?
43All students should be aware of the Role of the AP Seminar Teacher:
● Teachers: ▶ must ensure students are aware of the task, timeline, components,
types of and sample generic questions for the defense, and scoring criteria
▶ may lead discussion of the stimulus material, discuss topics and perspectives, and/or question students as necessary
▶ may continue whole-class teaching of skills pertinent to the performance task as students are working on their research and/or presentations
▶ may share the rubric with students▶ may encourage students to review each other’s work
● Teachers may not:▶ assign, provide, distribute, or generate research questions for students▶ conduct or provide research/articles/evidence for students▶ write, revise, amend, or correct student work▶ give specific, directive feedback to individual students on their work▶ provide or identify specific
Unit 4A: End-of-Course Exam Preparation—April 7-May 3 (12 Days)
Day 136: May 4, 2017: AP Capstone Seminar Exam
AP Seminar End-of-Course Exam Weight: 45% of the AP Seminar score (College Board scored)
Date: May 4th
Task Overview
During the AP Exam administration window, students will take the AP Seminar End-of-Course Exam. The exam consists of four items (three short-answer and one essay question). The three short-answer questions assess analysis of an argument in a single source or document. The essay question
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assesses students’ skills in synthesizing and creating an evidence-based argument.
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Description of End-of-Course Exam
Five sources will be included with each end-of-course exam. Sources and readings on the end-of-course exam will represent a range of disciplines and perspectives. The four questions listed in the table below will remain the same on the end-of-course exam from year to year.
Components
The following components are formally assessed:
Part A: Scored by the College Board; Weighted 30% of 45% towards the overall score. Suggested time: 30 minutes One source provided
1. Students are asked to analyze an argument using evidence.2. Identify the author’s argument, main idea, or thesis.3. Explain the author’s line of reasoning by identifying the claims used to build the
argument and the connections between them.4. Evaluate the effectiveness of the evidence the author uses to support the claims made in
the argument.
Part B: Scored by the College Board; Weighted 70% of 45% towards the overall score.
1. Suggested time: 90 minutes Four sources provided2. Students are asked to build their own arguments using at least two of the four pro-
vided sources. Each of the four sources will explore a common theme through a dif-ferent lens, allowing multiple entry points for students to approach the topic.
Directions: Read the four sources carefully, focusing on a theme or issue that connects them and the different perspective each represents. Then, write a logically organized, well-reasoned, and well-written argument that presents your own perspective on the theme or issue you identified. You must incorporate at least two of the sources provided and link the claims in your argument to supporting evidence. You may also use the other provided sources or draw upon your own knowledge. In your response, refer to the provided sources as Source A, Source B, Source C, or Source D, or by the authors’ names
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Unit 4B: Local Summative Assessment: In-Class Final Preparation—May 5-June 9 (25 days) Students choose 2-3 pieces from 2017 stimulus package and prepare a 8-10 minute multimedia
/presentation in class on the day designated by the school for the course’s in-class final Students should prepare for a Q & A of 5-7 minutes
