Unit Goal: 

As an introduction to AP Capstone Seminar content and expectations, students will apply the Q.U.E.S.T. framework with a group to craft an annotated bibliography. 

Summary: 

The purpose of this unit is to use the AP Seminar framework to introduce key concepts and skills while embedding the core literary text Night. The thematic focus on Activism ties in this anchor text as well as “Activism in the Social Media Age” (Research Journal) “We need to turn our response to crisis inside out” (Speech-TED talk), “Letter from Birmingham Jail” (U.S. seminal historical), “Gettysburg Address” (U.S. seminal historical), and “War”(song). 

This provides the opportunity for students to engage with a variety of text types, and gain an understanding of the thematic connection. While reading Night, students are expected to complete text annotations or a dialectical journal to track examples for how the memoir represents Activism, and how the use of first-person point of view enhances the reading experience. To tie in an introduction to the AP Seminar research and presentation expectations, students choose a topic connected to WWII to create and present a mini-research project.

Finally, students will complete an annotated bibliography including each of the thematic texts. 

Key Skills (Students will be able to…)

• Contextualize and identify the complexity of an issue

• Pose questions

• Seek answers from multiple, divergent and contradictory perspectives

• Organize prior knowledge (mapping, outlining, illustrating)

• Access and manage information and evaluate search tools

• Identify information needed for context of inquiry

• Read critically

• Analyze Perspective

• Summarize the main idea Identify and explain claim

• Analyze artistic texts

• Explain and analyze Line of Reasoning

• Use transitions (signpost words) for Line of Reasoning

• Structure an argument

• Use proper conventions

• Reflect as part of the process of research and writing

Essential Questions

• What is activism? 

•  Is activism necessary?  

• How do my background and life experiences influence my interpretation of arguments? 

• What is the credibility and how can I tell that a source is credible and true? 

• How does the context of a problem or issue affect how it is interpreted or presented? 

• Why might the author view the issue this way? 

• What biases may the author have that influence his or her perspective? 

• Why is context critical to understanding? 

• What are problem complexities? 

• How should questions be approached?

• What is prior knowledge? How does it inform? 

• Why must assumptions be challenged? 

• How should information be organized and presented? 

• What is critical reading? 

• What strategies assist in critical reading? 

• What is a perspective? 

• How does Line of Reasoning support a valid argument? 

Enduring Understanding

EU 1.1

EU 1.2 

EU 1.3 

EU 1.4 

EU 1.5 

EU 2.1 

EU 2.2 

EU 3.1 

EU 4.1 

EU 5.1 

EU 5.2 

EU 5.3 

Tentative Assessments

Formative Assessments: QUEST poster, line of reasoning tree, bias reflection, text annotations, tracing the line of reasoning, terms quiz, infographic, EOC Exam A practice, current events, fake news evaluation, mini-research presentation, sources in conversation 

Students work in teams of three to five to identify, investigate, and analyze an academic or real-world problem or issue. Each team designs and/or considers options and evaluates alternatives; develops a multimedia presentation to present the argument for their proposed solution or resolution; and provides an oral defense to questions posed by the teacher. Each team develops a team research question, conducts preliminary research, and divides responsibilities among themselves for individual research that will address the team’s research question.

For the Individual Research Report, students individually investigate their assigned approach, perspective, or lens on the issue or topic of the team research question. Students present their findings and analyses to the group in a well-written individual report that 

■ identifies the area of investigation and its relationship to the overall problem or issue;

■ summarizes, explains, analyzes, and evaluates the main ideas and reasoning in the chosen sources;

■ identifies, compares, and interprets a range of perspectives about the problem or issue; and

■ cites all sources used and includes a list of works cited or bibliography.

For the Team Multimedia Presentation, the team considers all the research and analyses from individual team members for the purpose of proposing one or more solutions or resolutions. The team:

■ collaboratively synthesizes and evaluates individual findings and perspectives to create a collective understanding of different approaches to the problem or issue;

■ considers potential solutions or resolutions and conducts additional research in order to evaluate different solutions within the context of the problem; and 

■ proposes one or more solutions or resolutions and prepares an argument to support their proposal.

The team develops an 8- to 10-minute presentation that presents a convincing argument for their proposed solutions or resolutions. 

• The team should ensure the claims made are supported by evidence, which should be attributed or cited (orally or visually). They should ensure they have considered different perspectives and the limitations and implications of their proposed solutions or resolutions.

• The Individual Multimedia Presentation from their individual written argument. Students should use and attribute, either orally or visually, evidence to support their claims and situate their perspective in a larger context, rather than merely summarizing their research. The presentation and the media used to enhance the presentation should consider audience, context, and purpose. The exact size and composition of the audience for the presentation can be determined by teachers locally; usually this is an audience of students’ peers. Students should design their presentations to be appropriate for an educated, non-expert audience.

For the Oral Defense, following the presentation, teacher will ask questions of each student. The questions are designed to prompt student reflection on their experiences with group collaboration. Each team member should be prepared to answer questions about any part of the presentation. 

This component is designed to assess the student’s response to and understanding of the two criteria below, and a question must be asked to address each of them. Teachers may select questions from the list or formulate more specific questions appropriate to a student’s presentation, as long as the questions posed address the two criteria below. Teachers may also ask follow-up clarifying questions to allow students the opportunity to fully explain their answers.

College Board’s AP Program will annually release cross-curricular stimulus material (texts) representing a range of perspectives focused on a single theme. Students read and analyze these stimulus materials to identify thematic connections among them and possible areas for inquiry. Their inquiry must be based on a thematic connection between at least two of the stimulus materials. Students then compose a research question of their own; conduct research; analyze, evaluate, and select evidence to develop an argument; and present and defend their conclusions.

The following domains will be represented in the cross-curricular stimulus material (texts):

■ Natural Sciences, Technology, Mathematics, Environment

■ Social Sciences, Politics, Economics, Psychology

■ Arts (Visual Arts, Music, Dance, Theater)

■ Culture, Languages, Linguistics

■ History

■ Literature, Philosophy, Critical Theory/Criticism

The following will be represented in the texts: multimedia text (e.g., photographs, artwork, video, music) and/or quantitative data. For the Individual Written Argument, students read and analyze the provided stimulus materials to identify thematic connections among them and possible areas for inquiry. Their inquiry must be based on a thematic connection between at least two of the stimulus materials.

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

For the Individual Multimedia Presentation, each student develops a 6–8-minute presentation to convey their perspective and present their conclusions from their individual written argument. Students should use and attribute, either orally or visually, evidence to support their claims and situate their perspective in a larger context, rather than merely summarizing their research. The presentation and the media used to enhance the presentation should consider audience, context, and purpose.

For the Oral Defense, teacher WILL ask questions of the student, assessing the student’s response to and understanding of two criteria: reflection on the research process, and extending argumentation through effective questioning and inquiry. 

Unit 2: 

(Student choice of themes from the text for MOCK Performance Task 1)

Unit Goal: 

master quest, understand limitations, credibility, relevance, logical fallacies, and implications, practice IRR and TMP, and evaluate sources to support RQ

Summary: 

The purpose of this unit is to introduce Performance Task One while embedding the core literary text To Kill a Mockingbird. As the students read TKMB, they are tasked with reflecting on the implications for our society today. In order to engage meaningfully with the text, students choose one of the major theme topics (race, injustice, gender, and innocence) to track throughout the reading of the novel in their dialectical journal or annotations. Weekly, students complete a current event activity identifying an event, evaluating credibility, identifying perspectives, and summarizing the key issues. 

For this unit, students focus their various current event sources on the theme they identified in TKMB. In addition, throughout the reading, they participate in group discussions on the philosophical implications of race, injustice, gender, and innocence in our modern society based on their reading and current event connections. After the reading, students use the theme they chose to identify a research question in groups (divided by the topic choice). They then complete a full practice for the first performance task (IRR and TMP)

Key Skills (Students will be able to…)

• Evaluate the relevance and credibility of sources related to inquiry

• Understand the importance of scope and use

• Evaluate the relevance and credibility of evidence supporting an argument

• Identify patterns and trends in evidence presented in texts

• Evaluate how credibility is compromised

• Connect an argument to broader issues

• Evaluate objections, limitations, opposition, and competing perspectives

• Evaluate the influence of their own biases and assumptions when making judgments

• Attribute knowledge and ideas accurately and ethically using citation

Essential Questions 

• From whose perspective is this information being presented, and how does it affect my evaluation?

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

• How do authors strategically include evidence?

• Why are reliable sources current and authoritative?

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

• What is the argument’s main idea and what reasoning does the author use to develop it?

• How do authors use language, authority, qualifiers, fallacies, or emphasis to appeal to readers?

• How are patterns and trends important in understanding relationships with evidence?

• How do limitations, opposing viewpoints, and bias compromise a writer’s credibility?

• How can arguments appeal to emotions, core values, personal biases, assumptions, and logic?

• What is plagiarism?

Enduring Understanding

EU 1.4

EU 2.2

EU 2.3

EU 3.2

EU 4.3

EU 5.1

Assessments

Formative Assessments: text annotations, credibility statements, End-of-Course Part A practice, philosophical chairs, TKMB theme tracker, current events, identifying perspectives, sources in conversation, MOCK IRR outline, MOCK TMP affinity map, reflection

Summative Assessments: annotated bibliography, MOCK IRR, MOCK TMP, End-of-Course Exam sample #2 

Unit 3

[MOCK Performance Task 2]

Unit Goal: 

Demonstrate ability to implement QUEST principles, analyze stimulus materials, practice IWA and IMP, evaluate sources to support RQ

Summary: 

The purpose of this unit is to introduce Performance Task Two while embedding the core literary text Macbeth (or another literary work TBA). The class is guided through a reading of Macbeth using language and vocabulary supports. A close reading or dramatization of key scenes is also recommended. While reading, students use the unit focus of Ambition to guide their annotations and reflections. After each act, the class participates in brief summary reenactments of the key events, and then students discuss Macbeth’s character progression. 

After they have completed the reading, students complete a character analysis of Macbeth as an example of negative ambition. Once the class has finished reading and analyzing Macbeth, students are guided through a close reading of the MOCK stimulus materials (“The Ambitious Guest” (literary short story), “Beyond a certain level of financial comfort, does more money make you  happier?” (illustration), “America’s Imperial Ambition” (political analysis), “Balancing Ambition and Gender Among Decision Makers” (research), “Is Ambition Good or Bad?” (article), and “Understanding Macbeth’s Ambition” (literary analysis)). When they have finished reading and annotating the stimulus materials, they choose two that they will synthesize to narrow their topic focus. Individually, students use these stimulus texts to identify a research question of their own and complete the practice for the second performance task (IWA and IMP).  

Key Skills (Students will be able to…)

• Use advanced search tools to refine and limit results

• Read critically for a specific purpose

• Preview a text by skimming and scanning

• Evaluate the use of quantitative and qualitative research to support a claim

• Identify varying degrees of the validity of evidence

• Propose logical next steps or call to action as part of an argument

• Formulate a well-reasoned argument avoiding overgeneralizations or oversimplifications

• Acknowledge other arguments and respond with counter arguments

• Create a clear and logical line of reasoning leading to a conclusion

• Evaluate when to use deductive or inductive reasoning

• Organize the line of reasoning based on the argument purpose

• Arrange claims and supporting evidence to convey reasoning and relationship

• Organize argument based on evidence

• Collect evidence from a wide variety of print and nonprint sources

• Compellingly use sufficient, accurate, relevant, current, and credible evidence to support a conclusion

• Strategically choose and attribute evidence to establish the credibility of the argument

• Use commentary to connect chosen evidence to the claim

• Accurately and ethically attribute using appropriate citation style

• Effectively integrate, introduce, and embed source material in a written argument

• Paraphrase and quote from texts using proper citation

• Understand the different style guides and differences in attribution

• Extend understanding by questioning, innovating, and creating new understandings

• Offer resolutions, conclusions, or solutions based on evidence

• Use design elements to aid presentation effectiveness

• Communicate information graphically to aid audience understanding

• Choose the best media to communicate information to an audience

• Adapt an argument based on context, purpose, and audience

• Employ effective speaking techniques

• Collaborate effectively providing individual contributions to the group task

• Communicate effectively in a group setting, and utilize conflict resolution

• Master online resource tools for group communication

• Reflect on collaborative experiences

Essential Questions 

• What questions have yet to be asked?

• How does my research question shape how I go about trying to answer it? 

• What contributions can I offer a team? 

• Why should research be limited in scope? 

• When should you skim read? When should you read critically?

• When is qualitative research most valid? When is quantitative research most valid?

• Why are argument solutions necessary?

• What are oversimplifications and overgeneralizations?

• What are the different types of counterarguments?

• Why is line of reasoning essential to an effective argument?

• What is inductive reasoning? What is deductive reasoning?

• How should evidence be organized to support an argument claim?

• How does audience influence an argument?

• What constitutes valid and compelling evidence?

• What is the role of commentary in an argument?

• What is a paraphrase? How is it different than a summary?

• What is a style guide? What are the different types?

• What is reflective skepticism?

• How can design elements aid a presentation?

• How can they hinder understanding?

• How can graphics be used to aid audience understanding?

• How can effective speaking techniques be used to engage an audience?

• What is collaborative group work?

• What is your individual responsibility in a group?

• How can you resolve conflict within a group?

Enduring Understanding

EU 1.3

EU 2.1

EU 2.2

EU 2.3

EU 4.1

EU 4.2

EU 4.3

EU 4.4

EU 4.5

EU 5.1

EU 5.2

EU 5.3

Assessments

Formative Assessments: weekly check-ins, reflection, annotations, peer review, MOCK IWA outline, MOCK IWA sources in conversation

Summative Assessments: annotated bibliography, MOCK IWA, MOCK IMP

Unit 4: 

Unit Goal: 

Complete Part one of the AP Exam (IRR and TMP) 

Key Skills (Students will be able to…)

• Create cohesive presentations as a group.

• Work efficiently and constructively in a group.

• Select meaningful sources from a variety of perspectives to support an argument. 

Readings

Articles and Research provided by the students 

Essential Questions 

• What is my role as a team member? 

• How does perspective influence a viewpoint?

• What are the best practices for a group project and presentation?

Enduring Understandings

EU 1.3

EU 5.1

Activities and Tasks

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

1. Individual research report (1200 words): 

After working with team to decide and clarify individual approach to team’s question, students will investigate assigned approach, range of perspectives or lens on the problem or issue identified in team research question.

Students will synthesize credible sources and evidence which will be shared with team in an individual report that follows AP Seminar Rubric Requirements.

2. Team Multimedia Presentation and Oral Defense: 

Team will develop an 8-10 minute presentation that promotes convincing arguments for proposed solution or resolution.

Claims will be supported by evidence and should show consideration of different perspectives and limitations and implications of proposed solution or resolution. 

Assessments

AP Submissions

Annotated Bibliography

Weekly Progress Checks and Reflections

Unit 5: 

Unit Goal: 

Complete Part two of the AP Exam [IMP and IWA]

Essential Questions

• What is the best method to construct and organize an argument? 

• What are the best practices for an individual presentation?

• Key Skills (Students will be able to…)

• Select meaningful sources from a variety of perspectives to support an argument.

• Employ QUEST independently.

• Conduct research, draft, and revise an argument and presentation.

• Present individually using best practices learned throughout the group process.

• Orally defend the process and product.

Enduring Understanding

EU 5.3

Assessments

AP Submissions (not graded for class)

Annotated Bibliography

Weekly Progress Checks and Reflections

Readings

Stimulus Materials supplied by College Board on a theme (new every year)

Articles and Research provided by the students 

Activities and Tasks

Task Overview & Goals: The College Board will release cross-curricular source material representing a range of perspectives focused on a single theme or topic. Students will use these texts to identify a research question of their own; conduct research; analyze, evaluate, and select evidence to develop an argument; and present and defend their conclusions. The final paper must refer to and incorporate at least one of the provided sources. This task consists of three components:

1. Individual written argument (2000 words): After composing a research question prompted by stimulus materials, students will gather information from a range of additional sources representing a variety of perspectives, including scholarly work, that will be used a in coherent, convincing, and well-written argument which identifies opposing or alternate views and considers their implications and/or limitations while also developing resolutions, conclusions, and solutions to original research questions.

2. Individual multimedia presentation (6-8 minutes): Students will develop and prepare an oral presentation that will convey argument with the support of appropriate technology and visual media as well as appropriate use of audience engagement strategies.

3. Individual oral defense (two questions): Students will defend research process, use of evidence, and conclusion(s), solution(s), or recommendations(s) through oral responses to two questions asked by teacher

End-of-Course Exam

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 assesses students’ skills in synthesizing and creating an evidence-based argument

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

Part A - Suggested time: 30 minutes 

One source provided 

Students are asked to analyze an argument using evidence. 

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

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

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

Part B - Suggested time: 90 minutes

Four sources provided

Students are asked to build their own arguments using at least two of the four provided sources. Each of the four sources will explore a common theme through a different perspective, 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

Unit 6: 

Unit Goal: 

Demonstrate skills for EOC Exam [Final Review]

Essential Questions 

How are the author’s viewpoint and purpose evaluated? 

Those included in all previous units

How is an effective argument constructed?

Key Skills (Students will be able to…)

• Evaluate and select sources that best support their argument.

• Construct an effective argument using provided sources.

• Integrate sources into an argument effectively.

• Analyze provided texts using the skills acquired in class.

Assessments

EOC [AP-College Board]

EOC Practice Self-Reflection

Readings

Released EOC’s

Activities and Tasks

Task Overview & Goals: During the AP® Exam administration window, students will take the AP Seminar End-of-Course Exam. The exam consists of two components: (1) Part A – Students are asked to analyze an argument using evidence and 2) Part B – Students are asked to build their own arguments using at least two of the four sources. Each of the four sources will explore a common theme through a different lens, allowing multiple entry points for students to approach the topic. 

***This final unit is the place to incorporate the narrative writing standards if requested. If it is not required by the school or district, this time could be used to complete an introductory unit to AP Research.***

Unit 7

Unit Goal: 

Narrative Writing. Students would develop a written narrative describing a moment of curiosity from their past experiences, a time in which they were genuinely inquisitive about how something worked or why something occurred.

Summary: The purpose of this unit is to supplement the ELA narrative writing standards not addressed by the AP Seminar course. As an introduction, students read the New York Times article “How to Tell a Story” by Daniel McDermon. Then, students are given time to plan, draft, and revise a written narrative in response to the prompt (Think about a moment of curiosity from your past experiences, a time in which you were genuinely inquisitive about how something worked or why something occurred. Tell the story of how you either developed or ignored that curiosity.). After they have finished writing their narratives, students are given time to plan a dramatic reading presentation of their story to deliver to the class. When students have completed these components, they take time to reflect on a topic they might like to explore in AP Research.

Essential Questions 

• What is curiosity? Those included in all previous units.

• How does curiosity drive learning?

• What is a life-long learner? What are their key attributes?

• What is a narrative? What are the key components of a quality narrative? 

Key Skills (Students will be able to…)

Develop a captivating written narrative using imagery and diction.

Present an engrossing retelling of a written narrative using effective presentation techniques.

Assessments

Formative Assessments: brainstorming, presentation practice

Summative Assessments: written narrative, narrative presentation

Readings

“How to Tell a Story” Daniel McDermon (article) 

Activities and Tasks

Students will create a written narrative and present it to the class using engaging presentation techniques.

The teacher will explain how to “write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Including the following:

A. engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

B. use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

C. use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

D. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

E. provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.” (CCSS)

Students will respond to the narrative writing prompt: “Think about a moment of curiosity from your past experiences, a time in which you were genuinely inquisitive about how something worked or why something occurred. Tell the story of how you either developed or ignored that curiosity.” Students will develop a written narrative describing the setting for this moment, how they fostered or developed it or how they ignored it. This could then be tied into the discussion of possible research topics that peak their interest and could be pursued in AP Research. 

Introduction to AP Seminar

End-of-Course Exam Practice #1

Bias Reflection

Unit 1: Activism

Annotated Bibliography

End-of-Course Exam 

Practice #1 Revise

Unit 2: To Kill a Mockingbird

Annotated Bibliography

Socratic Seminar

End-of-Course Exam Practice #2

Mock IRR

Mock TMP 

Unit 3: Ambition

Annotated Bibliography

Macbeth

Mock IWA

Mock IMP & OD

End-of-Course Exam Practice #3 

Unit 4: Performance Task 1 (AP Grade)

Individual Research Report Team

Multimedia Presentation

Oral Defense (part of Team Presentation)

Unit 5: Performance Task 2 (AP Grade)

Individual Written Argument

Individual Multimedia Presentation

Oral Defense 

Unit 6: End-of-Course Exam (AP Grade)

End-of-Course Exam 

Unit 7: Narrative Writing

Written Narrative

Oral Narrative Presentation 

Reflection on Values

1. List, define and reflect on personal values

2. Discuss and develop classroom values: curiosity, connection, credibility and perseverance

Group discussions

1. Identify favorite passages

2. ABC chart detailing key events, characters, conflicts, ideas within foundational text

3. Re-create the plot of the book with dominos. Each domino represents a plot point.

Symbolically arrange dominos into a shape that represents something from the text

4. Use metaphorical thinking by comparing objects to characters, conflicts, themes, writing style, etc.

5. Create a thematic triangle comparing and contrasting the foundational text to others with common themes.

Reflect on the worldly theme and its prevalence.

Dialectical journal

1. Share and discuss 20 annotations made in dialectical journals

2. Reflect on similarities and differences among group members’ entries

ƒ Analysis of claims and evidence

1. Identify the foundational texts’ and the article’s main claim

2. Explain the line of reasoning within the foundational text and the article

3. Evaluate the effectiveness of the foundational text and the article

Animated Video

1. How does literature create empathetic audiences?

2. What is the difference between empathy and sympathy

3. Which characters in our foundational texts do we feel sympathy and/or empathy for--why?

ƒ Art Post-It Analysis

1. List the objects you see in the art / what colors are used the most / what words would you

use to describe the painting / how would you describe the people and the places

2. What sounds would the painting make if it could / Rename the painting / If you could ask

the artist any questions what would you ask?

3. What are possible messages of the painting / what connections can you make between the

painting and your foundational text?

ƒ Posters illustrating understanding and analysis of foundational and additional texts

1. Mind-mapping main ideas

ƒ Sample Mentor Texts for Introduction Techniques

1. Look at different samples of introductions to essays and speeches

2. Teacher samples the thought process of a few techniques 

Please note: This SYLLABUS is subject to change in order to best meet the needs of course participants and their learning styles; when possible, students will be made aware of any changes in advance. 

Week 1

• Parent and Student Letter/Contract, Remind app, Google Drive, NYC Students Account etc.

• Introduction to the Course 

• Exploring various media to identify real-world problem

Week 2

• Capstone Model Release Form/DOE Photo & Video Release Form

• Understanding the AP Seminar Assessment [TMP & IRR]

• Annotation and Analysis of Selected Articles

• Exploring various media to identify real-world problems

• EOC Friday - Introduction to the format of the exam

Week 3

• Mandated Lesson Plagiarism and Falsification or Fabrication of Information

• Introduction to Lenses [Student-Taught]

• Socratic Seminar - Apply each lens to an article

Week 4

• Writing Researchable Questions 

• Peer Review of Questions

• 30-Seconds Presentation of Question

• Introduction to APA Annotated Bibliography [15 Sources]

• Analysis of Sample Annotated Bibliography

Week 5

• Using Online Databases to conduct advanced search

• Developing the Annotated Bibliography

• Table #1, Table #2, Table #3 of Annotated Bibliography Due October 6th

• EOC Friday - Main Idea & Line of Reasoning

Week 6

• Continuation of APA Annotated Bibliography [15 Sources]

• 60 Second Presentations: Sharing an Entry from the Annotated Bibliography

• Table #4, Table #5, Table #6, Table #7, Table #8 of Annotated Bibliography Due October 13th [Final Exam Grade]

• EOC Friday - Analysis of Main Argument and Line of Reasoning 

UNIT 2: PERFORMANCE TASK 1: IRR & TMP

Week 7

Marking Period AP Seminar Final

• Socratic Seminar - Annotating and analyzing IRR exemplaries

• Deconstructing the CollegeBoard PT1 Rubric: IRR

• Finalizing the Annotated Bibliographies 

• Creating the Outline of the Individual Research Report

Week 8

• Analysis of CollegeBoard Sample - Socratic Seminar

• Drafting the Introduction [3 sources]

• Putting sources into conversation

• EOC Friday - Main Argument and Line of Reasoning [Practice]

Week 9

• Peer Review of introduction

• Exploring Claim/Reasons/Evidence

• Constructing body paragraph: Claim 1 [2 sources]

Week 10

• Peer Review of Body Paragraph: Claim 1

• Exploring Claim/Reasons/Evidence

• Analysis of CollegeBoard Sample: Tracing the Line of Reasoning; Connection to Current IRR

• Constructing Body Paragraphs: Claims 2 & 3 [2 sources per paragraph]

• Introduction to Rhetorical Precis

Week 11

• Constructing Body Paragraphs: Claims 2 & 3 [Continued]

• Analysis of CollegeBoard Sample: Incorporating Solutions

• Analysis of CollegeBoard Sample: Implications of Solutions

• Constructing Body Paragraphs: Solutions & Implications

Week 12

• Analysis of CollegeBoard Sample: Limitations of Solutions

• Writing the IRR: Incorporating Limitations

• Completing the IRR

Week 13

• Peer Reviews and Feedback [4 days]

• Student and teacher interviews: Check-ins 

• Analysis of TMP Rubric

Week 14

• Viewing exemplars: TMP slides & Presentation

• Evaluating exemplars using CollegeBoard rubric

• Synthesizing Lenses in Preparation for Presentation

• Creating Slides 1-3 of Team Multimedia Presentation [Introductory Slides]

Week 15

• Creating Slides for Multimedia Presentation: Teams Meet In and Out of Class

• Preparing Oral Defense Responses

• Practice presentations

• Teacher and Team check-ins

Week 16, 17

TMP and Oral Defense [Practice]

UNIT 3: PERFORMANCE TASK 2: IWA & IMP

Week 18

• Second draft of IRR due

• Source Analysis: Working with College Board released Synthesis Materials [for Performance Task 2] -- 

• Socratic Seminar: Examining arguments, reasons’ and evidence

• Response: Analyzing line of reasoning

• Analyzing: Effectiveness of evidence

• Peer assessment and feedback: EOC rubric

Weeks 19, 20

• Source Analysis: Working with College Board released Synthesis Materials [for Performance Task 2] -- 

• Socratic Seminar: Examining arguments, reasons’ and evidence

• Response: Analyzing line of reasoning

• Analyzing: Effectiveness of evidence

• Peer assessment and feedback: EOC rubric

Week 21

• Sacrotic method discussions on the stimulus readings 

• Making thematic connections using stimulus readings 

• Brainstorm IWA topics

• Exploring real-world problems making connections to ideas embedded in stimulus packet

• Exploring research questions making connections to two texts from stimulus packet

Term 2

PERFORMANCE TASK 2

Week 1: IDENTIFYING AN IWA TOPIC

• Sacrotic method discussions on the stimulus readings 

• Making thematic connections using stimulus readings 

• Brainstorm IWA topics

• Exploring real-world problems making connections to ideas embedded in stimulus packet

• Exploring research questions making connections to two texts from stimulus packet

• Conduct research

• Draft research question

• Identify final IWA topic, research question and make one (1) minute pitch to class on research question getting feedback from peers

• Review intro paragraphs using College Board Sample and MECPS Student Sample

• Discuss Outline format

• Create outline for IWA Intro paragraph

Week 3:

• Work on Intro Paragraph

Week 4: 

• Peer Review of IWA Intro Paragraph

• Revise Intro Paragraph focusing on the peer feedback (Homework)

• Second Peer Review (Different Student)

• Attend guest lecture with Dr. Jama Adams (Cafeteria)

• Review writing Conventions focusing on sentence structure

• Review Body paragraphs using College Board and MECPS Sample

• Use Online Databases to Conduct Research (Homework)

Week 5

• Review the IWA Rubric

• Review Outline for IWA Body Paragraph 

• Use Online Databases to Conduct Research (Homework)

• AP College Board Video: Building Your Argument Part 1 

• Review AP Style (In-text citation and reference page)

• Create a detailed outline for first body paragraph

Week 6

• AP College Board Video: Building Your Argument Part 2 

• Develop First Body Paragraph (2-3 Sources)

• Peer Review or Body Paragraph

• One minute presentation on the primary argument presented in the first body paragraph

• Revise Body Paragraph. 

• SATURDAY SCHOOL

Week 7

• First Body Paragraph Due, Tuesday, March 18th

• Develop Body Paragraphs 2 and 3 (In-class and at home)

• Develop Body paragraphs focusing on putting sources in conversation

• Develop Conclusion Paragraph focusing on limitations and implications

• SATURDAY SCHOOL

Week 8

• Completed IWA Due March 28th 

• Peer Review using Check list

• Final Edits

• Upload IWA to College Board on Friday, April 5th (In Class)

• Discuss IMP

• SATURDAY SCHOOL

IMP (Individual Multimedia Presentation)

Week 9

• IMP: Video AP Seminar Performance Task 2:  an Effective IMP

• Review IMP Rubric

• Review and Deconstruct an AP College Board High Performance Video 

• Construct/Develop IMP 

• Run Originality Report on IWA

• Upload IWA to College Board on Friday, April 4th (In Class)

Week 10

• Continue Developing IMP

• Mandatory practice Presentation on Wednesday April 10th

• Peer Review of Slides

• Practice Oral Defense Questions

Week 11

• Spring Recess School Closed

• *IMP Presentations (May be Subject to Change)

Week 12

• AP College Board Video Parts A and B

• Review High Scoring EOC Sample Writing

• Review EOC Rubrics (A and B)

• Practice Writing Short Answer response questions (EOC)

EOC Preparation

Week 13

• AP College Board Video Parts A and B

• Review High Scoring EOC Sample Writings

• Review EOC Rubrics (A and B)

• In- Class Writing Practice

Week 14

• In-class practice Writing Essay Part A

• IWA and EOC Reflection

• Friday: Looking Ahead: AP Research Overview

DEBATES

• Debate Format Overview

• Create a Pool of debate topics based on real world issues

• Create debate teams (Randomly Selected)

• Watch a short debate

• Friday: Explore Research topics 

Week 16

• Identify Debate Topics

• Teams Conduct Research

• Review Building Arguments

• Review Writing Conventions 

• Create Debate Rubric

Week 17, 18

• Review Guidelines

• Mock Debate 

• Submit Debate arguments 

• Debate Presentations