AP Seminar

In this unit, students will explore the different ways power has shifted across cultures and societies while examining the ethical dimensions of power. Through discussion, writing, and reflection, students will be introduced to the QUEST Process in AP Seminar. Students consider and evaluate multiple points of view to develop their own perspectives on complex issues and topics through inquiry and investigation.  It provides students with a framework for developing, practicing, and honing their critical and creative thinking skills as they make connections between various issues and their own lives. The recursive nature of this process allows students to go back and forth between the different stages of inquiry as they encounter new information. 

In this unit, students will learn the foundations of argumentation in AP Seminar, using vocabulary such as claim, line of reasoning, evidence, perspectives, and lens.  Students will consider and evaluate arguments through an elevator pitch and apply the seven AP Seminar lenses.   This unit encourages students to make a claim and develop a line of reasoning supported by evidence.  Students also analyze research studies and apply their knowledge of how to select credible sources.  

In this unit, students will learn how to create an engaging presentation.  Through a variety of practices on topics of their choosing, students analyze effective presentation techniques, such as voice, tone, stance, and volume. The unit encourages students to give constructive feedback and provides opportunities to apply it. Through reflection and discussion, students learn how to create an engaging presentation about any topic. 

In this final unit, students will apply their knowledge of argument, credibility, and presentations to create a Mock Individual Research Report.  In this project, students collaborate as a team to identify a problem, question, or issue about Power.  They conduct initial research and receive specific feedback on their research skills.  Students strengthen their formal writing skills. Throughout this unit, students connect their strengths and weaknesses to a group project.  

In this unit, students collaborate as a team to identify a problem, question, or issue and conduct initial research. They then identify approaches, perspectives, or lenses and divide responsibilities among themselves for individual research. Individually, students investigate an approach, perspective, or lens on the problem, question, or issue. Each student presents his or her findings and analysis to the group in an individual report. Working collaboratively, the team considers all research and analyses from individual team members to propose or develop a solution, conclusion, or recommendation. Together, the team prepares a written report. The team also develops an 8–10 minute presentation and delivers it to the class using appropriate media. The presentation should reflect the major components of the written team report. Following the presentation, the team will defend its argument, with each student responding to a question posed by the teacher. Finally, each student writes a reflection, which will be added to their individual research report, that explains the impact of this project, including a discussion of the collaborative process, individual contribution, personal views on the issue, and the approach to research and problem-solving.

In this unit, students will use The College Board’s AP Program, which annually releases cross-curricular source material representing a range of perspectives focused on a single theme. Students will use these texts to identify a research question of their own, conduct research, analyze, evaluate, and select evidence to develop an argument. Students then present and defend their conclusions in a 2,000-word paper. The final paper must refer to and incorporate at least two of the sources provided. Students have 30 school days to complete their research, compose their essays, and develop their presentations. Teachers engage students in discussions of emerging issues from the cross-curricular source material supplied by the College Board. Materials are released on or about January 2 of each year, and students must address the current year’s source material in their written responses. Students each develop a 6–8 minute presentation using appropriate media and present it to an audience. This presentation is an opportunity for students to present their conclusions by building arguments that convey their perspectives. The presentations should use evidence to support students’ own arguments and situate their perspectives within their larger contexts, rather than merely summarizing student research. Finally, students defend their research process, use of evidence, and conclusion through oral responses to two questions asked by the teacher.

In this unit, students will close out the year on Power and analyze the power of words and literature. Through this unit, students will reflect on the concept of power in the course and draw a conclusion about power in our society through the lens of Animal Farm.