AP Capstone Seminar Course
Syllabus
Goals of the AP Seminar Course
 Engaging and challenging students through a sophisticated, rigorous cross-curriculum
study of real-world issues that sparks student curiosity
 Empowering students to pose alternative, original, and innovative solutions to real-world
problems
 Cultivating higher-level thinking skills by making connections between and among a
variety of types of sources.
 Honing the writing craft through the art of selecting, synthesizing, and embedding
researched information with academic integrity
 Inculcating the collegiate-level skills of academia for a successful college and career
future
 Instilling a renewed love for learning
Textbook Resources
Austin, Michael. Reading the World: Ideas that Matter. New York: W.W. Norton & Co., 2007. Print.
Chaffee, John, and Christine McMahon. Critical Thinking, Thoughtful Writing: A Rhetoric with
Readings. Boston: Houghton Mifflin Co., 1999. Print.
Cohen, Samuel S. 50 Essays: A Portable Anthology. 2nd ed. Boston: Bedford/St. Martin's, 2007.
Print.
Faigley, Lester, and Jack Selzer. Good Reasons with Contemporary Arguments: High School
edition. [5th ed. Boston: Pearson/Longman, 2012. Print.
Graff, Gerald, and Cathy Birkenstein. They Say / I Say: The Moves that Matter in Academic
Writing. 2nd ed. New York: W.W. Norton & Co., 2010. Print.
Jacobus, Lee A.. A World of Ideas: Essential Readings for College Writers. 9th ed. Boston:
Bedford/St. Martin's, 2002. Print.
Palmquist, Mike. The Bedford Researcher: An Integrated Text, CD-ROM, and Web site. Boston:
Bedford/St. Martin's, 2003. Print.
Turabian, Kate L., and Gregory G. Colomb. Student's Guide to Writing College Papers. 4th ed.
Chicago: The University of Chicago Press, 2010. Print.
Student Expectations
The Capstone Seminar course is designed for the motivated student who possesses a natural
curiosity about the host of real-world problems that beg solutions. This course offers students
the opportunity, individually and in collaborative teams, to explore an array of issues, the many
facets of each discovered through an examination of specific lenses (economic, philosophical,
futuristic, historical, environmental, political, cultural, social, artistic, scientific, ethical, etc.) that
reveal how specific stakeholders offer differing perspectives. Through a series of scaffolding
units centered around specific themes, students will analyze the credibility of arguments and
critique the specific lines of reasoning. From a variety of types of sources about the same issue,
students will hone the art of divining and developing questions that lead to student-developed
original, innovative solutions to specific problems that they propose in well-crafted,
appropriately researched written arguments presented, in part, in multi-media format and
defended in both collaborative and individual products.
The successful Capstone student fully engages in all phases of product development, individually
and in team collaboration, and adheres to all deadlines.
AP Capstone Plagiarism Policy (as per the College Board)
“A student or team of students who fails to acknowledge (i.e. through citation, through
attribution, by reference, and/or through acknowledgement in a bibliographic entry) the source or
author of any and all information or evidence taken from the work of someone else will receive a
zero on that particular component of the AP Seminar and/or AP Research Assessment.”
This policy is central to the AP Seminar course. AP Capstone students conduct research with
academic integrity.
ON-GOING CONCEPTS/SKILLS
_________________________________________________
BIG IDEAS
Question and Explore
Understand and Analyze Arguments
Evaluate Multiple Perspectives
Synthesize Ideas
Team, Transform, and Transmit
EVALUATING CREDIBILITY OF SOURCES
Reputation
Ability to Observe
Vested Interest
Expertise
Neutrality
______________________________________________________________________________
Semester 1
Weeks 1-6
Unit 1 Focus: Introduction to QUEST and Entering the Conversation
Unit 1 Theme: Food
______________________________________________________________________________
Lenses: economic, philosophical, futuristic, historical, environmental, political, cultural, social,
artistic, scientific, ethical, etc
Essential Questions:
What prior knowledge do you bring to this issue?
What new insights do I expect to gain through the examination of this issue?
What close reading strategies will result in an accurate analysis of the author’s premise and
his/her line of reasoning?
Does the author’s premise reveal any bias in his perspective? Is the author a stakeholder in this
issue? What is the author’s vested interest?
Does the author possess the credibility to write about this issue? In what way(s)? Does the
author build credibility in the source? If so, how? Are the author’s credentials credibility
enough?
Peering through which lenses will best reveal alternative views/differing perspectives, or which
lenses reveal similar perspectives? In what context is a source written?
What patterns do the variety of sources reveal? What connections between and among texts do
the sources reveal?
What are the components of a good research question?
What is plagiarism? What is it not?
Essential Knowledge: 1.1A1, 1.1B2, 1.2A2, 1.3C1, 1.3C3,1.4A1, 2.1A1, 2.1A2, 2.1A3. 2.1B1,
2.2A2, 2.2B1, 2.3A1, 2.2A3, 2.3B1, 3.1A1, 3.1A2, 4.1A5, 4.1A7, 4.1A8, 4.1A9, 4.2C1, 4.2C3,
5.1A1, 5.2A1, 5.2B1, 5.2B2, 5.2B3, 5.2B4, 5.3A1
_____________________________________________________________
_
Sequence of Practices and Assessments:
Plagiarism
Students read Alter’s New York Times article for its premise and prediction of what future
problems associated with plagiarism.
Source:
Alter, Alexandra. “Reagan Book Sets Off Debate: Rick Perlstein’s “The Invisible Bridge’
Draws
Criticism. New York Times. August 4, 2014.
http://mobile.nytimes.com/2014/08/05/business/media/rick-perlsteins-the-invisible-bridgedraws-criticism.html?referrer=&_r=0

L.O.1.1A Identifying and contextualizing a problem or issue.
Evaluate Multiple Perspectives

Quote Activity: Students respond to the following quote: “The only thing you
sometimes have control over is perspective. You don't have control over your situation.
But you have a choice about how you view it.” (-Chris Pine (brainyquote.com)

L.O. 1.4.A Identifying alternatives for approaching a problem.
Question and Explore/Team, Transform, Transmit


Team Building Activity: Banyai, Istvan. Zoom. New York: Viking, 1995. Print.
L.O. 5.2B1: Fostering constructive team climate, resolving conflicts, and facilitating
the contributions of all team members to address complex, open-ended
problems.
Evaluate Multiple Perspectives



Introducing Theme and Lenses: Students participate in gallery walk, viewing multiple
images/political cartoons and naming the possible lenses they convey. What are the
different ways I can view a single topic?
o “Which Side Does Your Food Lean” (political image) http://desigrub.com/wpcontent/uploads/2012/08/food-political-leaning.jpg
o “Community Food Bank”(political cartoon) https://encryptedtbn1.gstatic.com/images?q=tbn:ANd9GcRUnnfpGCxfAKnAR0vr8w22Qu6SJnSv
iWoIEp8hCLQ0lX2W7U40WQ
o “Let go of my fuel”(political cartoon) https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcSJhCAMP_UwMQMjOTB-BJAHxjpzbQY-DwbqdQsVb6VjohrNGTo 1940’s food ration add; Da Vinci's The Last Supper
Example Text: Students read “Fish Cheeks” by Amy Tan and participate in small groups
identifying the lens this personal account represents. Students write a short personal
connection to some type of food experience that is part of their family culture.
L.O. 1.1A Identifying and contextualizing a problem or issue.
Question and Explore/Team, Transform, Transmit
 In teams, students create a bubble map of several issues related to food. Then in a
second double bubble map, select two related issues associated with food, and then
dissect each issue into several facets that reflect different perspectives. Through which
lenses are the perspectives revealed?

L.O.1.1A Identifying and contextualizing a problem or issue.
Understand and Analyze Arguments
 Summer Reading Follow-up Discussion (essay from current AP Language summer
reading assignment)
o For a biographical sketch about Lars Eighner, author of “On Dumpster Diving,”
go to the following website:
http://bedfordjfhs.sharpschool.net/common/pages/DisplayFile.aspx?itemId=12041
589
o In what ways does Eighner possess the credibility to write about this unusual
topic? From your summer reading response, share your analysis of Eighner’s
essay. What genre is his essay? How do you know? What is his premise? How
does he organize his essay? What are his lines of reasoning?

L.O. 1.3C: Evaluating the relevance and credibility of information from sources and data. 3.1A:
Identifying and interpreting multiple perspectives on arguments about an issue. 2.1B: Summarizing and
explaining the main idea and the line of reasoning, and identifying the supporting details of an argument,
while avoiding generalizations and oversimplification. 4.1A: Formulating a complex and well-reasoned
argument.

Socratic Seminar: (Expands on our district’s previous Pre-AP Summer Reading
Assignment and serves as an introduction to argument) What is Michael Pollan’s
argument in Omnivore’s
Dilemma? What is Pollan’s research question for each video? Pollan reveals which other
perspectives that may have differing vested interests? Through which lenses does Pollan
examine his issue? What are his lines of reasoning? What is Pollan’s vested interest?
Jigsaw Activity: Each group re-reads an assigned excerpt from Omnivore’s Dilemma or
The Botany of Desire and creates a graphic organizer of Pollan’s lenses and lines of
reasoning.
Be prepared to share your graphic and defend its organization.
Sources:
o Pollan, Michael. Food Rules according to Michael Pollan. YouTube
o Pollan, Michael. “Food Rules.” YouTube
o Excerpts from Previous Summer Reading Assignment Choices:
 Chevat, Richie, and Michael Pollan. Young Readers Edition:The Omnivore's
Dilemma: The Secrets Behind What You Eat. New York: Dial Books, 2009.
Print.
 Pollan, Michael. The Botany of Desire: A Plant's Eye View of the World. New
York: Random House, 2001. Print.


L.O. 5.2B1: Fostering constructive team climate, resolving conflicts, and facilitating
the contributions of all team members to address complex, open-ended
problems. 2.1A: Employing appropriate reading strategies and reading critically for a specific purpose.
2.1B Summarizing and explaining the main idea and the line of reasoning, and identifying the supporting
details of an argument, while avoiding generalizations and oversimplification.
Synthesize Ideas/Understand and Analyze Arguments
(limited to single sentences extracted from the same article)
 Quotation Mingle: Gleaning the Main Idea: Students are each given a card with a
different sentence excerpt from an article. Students mingle with other students and make
an inference about what they think the title of the article is.
 Re-constructing Liptak’s Argument: Discerning Liptak’s lines of reasoning, students
sequence the sentence strips according to how they think he organized his argument.
Source:
o Liptak, Adam. “Supreme Court Supports Monsanto in Seed-Replication Case”
http://www.nytimes.com/2013/05/14/business/monsanto-victorious-in-geneticseed-case.html?_r=0. May 13, 2013.

L.O. 2.1B Summarizing and explaining the main idea and the line of reasoning, and
identifying the supporting details of an argument, while avoiding generalizations and oversimplification.
2.2A Identifying, explaining, and analyzing the logic and line of reasoning of an argument.
Question and Explore
 RAVEN: Evaluating Credibility: Research Adam Liptak and evaluate his credibility and
the credibility of his article.

L.O. 1.3C Evaluating the relevance and credibility of information from sources and data.
Evaluate Multiple Perspectives
 Letters to the Editor: Teacher summarizes article “Beating Obesity” from The Atlantic.
http://www.theatlantic.com/magazine/archive/2010/05/beating-obesity/308017/ Students
work in small groups reading different letters to the editor from the next edition. Groups
explain the perspective of the letter writer. Source: Letters to the Editor “Beating
Obesity” “http://m.theatlantic.com/magazine/archive/2010/07/letters-to-theeditor/308128/

o
o
o
o
o
o
o
L.O. 3.1A: Identifying and interpreting multiple perspectives on or arguments about an issue.
Understand and Analyze Argument/Synthesizing Ideas/Team, Transport, Transmit
(limited to a one-paragraph team response)
For Fun: Read the poem called “Locavores,” written by the AP Synthesis Graders in
Louisville.
 First Team Writing:
o Students are given a packet of sources. The teacher reads one text along with the
students and models RAVEN and argument analysis. Next the class is assigned a
second text to read and answer in detail: What is this writer’s point of view?
(What’s his vested interest?) See Argument Analysis Template, p.223. Using
Google Docs, students work in small groups to synthesize their answers into one
well-written paragraph, color-coded by student. Each group shares its response
with the teacher for grading content and individual and group participation.
Sources:
Locavore readings from 2011 AP Language and Composition Synthesis Essay Question:
Maiser, Jennifer. “10 Reasons to Eat Local Food.” Eat Local Challenge. Eat Local Challenge, 8
Apr. 2006. Web. 16 Dec. 2009.
Smith, Alisa, and J. B. MacKinnon. Plenty: One Man, One Woman, and a Raucous Year of
Eating Locally. New York: Harmony, 2007. Print.
McWilliams, James E. “On My Mind: The Locavore Myth.” Forbes.com. Forbes, 15 Jul. 2009.
Web.16 Dec. 2009.
Loder, Natasha, Elizabeth Finkel, Craig Meisner, and Pamela Ronald. “The Problem of What to
Eat.”Conservation Magazine. The Society for Conservation Biology, July-Sept. 2008. Web. 16
Dec. 2009.
Gogoi, Pallavi. “The Rise of the ‘Locavore’: How the Strengthening Local Food Movement in
Towns Across the U.S. Is Reshaping Farms and Food Retailing.” Bloomberg Businessweek.
Bloomberg, 20 May 2008. Web. 17 Dec. 2009.
Question Roberts, Paul. The End of Food. New York: Houghton Mifflin Harcourt, 2008. Print.
Hallatt, Alex. “Arctic Circle.” Comic strip. King Features Syndicate, Inc. 1 Sept. 2008. Web. 12
July 2009.
Question and Explore/Understand and Analyze Arguments
 Teacher-created Guiding Research Question:
o What are the implications for a community experiencing a locavore movement?
o Evaluate teacher’s research question, according to question template, p. 220.

Finding Connections to Enter the Conversation:
o After students read and analyze the other sources according to RAVEN and the
argument template, students create a heptagonal to discern the connections
between and among the seven different sources. (i.e. Sources A and B are similar
in that ____; Sources A and B are
dissimilar in that ____, Sources A and C are similar in that ____; Sources A and
C are
dissimilar in that ____, etc….) BC-BD, B-E, B-F, B-G, etc. Consider which
sources offer similar arguments, and which sources can be used to acknowledge a
counter argument that requires refutation. Students share their connections with
their

teams.
Individual Writing Practice (Addresses Section I, Part B of EOC Exam)
o Students select two of the written text sources and write a response according to
the directions on Section 1, Part B of the EOC exam: “[W]rite an essay that
evaluates and compares the effectiveness of the two arguments. Focus your essay
on the relevance and credibility of the evidence each presents and the validity of
their lines of reasoning.”

L.O. 2.2B1: Describing and analyzing the effectiveness and credibility of evidence used to
support an argument, taking context into consideration. 2.2C: Evaluating the validity of an
argument.

Peer Feedback: Bless, Address, or Press
o Students put a sticky note on their own writing asking for another writer to bless
(tell what works in the writing/ what is done well); address (give feedback on a
specific area of concern the writer has ); or press (challenge their thinking or
ideas/ push them to deeper analysis or consider other lines of thought).

L.O 5.2B: Fostering constructive team climate, resolving conflicts, and facilitating the contributions of all
team members to address complex, open-ended problems. 5.3A: Reflecting on and revising their own
writing, thinking, and/or processes. 5.3B: Reflecting on personal contributions to overall collaborative
effort.
Evaluate Multiple Perspectives/Synthesize Ideas
 Entering the Conversation
o Individual Writing Practice
(Addresses Task 1)
After the team of students identifies the various implications for a community
experiencing a locavore movement, each student selects a different implication
that
reflects a specific perspective. Referencing example templates from They Say, I
Say, students engage the sources in a conversation, “analyz[ing] the lines of
reasoning and
evidence of the information,” appropriately “cit[ing] and attribut[ing] information
included.” See p. 2 of Performance Task 1).
o Transitions in Writing: Students work in small groups to complete a transitions
vocabulary pyramid.
o Team Writing Practice
(Addresses Task 1)
After completing the Individual Writing Practice, students collaborate “for
the purpose of proposing or creating a solution, conclusion, or
recommendation,”deduced
from the sources. Students then collaborate to synthesize the sources into one
team-written
product, according to the guidelines on p. 3 of Performance Assessment Task 1.

L.O. 4.2C: Attributing knowledge and ideas accurately and ethically, using an
appropriate citation style.
Question and Explore/Evaluating Multiple Perspectives/Team, Transport, Transmit

Assigned Roles Research:
o Provide a scenario: Due to the government shutdown, Alaskan King Crab
fisherman were not able to start fishing at the beginning of their very short season.
What are the implications of this delay? Teacher assigns student roles such as
deckhand on a fishing vessel, boat owner, the fishery, seafood restaurant owner,
Alaskan economist, etc. Students must research and find one quality source that
represents that point of view and participate in a forum (class discussion) of the
issue taking on that role.
o Students complete RAVEN on the sources they found, looking for bias,
credibility, etc. (Resources: p.47 & p.52 in binder)
Individual Writing Practice, (Addresses Task 1)
Write a report about your findings and include an analysis of your source, its
relevance,
effectiveness, and credibility.
Team Writing Practice (Addresses Task 1)
From your team’s array of sources, what patterns or trends reveal themselves
through
which lenses. Develop a thesis sentence based on that narrowed scope. Then
write a
multi-paragraph team report
Writing a Reflection:
o Students write a reflection over the idea of researching with a point of view in
mind, credibility, bias, and other new ideas they have encountered.

L.O. 3.1A: Identifying and interpreting multiple perspectives on or arguments about an issue.
3.2A: Evaluating objections, implications,and limitations of alternate, opposing, or
competing perspectives or arguments.
Team, Transport, Transmit
 Introduction to Effective Presentations
Evaluating a Presentation
o View Al Gore’s Presentation, “Averting the Climate Crisis” on TED Talks.
Without
taking a position on the issue, critique the former Vice-President’s delivery and
Power Point presentation. What in the presentation is effective? What is
ineffective? What questions about his presentation delivery would you ask him?
o View two students’ presentation on TED Talks, “Two Young Scientists Break
Down
Plastics With Bacteria.” What problem are the students solving? How would you
describe their approach to solving this problem? What makes their presentation
particularly effective? What would you do differently?
o Read “Presentation Tips and Strategies for Students,” “Tips for Effective
Multimedia Presentations,” and “Presentation Planning Template”

L.O. 2.3.A: Connecting an argument to broader issues by examining the implications of the
author’s claim. 5.1A: Working both as an individual and with a team to plan, produce, and
present a cohesive argument, considering audience, context, and purpose, and using
appropriate media (e.g., essay, poster, presentation, documentary, research, research report/thesis).
______________________________________________________________________________
Semester 1
Weeks 7-11
Unit 2 Focus: Argument Analysis, Creating Research Questions, Understanding
Perspectives, and Team Performance
Unit 2 Theme: Representation
______________________________________________________________________________
Broad Lenses for the Theme: International, National, State, County, City
Lenses: economic, philosophical, futuristic, historical, environmental, political, cultural, social,
artistic,
scientific, ethical, etc.
Essential Questions:
What is a democracy? What is it not? Oligarchy? Plutocracy? Theocracy? Totalitarianism?
Authoritarianism? Dictatorship? Communism? Socialism?
Who should be able to vote in the United States? What are the largest voting blocks of people in
the
United States? What are the least represented voting blocks in the United States?
Does the United States encourage/discourage electorate participation in the voting process?
How can I trust the sources that report on issues concerning voting and representation? What is
the vested
interest of each source?
Why is/is not the electoral college method of electing our President still viable?
How does gerrymandering affect the nation, the state, and the county?
Who has more control over the political process, moneyed interests or the people?
What concerns cause people to desire representation in their respective governments?
How can I more fully engage in the civic process?
Through what specific lenses can you view a specific issue regarding representation in the
United States?
What questions can you glean from the provided research to narrow my own research on my
selected issue
regarding representation in the United States?
What is my research question? Is it debatable? Is it simple and focused? Is it researchable? Will
it serve
to identify multiple perspectives? Does it require judgment? Will my research question
reveal a
problem that you can solve with an original, innovative, possibly alternative approach?
Essential Knowledge:
1.1B1, 1.2A1, 1.2A3, 1.3A1, 1.3B1, 1.3C1, 1.3C2, 1.3C3, 2.1A4, 2.1B1, 2.1B2, 2.1B3, 2.2A1,
2.2A3, 2.2B2, 2.2B3, 2.2B4, 2.2B5, 2.2C1, 3.2A1, 3.2A2, 4.1A1, 4.1A2,4.1A5, 4.1A6, 4.1A7.
4.2A1, 4.2A2, 4.2A3,4.2C2, 4.2C3, 4.2C4, 5.3B1
______________________________________________________________________________
___
Sequence of Practices and Assessments:
International Lens
Question and Explore/Evaluating Multiple Perspectives
 Edmodo Discussion Questions: What is a democracy? What is it Not?
Students begin this discussion by conducting preliminary research regarding the first
democracy to
ascertain how the ancient Greeks defined “democracy.” Who did Pericles believe should
be
included in the democratic process? Who did he think should be excluded? Who would
you prefer to vote in the elections of the United States; a well-informed electorate, an
uninformed electorate, or an ill-informed electorate? Students then consider the components of
democracy in the United States and what a democracy is not? Also, consider what debatable
issues present themselves...through which lenses, perspectives?
 L.O. 1.2A Retrieving, questioning, organizing, and using prior knowledge about a topic.


Viewing a Painting as an Argument
o Re-visiting the background knowledge you gained from learning about the French
Revolution in Pre-AP History and from reading Charles Dickens’s A Tale of Two
Cities in Pre-AP English, examine Eugene Delacroix’s Liberty Leading the
People through the YouTube video and read the analysis of the painting provided
by the Louvre Museum. What lenses reveal themselves? What different
perspectives does Delacroix encapsulate in his painting?
Narrowing Lenses
o In what ways can you connect this international lens with a national lens?
o

Delacroix, Eugene. Liberty Leading the People, 1830 YouTube images and
video.
“ Liberty Leading the People,” article.
Louvre Museum.
http://www.louvre.fr/en/oeuvre-notices/july-28-liberty-leading-people
o
o
L.O. 1.2A Retrieving, questioning, organizing, and using prior knowledge about a topic. 4.1A Formulating
a complex and well-reasoned argument. 4.2A Interpreting, using, and synthesizing qualitative and/or
quantitative data/information from various perspectives and sources (e.g., primary, secondary, print,
nonprint) to develop and support an argument.
Question and Explore/Evaluating Multiple Perspectives/Team, Transport, Transmit
Introduction to Writing Research Questions
 Creating a Mini-Lenses/Questions Graphic Organizer
o Students write questions they have as they listen to an NPR audio and read along
with the accompanying script. Students then view the Question Template, p.220,
to discern which of their questions adhere to the template criteria for writing good
research questions. In teams, students create a Mini-Lenses/Questions Graphic
Organizer.
o

Source: “The Arab Spring: A Year Of Revolution.” On radio show, All Things
Considered. http://www.npr.org/2011/12/17/143897126/the-arab-spring-a-yearof-revolution. December 17, 2011 6:02 PM ET.
L.O. 1.3A Accessing information using effective strategies. 2.1A Employing appropriate
reading strategies and reading critically for a specific purpose.
National Lens
Question and Explore
 Identifying Lenses
o Read the poem, “How to Write the Great American Indian Novel” by Native
American Poet Sherman Alexie. Through a satirical lens, Alexie reveals what
stereotypes of Native Americans? How does stereotyping people affect the
concept of representation in America?
Source: Alexie, Sherman. “How to Write the Great American Indian Novel.”
http://www.poetryfoundation.org/poem/237270

L.O. 1.1B Posing complex questions and seeking out answers that reflect multiple, divergent, or
contradictory perspectives. 1.2A Retrieving, questioning, organizing, and using prior knowledge about a
topic. 2.1A Employing appropriate reading strategies and reading critically for a specific purpose.
2.2A Identifying, explaining, and analyzing the logic and line of reasoning of an argument.

Creating a Timeline: Waves of Immigration to the United States
In teams, students research the waves of immigration to the United States and place their
findings
on a timeline. Include in your graphic organizer those people who came here unwillingly
or
those who were already here and were included unwillingly. Consult, for example, the
1948 Treaty
of Guadalupe Hidalgo. Also, consider any groups legally excluded from immigrating
to the United States and any groups granted amnesty after living here illegally for
a long time.

L.O. 1.1B Posing complex questions and seeking out answers that reflect multiple, divergent, or
contradictory perspectives. 1.3A Accessing information using effective strategies. 1.3B Using technology
to access and manage information. 3.1A Identifying and interpreting multiple perspectives on or arguments
about an issue. 4.2A Interpreting, using, and synthesizing qualitative and/or quantitative data/information
from various perspectives and sources (e.g., primary, secondary, print, nonprint) to develop and support an
argument. 4.2C Attributing knowledge and ideas accurately and ethically, using an appropriate citation
style.
Question and Explore/Evaluating Multiple Perspectives/Understand and Analyze
Argument
 Ethos in Letters
o Students read the letters and identify the perspectives and ethos of the writers.
Source: Letters to the Editor “The Child Migrants at the Border”
http://www.nytimes.com/2014/07/24/opinion/The-Child-Migrants-at-the-Border.html
Analyzing an Argument/Writing Research Questions
Students read the article “Immigrant Surge Rooted in Law to Curb Child Trafficking,”
annotating
the article for lenses and perspectives and writing possible research questions.
Examining Primary Source Documents
 Students read the text of the actual law to curb child trafficking former President George
Bush signed into law in 2008.
Source: “Text of the William Wilberforce Trafficking Victims Protection
Reauthorization Act of 2008.”
Source: Hulse, Carl. “Immigrant Surge Rooted in Law to Curb Child Trafficking.”
http://www.nytimes.com/2014/07/08/us/immigrant-surge-rooted-in-law-to-curb-childtraffickng.html?_r=0. July, 2014.

Analyzing and Comparing Arguments/Writing Research Questions
 Students read the article “Hillary Clinton Now Says The Law Shouldn’t Be Changed To
Quickly Deport Children At Border,” annotating the article for lenses and perspectives
and writing
possible research questions. Then compare this article with “Immigrant Surge Rooted in
Law to
Curb Child Trafficking.” Consider source credibility of each and any similar and
dissimilar
lenses and perspectives. What inference regarding patterns can you glean from the
information?
From this inference, write a possible research question that would extend your knowledge
of the
issue and present a problem for which you could offer an alternative solution.
Source: Carrasquillo, Adrian. “Hillary Clinton Now Says The Law Shouldn’t Be
Changed To
Quickly Deport Children At Border”
http://www.buzzfeed.com/adriancarrasquillo/hillary-clinton-now-says-the-law-shouldntbe-cha
L.O.1.2A : Retrieving, questioning, organizing, and using prior knowledge about a topic. 1.3C Evaluating the
relevance and credibility of information from sources and data. 2.1A Employing appropriate reading strategies and
reading critically for a specific purpose. 2.2A Identifying, explaining, and analyzing the logic and line of reasoning
of an argument. 3.1A Identifying and interpreting multiple perspectives on or arguments about an issue. 3.2A
Evaluating objections, implications, and limitations of alternate, opposing, or competing perspectives or arguments.
4.1A Formulating a complex and well-reasoned argument.
Practice Section 1, Part B of EOC (to prepare for semester exam and EOC)
In an essay, compare Hulce’s article and Carrasquillo’s article. Follow the directions on
the
EOC exam.
Local Lens
Evaluating Multiple Perspectives
Examining a Local Issue Related to Representation
 Students view/discuss two local news stories and make connections between national and
local lenses concerning the immigrant children crossing the Texas border. (This facility
is in our school district; these children will attend our schools.)
Sources:
“Manvel Facility Could House Undocumented Children.”
http://www.click2houston.com/news/manvel-facility-could-house-undocumentedchildren/27138258. July 24, 2014.
“Brazoria County Angry over Washington’s Silence about Undocumented
Children.” http://www.khou.com/story/local/2014/08/01/12676816/. July 24, 2014.
National Lens
Evaluating Multiple Perspectives
The Voice of the People?
 Students read an article interpret several graphs, discerning the two opposing perspectives
that affect representation.
Sources
Blow, Charles M. “Occupy Wall Street Legacy.” New York Times. Sept. 13, 2013.
“How Citizens United Changes Politics, in 7 Charts.” Washington Post. Jan. 1, 2014.

L.O. 1.3A Accessing information using effective strategies. 2.1A Employing appropriate reading strategies
and reading critically for a specific purpose. 2.1B Summarizing and explaining the main idea and the line
of reasoning, and identifying the supporting details of an argument, while avoiding generalizations and
oversimplification. 3.1A Identifying and interpreting multiple perspectives on or arguments about an issue.
3.2A Evaluating objections, implications, and limitations of alternate, opposing, or competing perspectives
or arguments. 4.2A Interpreting, using, and synthesizing qualitative and/or quantitative data/information
from various perspectives and sources (e.g., primary, secondary, print, nonprint) to develop and support an
argument.
Evaluating Multiple Perspectives
Culminating Assessment for Unit 2 (Addresses Performance Assessment Task 1)
 Individual Written Research Practice (600 words of the 1200-word requirement for
the actual assessment)
o Considering the array of sources and the differing lenses and perspectives
revealed through the scaffolding study of the theme of representation, students
individually select a specific topic to research further or select a specific topic
related to the study. Students then conduct their own research and write an
Individual Research Report that meets the criteria for the report as specified in the
rubric on p.4 of Task 1 packet.
o Students practice peer revision, peer-editing, and self-editing.
 Written Team Report (1500 words of the actual 3000-word requirement)
 Annotated Works Cited
 TEAM Presentation Practice ( 4-5 minute minimum to prepare for the 8-10
minutes required of the actual Team Assessment of Task 1; scope will differ from
the actual assessment)
o

Students convey the results of their research in a presentation. The focus of this
presentation is on delivery and is scored on those aspects of the rubric of
Performance Task 1.
Students practice storyboarding their presentations to organize effectively.
o
L.O. All Previous Learning Objectives from this unit
______________________________________________________________________________
___
Semester 1
Weeks 12-15
Unit 3 Focus: Analyzing Arguments, Discerning Multiple Perspectives, Synthesizing Ideas,
Proposing an
Original Solution to a Problem, Individual Performance, and Defense of Research
Unit 3 Theme: Population Control
Lenses: Student-selected
Possible Perspectives: Student-selected
Essential Questions:
What prior knowledge do you bring to the topic of population control?
What do you expect to learn about population control?
Through what specific lenses can you view a specific issue regarding population control?
What questions can you glean from the provided research to narrow your own research on your
selected
issue regarding population control?
What is your research question? Is it debatable? Is it simple and focused? Is it researchable?
Will it serve
to identify multiple perspectives? Does it require judgment? Will your research
question reveal a
problem that you can solve with an original, innovative, possibly alternative approach?
Does your research reflect an array of credible sources?
Does the research embedded in your writing strictly follow the plagiarism policy for researching
with
integrity?
Essential Knowledge: 1.3B1, 1.3B2, 1.3C4, 2.2B1, 2.2B2, 2.2B3, 2.2B5, 4.1A3, 4.1A4, 4.2A4,
4.2B1, 4.2C3, 4.2C4, 4.3A1, 4.4A1, 5.1A2, 5.1A3, 5.1A4, 5.1B1, 5.1B2, 5.1B3, 5.1B4, 5.1C1,
5.3A1, 5.3B2
______________________________________________________________________________
___
Sequence of Practices and Assessments:
At this point in the curricula, students will have been exposed to an array of scaffolded activities
that reflect AP Seminar student expectations. For this unit, after analyzing the following sources
for credibility, lenses, and multiple perspectives, students will write a specific, focused, guiding
research question. Students will then conduct further research and write an individual argument
and an annotated works cited; they will then present their information in an individual
multimedia presentation and prepare an oral defense of their research-based presentation.
Sources:
Robert Kunzig. “Population 7 Billion.” National Geographic. January 2011. with photograph
by
Randy Olson.
http://ngm.nationalgeographic.com/2011/01/seven-billion/kunzigtext
Black, Edwin. “The Horrifying American Roots of Nazi Eugenics.” in "IBM and the Holocaust"
and
“War Against the Weak: Eugenics and America's Campaign to Create a Master
Race,"(from which the article is drawn.)
http://hnn.us/article/1796#sthash.jfH4q2Mk.dpuf. September, 2003.
Stobbe, Mike. “AP IMPACT: Past Medical Testing on Humans Revealed.” The Washington
Post
Feb. 27, 2011. Associated Press.
http://www.washingtonpost.com/wpdyn/content/article/2011/02/27/AR2011022700988.html
“Why We Need a Global Arms Trade Treaty.” Oxfam International.
http://www.oxfam.org/en/campaigns/conflict/controlarms/why-we-need-global-arms-tradetreaty
Navarro, Mireya. “Breaking a Long Silence on Population Control.” New York Times. Oct. 31,
2011.
http://www.nytimes.com/2011/11/01/science/earth/bringing-up-the-issue-of-population-growth.
ml?pagewanted=all
U.S. Department of State. http://www.state.gov/j/prm/population
“Jury Find Merck Liable in Landmark Vioxx Case” (trial held in Angleton, Texas, Brazoria
County Courthouse). NBC News. updated 8/19/2005 8:30:32 PM ET
http://www.nbcnews.com/id/9006921/ns/health-arthritis/t/jury-finds-merck-liable-landmarkvioxx-case/#.U-ED8uNdVIE
National Drug Threat Assessment 2006 (Maps). National Drug Intelligence Center. January
2006.
http://www.justice.gov/archive/ndic/pubs11/18862/appenda.htm
“Texas Woman Sentenced for Sending Ricin Letters.” Federal Bureau of Investigation, Dallas
Office.
U.S. Attorney’s Office. July 16, 2014. Eastern District of Texas.
http://www.fbi.gov/dallas/press-releases/2014/texas-woman-sentenced-for-sending-ricinletters
Maris, David. “A Drug Recall That Should Frighten Us All About The FDA.” Forbes. Oct.
10, 2012. http://www.forbes.com/sites/davidmaris/2012/10/10/fda-recall-points-toserious-problems-at-the-fda/2/
Other Related Topics for Possible Future Research: Opium Wars (Purposeful Introduction of
Drugs to Specific Populations), Climate Change, Dead Zones, Weapons Manufacturers’
Customers, War Triggered by the Oppressed
Performance Assessment Task 2 Practice
Students will have three weeks to complete this individual practice assessment. Students
will also prepare an individual practice presentation and defense, scheduled for the following
week. Students will follow the expectations for this assessment outlined on page 2 of the “AP
Seminar Performance Assessment Task 2 Packet” with some modifications.
 Individual Written Argument (1,000 words of the 2,000-word Requirement)
 Individual Multimedia Presentation (3-4 minutes of the 6-8 minute Requirement)
o Students will practice peer response revision groups, peer editing, and selfediting.
 Oral Defense of Presentation

L.O. 1.3B Using technology to access and manage information. 1.3C Evaluating the relevance and
credibility of information from sources and data. 2.2b Describing and analyzing the relevance and
credibility of evidence used to support an argument, taking context into consideration. 4.1A Formulating a
complex and well-reasoned argument. 4.2A Interpreting, using, and synthesizing qualitative and/or
quantitative data/information from various perspectives and sources (e.g., primary, secondary, print,
nonprint) to develop and support an argument. 4.2B: Providing insightful and cogent commentary that links
evidence with claims. 4.2C: Attributing knowledge and ideas accurately and ethically, using an appropriate
citation style. 4.3A : Extending an idea, question, process, or product to innovate or create new
understandings. 4.4A: Offering resolutions, conclusions, and/or solutions based on evidence while
considering consequences and implications. 5.1A Working both as an individual and with a team to plan,
produce, and present a cohesive argument, considering audience, context, and purpose, and using
appropriate media (e.g., essay, poster, presentation, documentary, research report/thesis). LO 5.1B:
Communicating an argument in an evidence-based written essay adhering to established conventions of
grammar usage, style, and mechanics. 5.1C Speakers vary elements of delivery to emphasize information,
convey tone, and engage their audience. 5.3A Reflecting on and revising their own writing, thinking,
and/or processes. 5.3B: Reflecting on personal contributions to overall collaborative effort.
______________________________________________________________________________
___
Semester 2
Seminar Assessments
AP Seminar Performance Task Assessment 1
Students work in teams of 3-5 to decide on a theme of study and conduct preliminary
research to reveal the possible lenses and perspectives through which students conduct more
narrowed researched that focuses on a specific debatable issue to expose a real-world problem
that begs innovative solution.
Individual Research Report (1,200 words)
Each team member researches and writes an individual report about a different
perspective of the same problem and an annotated works cited that specifies how the student
used each source.
Team Report (3,000 words)
The teams then actively collaborate to incorporate their findings into a team report that
offers an innovative solution that students design.
Team Multimedia Presentation (8-10 minutes)
Teams collaborate to design and present a research-based multimedia presentation of
their argument and innovative solution.
Individual Reflection (800 words)
Teams use their Personal Reflective Journal that they have written on an on-going basis
throughout this study and their Annotated Works Cited to write an Individual Reflection of their
research journey, independently and collaboratively.
All of the above products for Performance Task Assessment 1 will be completed by
January 30th.
AP Seminar Performance Task Assessment 2
Students will have 30 days to fully complete all components of this assessment.
Students
will keep a Reflective Journal throughout the 30-day preparation.
Individual Written Argument (2,000 words)
Students will read and analyze the sources in the packet provided by the College Board.
Students will then write a question prompted from the sources to guide their independent
research. With academic integrity, students will collect, analyze, and carefully select evidence to
support their own perspective on the issue. Students will write a well-reasoned argument that
addresses the research question and presents their perspective. Students will include a properly
formatted annotated works cited that specifies how the student used each source.
Individual Multimedia Presentation (6-8 minutes)
Students will design and present a multimedia presentation that summarizes their
evidence and conveys their argument.
Oral Defense of Presentation
Students will answer 3 teacher-designed questions that probe how students both selected
and used their sources and explore their personal reflection regarding their research, their
findings, or their solution and its possible implications.
April 30th
ALL ASSESSMENTS COMPLETED/GRADED/UPLOADED TO COLLEGE BOARD
______________________________________________________________________________
__
After assessment deadline and EOC AP Exam, students will participate in assignments that
bridge the Seminar course to the Research course.